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Canada

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Partners situated in Canada

None. However, one member of the International Advisory Committee is from Canada.

Canada in a nutshell

Canada is a large country occupying over half of the continent of North America, touching three oceans - Pacific, Arctic and Atlantic. Its population was estimated in the 2006 census as around 31.5 million but other estimates such as the CIA Factbook give up to and over 33 million currently. (Rapid immigration is one source of the discrepancy but not, it seems, the only one - the issue has generated some debate.)

Thus there would seem to be a strong argument that a Commonwealth country of this size would have many points of relevance, generally and in education, to many larger countries in the European Union. While true generally (e.g. for industrial policy) it is not at all true for education. See later for details.

Many if not most Canadian universities have competence in e-learning at least in pockets. Several major e-learning systems past and present have come from Canada, some from academia but most not - for example, in recent years WebCT and Desire2Learn, and many years ago the CoSy and FirstClass conferencing systems used at the Open University. We give the main ones below of relevance to a UK audience.

Canada is divided into 13 provinces and territories of which the most important and relevant in e-learning terms are the following:

The Canadian Virtual University (CVU) is a group of Canadian universities specializing in online and distance education and a list of these can be found on the site.

Canada education policy

In Canada, almost alone among countries in the world, education at all levels is so completely devolved to the provinces that there is not and cannot be a Minister of Education for Canada. (The wikipedia article on Education in Canada gives more details including of the residual federal responsibilities.)

Country education system

(We have to decide how to give an overall treatment.)


Higher education

Universities in Canada

(To be added.)


Polytechnics in Canada

(Details needed. CEGEP, community colleges etc.)

Higher education reform

The Bologna Process

Interestingly the Rectors of Canadian universities are closely interested in the Bologna Process. A June 2008 statement from AUCC is given below.

Higher education, like most sectors, is transforming itself in step with the ever-advancing trends of the global knowledge economy. A high profile example of this is the reform agenda being implemented by Europe’s universities through the Bologna Process. While the Bologna Process is a uniquely European initiative, its influence and impact on higher education is being felt throughout the world.

Canadian universities continue to be recognized globally for the quality of higher education delivered. They are, however, not immune to developments of the magnitude of the Bologna Process. It is therefore appropriate at this time to respond to this emerging European initiative by at once seizing its related opportunities and facing its challenges.

The internationalization of Canada’s universities includes facilitating the two-way flow of students through international student recruitment and student exchange as well as bringing an international dimension to the curriculum. It is in these areas of student mobility and curricular reform where the Bologna Process will have its greatest impact on Canadian universities.

AUCC members therefore, through this statement, acknowledge the significance of the emerging European Higher Education Area and hereby commit to undertaking a course of action to address the implications of the Bologna Process for Canadian universities and plan a path forward for engaging with our European partners, both old and new, in a spirit that mirrors Europe’s own renewal in higher education.

AUCC, through its Standing Advisory Committee on International Relations and the Board of Directors, has been examining for some time how Canadian universities can best respond to the changes under way in Europe. It began by identifying the following three key implications of these changes for Canadian universities.

Competition in international student recruitment is the primary implication. The Bologna Process, among its other goals, is also a sophisticated exercise in marketing European higher education. As the Bologna countries seek to make Europe a more attractive study destination through its degree harmonization and support for increased academic mobility, they are likely to increase their international student market share at the expense of other leading host countries, including Canada.

Secondly, the impact of the increasing number of three-year undergraduate degrees from Bologna countries on Canadian credential evaluation policies and practices needs to be assessed. The coming influx of three year degrees presents obvious challenges for admission decisions in graduate studies at Canadian institutions and raises questions about the effect this will have on our graduate programs.

Finally, student mobility, through short-term exchanges and study abroad opportunities for Canadian students is an area in which AUCC believes it is imperative to act to take advantage of the emerging landscape of higher education in Europe. The prevalence of the transparency tools in the Bologna Process, such as the European Credit Transfer System and the Diploma Supplement, along with funding programs such as Erasmus Mundus, represent a potential for increased Canada-Europe student mobility and enhanced international curricula through joint degree programs.

As AUCC pursues further action in relation to the Bologna Process, all activities will be informed by the guiding principle of the autonomy of individual Canadian universities to respond to these issues according to their own particular needs and strategies. This exercise is also guided by the acknowledgement of the challenges in pursuing any collective approach aimed at aligning with the European model, given the diversity and complexity of Canadian higher education.

AUCC recognizes, however, that responding to the Bologna Process also represents a unique opportunity to examine ‘lessons learned’ and best practices in addressing Canada’s internal system of credit transfers and mobility among institutions across jurisdictions.

