Please note

course evaluations

We can’t help it: we measure what is possible, not necessarily what matters.

democratize the science of learning

Mapping

Please sign up on the CPI registration system

prepatory

pariticipants

group sessions

The DSI seeks to train participants in a

Rigor is derived through engagement and when students feel trusted and valued, they engage at a higher level.

Where’s the rigor in that

Designing assignments that are relevant to our students means folding in opportunities to draw upon their experiences and traditions

the network effects of creativity. That will be the subject of my third and final part of this series on TikTok.

to forever serve as a slave

Efficient submission, marking, moderation and data storage pro-cesses;• Consistent, accurate results with opportunities to combine human and computer marking

Thisstudy makes noclaims of neutral, generalizable knowledge –what Haraway (1988) called “the view from above, from nowhere” (p. 589) –but rather focuseson the ways in which open scholarly influenceis experienced and understood by specifically-located individuals. These “situated knowledges” (Haraway, 1988) areperspectives shaped by particular social locations, material realities, and power relations.

Rather than claiming that “view from above, from nowhere” (Haraway, 1988, p. 589), mysociomaterial approach takes upeach of the intersecting lenses that comprise this dissertation as webs of significance, interpreted and analyzed through “the view from a body...a complex, contradictory, structuring, and structured body” (Haraway, 1988, p. 589). In the conclusion,I turn my focus to the view from this structuring and structured body a year after wrapping up the research study, and share some of the webs of significance that have emerged within the networks it helped create

This idea of an embedded, non-isomorphic and multiply-located researcher compromises the premise of what Haraway (1988) would call an unmarked field of vision, or the detached, reductionist “conquering gaze from nowhere” (p. 581) that science has traditionally valourized as signifying objectivity. From a perspective of situated knowledges, however, that neutral research lens is an inherently impossible fiction that reinforces status quo power relations.

This emphasis on knowledge as situated and enacted is informed by Haraway’s (1988) concept of situated knowledges and its premise of the material-semiotic actor, who –whether human or non-human –actively contributes to the production of knowledge as an “active, meaning-generating” (Haraway, 1988, p. 595) part of the apparatus, or assemblage. All three papers in this dissertation have ontological roots in the concept of situated knowledges, and in the assumption that both human and non-human actors contribute to any understanding of scholarship as a techno-cultural system

In British Columbia, OER have been funded by institutions such as the provincial government, a number of universities and colleges, and other organizations

Ongoing Integrity of Education Property Tax Revenue

n addition, over the next three years, the Province will more than double the funding under the College Equipment and Renewal Fund — with an increase from $8 million to $20 million per year. This investment will provide colleges with support to invest in cutting-edge equipment and technology to ensure students’ skills are aligned with the tools industry is using today. The Province will provide a new investment of over $500 million starting in 2020–21 to help renew and modernize Ontario’s university and college campuses. Investments will support institutions to update classrooms and labs, and undertake facility retrofits and other renewal projects to enhance students’ learning experience.

Ontario’s postsecondary institutions play an important role in equipping students with the skills, knowledge and competencies required to succeed in a rapidly changing social, economic and technological world. Ensuring that postsecondary institutions across the province are equipped with the right space and technology is important to delivering quality higher education. To support this, the Province will provide more than $3 billion in capital grants to postsecondary institutions over the next 10 years.

Recognizing Indigenous Institutes builds on the Province’s historic $56 million investment in Indigenous learners, announced in the 2017 Budget, as an important part of a thriving postsecondary system and a key step towards reconciliation with Indigenous peoples in Ontario

Saving Students Money through Open Textbooks Ontario is also supporting the creation and development of free online textbooks and educational resources for students to make college and university more affordable and accessible. This initiative allows students and faculty to browse, view and download free textbooks for use in their courses. The $1 million Ontario Open Textbooks Initiative, launched in June 2017 in partnership with eCampus Ontario, focuses on Ontario-specific content in areas where the most significant impact and cost savings for students can be realized, including high-enrolment first-year courses, French-language content, content for Indigenous studies, trades and technical skills content, and content for new Canadians. The current library collection has amassed over 230 textbooks, and anyone from across the province can view and download the open materials for free (openlibrary.ecampusontario.ca). The Open Textbook Library addresses two key barriers to education — access and affordability — and since the library’s soft launch in May, more than 5,270 learners have saved over $520,000.

Making Labour Market Information Accessible Having access to accurate and timely labour market information (LMI) is integral for students, career counsellors and job seekers to help them make career and education decisions. The government launched a new LMI website in 2017 that provides new data about the current demand for jobs, and more regional information about job vacancies. Beginning in spring 2018, Ontarians will have access to real time, local labour market information through the government’s refreshed LMI website. This will help students, job seekers and ‎employers make better decisions about their workforce and career goals using current and localized information.

