Faculty of Extension and Centre for Health Promotion Studies E-Learning Planning Committee April 7, 2005 E-Learning Planning Committee April 7, 2005

Our learners Extension  13,000 registrations  accredited, graduate, credit, and general interest  ELP/EAP: CALL  Gov’t Studies 350 registrations/25 courses  MACT ~75  CACE - consortium (5 universities)  Prof. Prog ~ 50/6 courses Extension  13,000 registrations  accredited, graduate, credit, and general interest  ELP/EAP: CALL  Gov’t Studies 350 registrations/25 courses  MACT ~75  CACE - consortium (5 universities)  Prof. Prog ~ 50/6 courses CHPS  140 total grads at June/05  38% e-learning  60% part-time  70% Alberta residents  currently 71 enrolled, 39 e-learning CHPS  140 total grads at June/05  38% e-learning  60% part-time  70% Alberta residents  currently 71 enrolled, 39 e-learning

Our faculty Extension  16 FTE tenure stream  244 “adjuncts”  other Faculties  other HE institutions  sessionals  ~30 off-campus Extension  16 FTE tenure stream  244 “adjuncts”  other Faculties  other HE institutions  sessionals  ~30 off-campus CHPS  interdisciplinary  4 tenure steam joint appointments, 1 secondment  26 adjuncts  Other Faculties  other HE institutions  sessionals  ~3 off-campus CHPS  interdisciplinary  4 tenure steam joint appointments, 1 secondment  26 adjuncts  Other Faculties  other HE institutions  sessionals  ~3 off-campus

Our learning environments Extension  cost-recovery  Cohort model  Spring institute/online  Web enhancements  blended programs  F2F  mostly asynchronous  some CAL (includes LOs)  distance graduate supervision  workplace-based (e.g. supervisory courses) Extension  cost-recovery  Cohort model  Spring institute/online  Web enhancements  blended programs  F2F  mostly asynchronous  some CAL (includes LOs)  distance graduate supervision  workplace-based (e.g. supervisory courses) CHPS  partial cost recovery  semi-cohort model  Summer on-line orientation  blended  asynchronous, synchronous, self- directed, & F2F  capping project evaluated synchronously  discontinued distance thesis supervision CHPS  partial cost recovery  semi-cohort model  Summer on-line orientation  blended  asynchronous, synchronous, self- directed, & F2F  capping project evaluated synchronously  discontinued distance thesis supervision

Some of our current partners Extension  CHPS  FSJ  AgFor  Arts  Business  St. Joseph’s  Law Foundation, Justice Department  Education  U of C, USask, UM, SFU, UVic, AB colleges Extension  CHPS  FSJ  AgFor  Arts  Business  St. Joseph’s  Law Foundation, Justice Department  Education  U of C, USask, UM, SFU, UVic, AB colleges CHPS  Health Science Council faculties  Extension  Education  Arts  Public Health Agency of Canada  120 agencies served as practicum hosts CHPS  Health Science Council faculties  Extension  Education  Arts  Public Health Agency of Canada  120 agencies served as practicum hosts

A sampling of our plans Extension  Piano Pedagogy, Residential Interiors  Business programs, CACE  Forestry Commons  Regional Studies Centre  IAPP (national and French) Extension  Piano Pedagogy, Residential Interiors  Business programs, CACE  Forestry Commons  Regional Studies Centre  IAPP (national and French) CHPS  exploring development of doctoral program  major collaborative research initiatives: AHFMR CIHR Alberta Health & Wellness  increased opportunities for Post Doctoral Fellows CHPS  exploring development of doctoral program  major collaborative research initiatives: AHFMR CIHR Alberta Health & Wellness  increased opportunities for Post Doctoral Fellows

Challenges  “orphaned” learning communities and instructors; restricted access to U’s resources  learners located internationally and across Canada  excluded or marginalized learners  older and/or professional learners  new models, new pedagogies, new relationships  new learning environments = new learning skills and expectations  new learning environments = intensive faculty support and learning  “orphaned” learning communities and instructors; restricted access to U’s resources  learners located internationally and across Canada  excluded or marginalized learners  older and/or professional learners  new models, new pedagogies, new relationships  new learning environments = new learning skills and expectations  new learning environments = intensive faculty support and learning

More challenges  research support, and faculty evaluation  reliable infrastructure, centralized v.s. decentralized?  developing good business models  cost-recovery pressures, new markets, quality assurance  program evaluation  lack of explicit academic support for these programs and communities (other kinds of support will follow)  research support, and faculty evaluation  reliable infrastructure, centralized v.s. decentralized?  developing good business models  cost-recovery pressures, new markets, quality assurance  program evaluation  lack of explicit academic support for these programs and communities (other kinds of support will follow)