In the spirit of renewed engagement in higher education beyond our borders and given the circumstances related to the emerging Bologna Process, AUCC commits to:

  • Keeping a close watching brief on the progress of the Bologna Process with respect to implementation of reforms and political direction in Europe.
  • Closely monitoring the engagement of other non-Bologna countries such as the United States, Australia and China along with other actors within Canada, such as governmental partners and other higher education stakeholders.
  • Continuing to raise awareness among its membership of key issues related to the Bologna Process through a continued national dialogue within the association, research on good practices and the organization of various information sessions and workshops.
  • Pursuing a policy dialogue with European partners such as the European University Association, to identify ways of seizing the opportunities to enhance Canada-Europe cooperation, especially student mobility, and address any challenges for Canadian universities in the broader Bologna context.

Other activities

Administration and finance

Quality assurance

(To be added.)

Canada's HEIs in the information society

Towards the information society

Information society strategy

Changes in approach to e-learning

In recent years 'stand-alone' distance education institutions have in general fallen out of favour in many (but not all) parts of Canada. The long-standing Open Learning Agency of British Columbia was closed and its open university activities were transferred to the newly created Thompson Rivers University, based in Kamloops (and on a core of an FE college) in the mountainous interior of British Columbia - however, Australian experience with dual-mode institutions would suggest that this was a wise move, even if it seems a bit novel to a UK audience.

The Distance Education and Technology unit at the University of British Columbia (UBC) has been absorbed into UBC's Office of Learning Technologies.

The Télé-université in Québec has been integrated into the larger multi-campus Université de Québec.

On the other hand, Athabasca University, a fully fledged distsnce teaching university in Alberta, continues to develop and thrive in Canada and internationally, although its use of online courses is largely focused on post-graduate programmes, such as its MBA.

There have also been some false starts in major government-funded e-learning projects. The main federally-funded research programme (TeleLearning) was closed and wound down early on various much disputed grounds (usually NCE projects are renewed for at least a second full period). There is now little trace of the project or of the full archives but a minimal archive is public at http://wildcat.iat.sfu.ca/ and there is a useful overview article on Seven Years of Telelearning Research. While a depressing tale to those in the UK who wish for e-learning research programmes, it would seem to many in the UK to be nice to have such long programme timescales to aspire to for research projects, longer even than EU Framework timescales and far longer than the usual UK research funding approach.

The charismatic start-up TechBC was closed and residual activity absorbed into Simon Fraser University as the Surrey Campus - it seems to be successful in its new guise. The former TechBC web site is now a semi-official archive - see http://www.techbc.ca/ - and the wikipedia page is useful. There were many problems affecting TechBC but two evident and accepted ones were technological over-reach and a limited market in the part of Vancouver where it was situated. Those few experts interested in e-learnng failures have found John Trueman's thesis "Our time will come again" fascinating reading and still relevant, for example to current thinking on UK HE start-ups. More information is around for persistent enquirers.

The closure of both the OLA and TechBC were precipitated as a result of a new party coming to power in provincial government in British Columbia and trying to cut spending to balance the provincial budget, but that does not explain why these projects were cut rather than others. And at the same time, the provincial government did create BCCampus, a co-ordinating service for all educational online programmes, providing funding to institutions for the development of e-learning materials, training and support services to the smaller colleges, and a one-stop portal for students for online programmes. A similar institution, e-Learning Alberta (now eCampusAlberta), has been created in the adjacent province.

Thus provincial governments and institutions have tended to see online distance education as a sub-category of e-learning, and thus there has been a tendency to integrate distance education units into broader learning and technology initiatives. At the same time, governments have been fostering within institutions the development of e-learning materials, and co-operation and co-ordination in e-learning activities. Having said that, several Canadian institutions still have very little deployment of e-learning even on-campus and some are publicly nervous of it and what it might bring.


References

Canadian companies who have developed e-learning systems

  • WebCT was developed at the University of British Columbia by Murray Goldberg as an "unofficial" e-learning system, finally being bought by a company which became WebCTm, in turn acquired by Blackboard.
  • Desire2Learn is another Canadian-based learning management system, but this did not come out of academic circles.
  • The FirstClass system was developed in the late 1980s by http://www.softarc.com/ [SoftArc] for use in the Ontario School Board - the product was then sold on to various companies and gradually failed to keep up with developments.
  • Even earlier, the CoSy system was developed at the University of Guelph and used by the Open University for some years in the 1980s and into the early 1990s.

(Readers are refered to the relevant wikipedia articles - of wildly varying quality and length, but at least giving some of the history. For a hopefully more measured historical view see the Wikipedia History of Virtual Learning Environments.)


Eminent Canadian experts in e-learning

Such lists are always invidious but the following two have a focus closed to our mission - on post-secondary deployment - as well as research, and would be known to many UK experts in e-learning:

There are of course many active researchers in e-learning also and several Francophones of whom Gilbert Paquette is the doyen. Unlike many countries, Canada has or at least had an active tradition of research into e-learning in the FE and Skills area.

And in the schools e-learning area Professor Marlene Scardamalia and Emeritus Professor Carl Bereiter are leaders.

> Countries

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