That is why the government will invest an additional $63 million over three years to create the first Ontario Training Bank to serve as a one-stop shop for employers, job seekers and workers to access the skills training that meets their needs. The new Ontario Training Bank includes a refreshed set of services and programs3 that will: Help employers invest in the skills of their workers, and come together to train and recruit new talent; Provide workers with the ability to grow in their jobs and adapt to technological changes; Provide employers with access to essential skills upgrading, including digital literacy for their workers at no cost to the employer; Provide job seekers with support to access quality training to secure in-demand jobs and meet employers’ hiring needs; and Bring employers, industry associations and training providers together to develop skills programs that are tailored to the needs of the local economy.

Ontario’s skilled trades create careers leading to secure jobs and a good quality of life, and are also vital to the health and growth of the economy. Building on consultations across the province, the government is investing $170 million over three years in the new Ontario Apprenticeship Strategy. This investment will include: Expanding the Ontario Youth Apprenticeship Program (OYAP), providing more high school students with trades-related hands-on learning opportunities; Improved guidance counselling resources and local labour market information for students, parents and educators; A new grant to promote pooled group sponsorship models for apprentices; A Local Apprenticeship Innovation Fund to increase opportunities for apprentices and encourage engagement within the apprenticeship system across Ontario, as well as support regional, local or sector-specific pilots where there is demonstrated market need;  and Continuing education opportunities for trade professionals.

Preparing Secondary School Students for the Workforce Preparing Ontario students for the jobs of today and tomorrow is part of the government’s plan to create jobs, grow the economy and help people in their everyday lives. The Province has taken the following steps: In March 2017, Ontario launched 29 pilot projects across the province for the Career Studies course. More than $10 million per year for four school years has been invested to help schools create more experiential learning opportunities for students. Since 2014, Ontario has funded close to 300 Experiential Learning pilots across the province, helping students explore a wide array of career opportunities both inside and outside the classroom

Students, parents, and educators have identified Grades 7 and 8 as crucial years where greater support is needed. That is why the government will invest more than $120 million over the next three years to help students prepare for success in high school by ensuring that flexible supports are available in response to local needs and priorities.

Province is introducing a Good Jobs and Growth Plan with $935 million in new investments over the next three years as well as long-term infrastructure investments.

Recent legislation requiring mandatory professionaldevelopment for recertification and a more standardized teacher appraisalsystem across the province,however, draws on the Standardsas a provincialpolicy tool for influencing the quality of teachers and teaching

Making Child Care More Accessible and Affordable

college and university students have access to mental health services and supports

Provide every high school in Ontario with access to mental health support

Ontario will invest $3 million over three years to build and expand tools and services to support children, teachers,

To help make life more affordable, the government has introduced programs like full-day kindergarten, free college or university tuition

mbed social emotional learning in the refreshed curriculum

Reducing financial barriers for students from low- and middle-income families so that they can pursue postsecondary education through the newly transformed OSAP program

Education Our public schools help all students succeed, while colleges and universities provide our economy with a highly skilled workforce. We're improving education by: making college and university tuition free for more than 225,000 students of all ages supporting the creation of free online textbooks and educational resources for students connecting 250,000 students in 850 schools to high-speed internet in 2018

mental models,

undergraduate students

uality Assurance & the Audit Culture

asthope & Easthope (2000) posit, if neoliberalism is perceived successful in education, it is only as a result that it has been accepted as a natural extension to many of the professionalbeliefs that already exist

market driven paradigm reducing its primary role for creating citizenswithin a society to a commercial base ideology

hegemonic

massification

bureaucratisation of education

Neoliberalism creates changes to methods of quality assurance and accountability in higher education, and in so doing leads to “the obsession with what Lyotard calls ‘performativity’-everything to be translated into easily measured outcomes” (Mayo, 2009, p. 96

financialization of everything

Neoliberalism, for the purpose of this research, will be defined as economic policies that focus on

question not only the type of knowledge presented to them but the meaning of this knowledge

political mechanism for control and domination, once transformed, education becomes the key for liberation

power to transform their own oppression

ontradictions were necessary within society for they provide a method for defining and understanding our world

Freirean philosophy is not idealistic; however, it is hopeful

alues of reason

moral choice

hierarchical role

conceptual framework

neoliberal efficiencies and competencies

restructuring of higher education

neoliberal climate

Hence, an exploration of how different institutions commit resources, time, and policies to teaching improvement would be a fruitful area of future investigation.

