No. 3 2010/11
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What does it really mean?
12 The brave new
world of e-learning Athabasca University leads learning technology
32 After the earthquake Tales of an AU student living in Chile
Celebrating 40 years!
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Once upon a time, you couldn’t use the words university and flexible in the same sentence. Well, that’s not the case anymore. At AU, it’s education on your terms, not ours. Athabasca University, Canada’s Open University, has lead the nation in university-level online and distance education for the past 40 years. We take education to the people, serving more than 38,000 students in 87 countries worldwide. We offer over 700 courses in more than 90 undergraduate and graduate degree, diploma and certificate programs.
Visit us at www.athabascau.ca for more information about Athabasca University. To find out what is happening at AU and meet some of our students, alumni and faculty, visit Open AU online at www.open-au.com. Linda-Lee, AU student Bachelor of management
ABOUT THE COVER
Download the new “Open-AU” app from iTunes.
Check us out online all year round at www.open-au.com
Frederick, AU student Master of science in information systems (MScIS) “AU allows me to be able to work and study at the same time. I am able to directly incorporate what I learn into my work and also apply the experience I gain from work to my studies.” Photos: Blaise MacMullin
Photo: Blaise MacMullin
AU helps thousands of learners every year to accomplish their personal goals and realize their education dreams. The flexibility of our distance and online learning programs allows you to obtain a quality post-secondary education on your own terms: anywhere, any time. Through AU, you can gain all of the advantages of a traditional university education while studying in a non-traditional setting like your home, office or wherever you may find yourself.
Sen CONTENTS 02 FROM THE EDITOR 03 AUSU CORNER 04 AU IN THE NEWS 09 OPEN BOOK
FROM AU PRESS
06 Copyright modernization 12 New frontiers in e-learning 16 AU introduces our three newest honorary doctorates
10 STUDENT STORIES
24 Beyond the shadows
14 MEET THE TEACHER
32 After the earthquake
20 NOTABLE NEWS
34 Controlling the power of dreams
26 FUND DEVELOPMENT
28 ALUMNI & STUDENT EVENTS 28 ALUMNI ACHIEVEMENTS
Copyright C opyright modernization: What it means for students and faculty
29 ALUMNI STORIES 36 IN THE OPEN
Open is printed on FSC certified paper. Open contents may be printed with acknowledgement. Undeliverable copies to be directed to Athabasca University, Advancement office, #1200, 10011 â€“ 109 St, Edmonton, Alta T5J 3S8
Beyond the shadows: Platoâ€™s Cave helps teachers understand Canadaâ€™s media landscape
FROM THE EDITOR Welcome to the third annual issue of Open. This year, several of Openâ€™s articles reflect on life in the digital age. New technologies can introduce benefits as well as pitfalls, as Lynn Schlecker notes in her piece. But while Athabasca University is becoming more and more plugged-in, its projects are helping cohere the AU community. For example, Patrick Mears tells us about the Landing, a project AU is working on that draws on elements of Twitter and Facebook to create a social media site for AU students, staff and faculty. Itâ€™s been termed â€œsocial glueâ€? by Jon Dron.
Eva von Buchenroder
Openâ€™s writers arenâ€™t the only ones aware of living in an increasingly digital world. The Canadian government is, too, and has taken steps to update the Copyright Act. Many of us at AU are worried about the effect Bill C-32 will have on teaching and learning, but it has implications for every Canadian. If you want to find out more, Open will fill you in. Whether youâ€™re reading Open online or in good old-fashioned print, this yearâ€™s issue boasts thoughtprovoking articles that will also inform about life in the AU community. Enjoy. â€“ Eva von Buchenroder, editor
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www.melochemonnex.com/athabascau TD Insurance Meloche Monnex is the trade name of SECURITY NATIONAL INSURANCE COMPANY which also underwrites the home and auto insurance program. The program is distributed by Meloche Monnex Insurance and Financial Services Inc. in Quebec and by Meloche Monnex Financial Services Inc. in the rest of Canada. Due to provincial legislation, our auto insurance program is not offered in British Columbia, Manitoba or Saskatchewan. * No purchase required. Contest ends on January 14, 2011. Total value of each prize is $30,000 which includes the Honda Insight EX and a $3,000 gas voucher. Odds of winning depend on the number of eligible entries received. Skill-testing question required. Contest organized jointly with Primmum Insurance Company and open to members, employees and other eligible people of all employer and professional and alumni groups entitled to group rates from the organizers. Complete contest rules and eligibility information available at www.melochemonnex.com. Actual prize may differ from picture shown. Honda is a trade-mark of Honda Canada Inc., who is not a participant in or a sponsor of this promotion. Meloche Monnex is a trade-mark of Meloche Monnex Inc., used under license. TD Insurance is a trade-mark of The Toronto-Dominion Bank, used under license.
