Canadian Journal of University Continuing Education
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The Theory of Feminist Poststructural Pedagogy Applied to the Training of Public Professionals in Intimate Partner Violence
No full textTraining professionals about intimate partner violence is a huge task requiring a theoretical framework that can address the complexity of the problem and highlight the need to be aware of power relationships and political dimensions of professional practice. This paper addresses the increasing recognition on the part of state agencies for specialist training in intimate partner violence as a critical component of an effective system response.The objective of the paper is to propose a feminist post- structuralist pedagogical model of delivering training to public professionals. We discuss issues of power, knowledge, and the discursive construction of the self. Our goal is to provide space for learners to think about what it means to embrace change agency and how to make a difference in their capacities as agents of the state.The paper concludes by proposing that an integrated model of learning is needed, one that goes beyond individualized responses and enables practitioners to develop the criticality and reflexivity central to a professional as a social change agent practice approach
Community-University Research Partnerships: Reflections on the Canadian Social Economy Experience
No full textIncorporating Topics That Aren’t Distance-Friendly Into an Online Program: One Development Team’s Experience
No full textThe Native Species and Natural Processes certificate at the University of Victoria is an advanced-level online program of four courses to introduce students to state-of-the-art topics in the field of ecological restoration. The program posed some unique challenges for course developers.The development team needed to find ways to create online courses that support a practical approach for topics that normally require tangible hands-on work. The solutions to these challenges required a creative problem-solving approach to accommodate the unique elements of the development process and the delivery of each course. The solutions employed included(1) creation of a “connection to place” by use of extensive visuals in slide shows,(2) use of problem-based learning to develop critical thinking skills,(3) engagement of students via case studies to bridge the different languages inherent in different ecosystems,(4) conducting of virtual site visits to design real-world resto- ration projects,(5) inclusion of “fireside chat” audio to reinforce the idea of multiple perspec- tives and uncertainty,(6) establishment of a community of practice to engage students in collaborative learning,(7) creation of assign- ments that involve scaffolding projects and peer review,(8) allowance for students to customize projects to accommodate their geog- raphy and different realities, and(9) develop- ment of a design charrette to practice collabora- tive decision making and design
An Aging Workforce: A Manitoba Perspective
No full textThis paper reports on the results of an online survey that asked Manitoba employers about the employment of older workers. The survey attempted to gain insight into benefits of and challenges to engaging older workers; strategies to recruit, retain, and engage older workers; and the role of education and training for older workers. This research was informed by an earlier inquiry about age, work, retirement, and lifelong learning where focus groups were conducted with senior management and selected human resources (HR) managers in a public sector organization. Those results were reported at the Canadian Association of University Continuing Education (CAUCE) Conference in 2010. The results of this survey provide a look at practices for retention, recruitment, and engagement of older workers, and they outline organizational conditions that allow those practices to be successfully implemented
Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education
No full textOver the past decade, Prensky’s distinctions between “digital immigrants” and “digital natives” have been oft-referenced. Much has been written about digital native students as a part of the Net generation or as Millennials. However, little work fully considers the impact of digital immigrant discourse within the fields of adult learning and continuing education. It is promising that rather than being digitally challenged immigrants for whom new learning technologies are completely foreign, adults of different ages can bring valuable knowledge and skills to e-learning environments that enable them to achieve academic success. These are important findings, since e-learning is increasingly recognized as an important part of learning across the life-course. With the growing body of research evidence countering common digital native and immigrant distinctions and critiquing an underlying technological determinism informing such arguments, how might practitioners respond to these discourses in their own educational contexts? With a focus on digital immigrants, the purpose of this article is to provide critical consideration of current research evidence on digital native/immigrant distinctions that impact educators and learners within the field of continuing education
Using Blended Learning as an Innovative Delivery Model for an In-House Language Program
No full textThis paper reports on the development and implementation in 2012 of McGill University’s French at Work program for McGill employees, using a blended learning model. The program is an example of how a reduction in face-to-face teaching presents one solution to employees’ scheduling constraints and how this model might offer suggestions for the development of similar programs in a higher education setting.McGill University’s French at Work program welcomes a diverse participant body from different faculties and service groups. Created in response to decreasing enrolment and higher levels of absenteeism, the authors report that interdepartmental collaboration and a complete course redesign, along pre- established professional themes, were required in its development. Using the University’s Learning Management System (Desire2Learn) the course incorporates in-class sessions, self-directed, web-based activities as well as synchronous and asynchronous online discus- sions employing Microsoft Lync.A subsequent increase in registration and retention rates strongly suggests the program answers a real need for professional development in French as a second language within McGill University through innovative use of certain technologies