Institutional culture and quality teaching should be considered together, as there is an important relationship between institutional culture and teaching (Stein, 1997). T

shared value

a culture with improved teaching quality is likely to lead to improved student engagement and learning

Monogrpah

is an

eCampis Ontario

bases of power and influence

Bauman 1989: 167

An escalatory chain of eventsoccurred; the construed authority of the guards was enforced by the submis-siveness of the prisoners, tempting the guards to further and increasingly ille-gitimate displays of the power that their authority allowed them to exercise,leading to further humiliation of the prisoners

Haney, Banks, and Zimbardo (1973) designed anexperiment that resonates with government practices that are accepted as nor-mal and routine in many societies

ituational obligations arise

The system of which we are a part is responsible, not us

expressed in a purely quantitative form

the result is the irrelevance ofmoral standards for the technical success of the bureaucratic operation

You see only asmall part of the whole organizational chain when accomplishing yourtask;

Total institutions do not just include organizations that makepeople inmates against their will

orporate “organization man”

In organizations designed tobe more polyphonic through more inclusive governance and representation,there would be less need for illegitimate means of resistance

Thosethat have resources attract more resources and thus more power

The organization wasconceptualized as being composed of four functional subsystems or subunits.

expert knowledge as a masculine deviceover and against the female production workers

Through their technical knowledge, they could render theuncertain certain and the nonroutine routine

manuals disappeared and sabotage occurred

cientific management principles

technicalcompetency

Thompson (1956) researched two U.S. Air Force bomber wing commandscomprising both flight and ground crew personnel.

able to exercise power when they control or have the necessary knowledge tomaster uncertain zones in the organizational arena

uncertainty that the elected members

If you had a choice, would you spend eight hours a day with thepassing parade of megalomaniacs, incompetents, and cruelly brutal gossipsthat people most offices and other organizations?

ife; it is not a metaphor for other things we want to do to improve our soc

7 Characteristics of a Quality Online Discussion Posting

About "The Brief Penguin Handbook"

, and

,

what living conditions were

the public opinion reflecting them

In chapter 9 of Visions, Daniel Francis, Janet Miron, and Robert Lanning

were causes for reform

By using archaeological evidence of the exchange of certain European goods

as it circumvents some of the intrinsic problems that come with relying on heavily mediated records in the form of missionary/settler journals and letters

This directly contravenes the common assumption that European goods superseded Aboriginal trade networks

Salisbury

in an effort to actively navigate the changes of 1830-1870 as the expansion of Canada’s borders and white settler communities reshaped cultural and economic practices and marginalized Métis populations

Complementary to these historians’ arguments, the primary sources, including Norbert Welsh’s memoir and several photographs, provided evidence of the impact of these societal changes as well as the diverging interests of white settlers and the Métis

Métis migration, shifting cultural norms, the influence of white women, and the Métis resistance led by Louis Riel

The analyses of the three historians, Sylvia Van Kirk, Gerhard Ens and Gerald Friesen

which occurred

The primary and secondary sources contained in Chapter 8 of the Visions text, The Métis and Red River Society: Change, Adaptation, and Resistance -1830’s to 1870s

distinguishing features

Through an analysis of the viewpoints of three different historians and primary documents based on education and mental institutions and the ways in which reform was sought to improve them, it becomes clear that there are several key concepts that connect these types of reform together through distinguishing features.

Through an analysis of the viewpoints of three different historians and primary documents based on education and mental institutions and the ways in which reform was sought to improve them, it becomes clear that there are several key concepts that connect these types of reform together through distinguishing features

good about this paragraph

But even such a little amount was necessary to secure the family

Though women were marginalized in the public workforce, they utilized their social position to find ways to earn a living and contribute to society

Document 1:

She argues that although women were still limited in employment opportunities, they too provided goods and services that were important to society.

The Crucifixion and The Last Judg

problem solving, communication, negotiation skills, conflict-resolution skills, and group processing skills.

supported by research

She tells me that Lily left her baby alone in the park

We will cover everything you need to know for this course within this module

It is beyond the scope of this course

molecules. 

Just to be on the safe side, we suggest that you be kind to your pet rock, most likely a silicate, just in case our silicon overlords arrive.

ab

cybertheorist Pierre Lévy

easures of the success

Measures of Course Success

Evaluation ComponentGrade WeightDue DateForum Posts20WeeklyClass Contribution10WeeklyResource Share15To be SelectedDebate25To be SelectedCritical Analysis Paper30March 29, 201