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Open magazine is all about Athabasca University (AU) We want to share with our cross-country community how AU has contributed for the past 40 years to lifelong learning through the quality and diversity of what we have to offer, the excellence of our education and the significant contributions those associated with AU are making in our own communities and around the world. Open is published and distributed through various national daily and regional weekly newspapers in the autumn of each year. Share your comments and inquiries with Nancy Biamonte, creative director, at 780-421-5049 or email at email@example.com
A glimpse at the people who helped make it happen
Editor: Â Eva von Buchenroder Creative Â director: Â Nancy Biamonte Graphic Â designer/print Â coordinator: Â Jennifer Luckay Writers: Â Â t+PIO0#SJFOt$BUIZ/JDLFMt1BUSJDL.FBST t5BSB'SJFTFOt-ZOO4DIMFDLFSt3PSZ.D(SFBM t&WBWPO#VDIFOSPEFSt5JGGBOJF3FHBVEJFt5BNSB3PTT
AU STUDENTSâ€™ UNION CORNER
AUSU fears new copyright rules could cause problems for students By Tamra Ross, executive director AU Studentsâ€™ Union
Canadaâ€™s Â proposed Â legislation, Â Bill Â C-Ââ€?32, Â beefs Â up Â protection Â for Â artists Â and Â owners Â of Â content, Â but Â Athabasca Â University Â Studentsâ€™ Â Union Â is Â worried Â about Â how Â t hese Â protections Â w ill Â affect Â students. Â In Â 2009 Â we Â polled Â members Â about Â electronic Â materials, Â and Â while Â students Â were Â polarized Â on Â t he Â issue, Â most Â shared Â a Â concern Â about Â losing Â access Â to Â readings Â when Â a Â course Â ends. Â Bill Â C-Ââ€?32 Â permits Â t he Â educational Â use Â of Â copyrighted Â content, Â but Â there Â is Â a Â worrisome Â c aveat: Â material Â protected Â by Â a Â digital Â ÂŽÂ‘Â…Â?Â…ÂƒÂ?Â„Â‡Â•Â—Â„ÂŒÂ‡Â…Â–Â–Â‘Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â– limitations Â as Â t he Â bill Â makes Â it Â illegal Â to Â break Â or Â otherwise Â circumvent Â a Â lock. Â T his Â would Â potentially Â make Â it Â illegal Â for Â users Â to Â edit Â offensive Â content Â out Â of Â material Â for Â t heir Â own Â use Â or Â to Â make Â backups Â of Â items Â t hey Â own. Â The Â application Â of Â locks Â is Â at Â t he Â discretion Â of Â t he Â vendor. Â
AUSU Â has Â additional Â concerns. Â If Â digital Â locks Â c an Â prevent Â access Â after Â a Â pre-Ââ€?set Â expiration Â date, Â will Â materials Â become Â unreadable Â after Â t he Â course Â ends? Â W hat Â if Â students Â extend Â t he Â course? Â A lso, Â will Â we Â see Â regional Â licensing? Â Students Â have Â likely Â a lready Â encountered Â online Â notices Â t hat Â certain Â content Â is Â not Â available Â in Â t heir Â area; Â how Â w ill Â AU Â serve Â students Â in Â more Â t han Â 100 Â countries Â if Â licensing Â of Â course Â Â”Â‡ÂƒÂ†Â‹Â?Â‰Â•Â„Â‡Â…Â‘Â?Â‡Â•ÂŽÂ‘Â…ÂƒÂŽÂ‡ÇŚÂ•Â’Â‡Â…Â‹Ď?Â‹Â…ÇŤ No Â one Â k nows Â what Â limitations Â vendors Â w ill Â impose Â on Â t he Â distribution Â of Â materials, Â but Â it Â seems Â certain Â t hat Â if Â digital Â locks Â are Â protected Â under Â legislation, Â Â˜Â‡Â?Â†Â‘Â”Â•Â™Â‹ÂŽÂŽĎ?Â‹Â?Â†Â?Â‡Â™Â™ÂƒÂ›Â•Â–Â‘Â—Â•Â‡ Â–ÂŠÂ‡Â•Â‡Â–Â‘Â?ÂƒÂšÂ‹Â?Â‹ÂœÂ‡Â’Â”Â‘Ď?Â‹Â–Â•Ç¤ Concerned Â students Â are Â encouraged Â to Â learn Â more Â about Â Bill Â C-Ââ€?32, Â t alk Â to Â t heir Â MP Â and Â let Â AUSU Â k now Â where Â t hey Â stand Â on Â this Â important Â issue. 3
...in the news
ATHABASCA UNIVERSITY By John Oâ€™Brien
Four hundred fifty courses going online The Athabasca Advocate Athabasca University Receives $3.2 million in Federal Funding Nov. Â 17, Â 2009 Â A Â $3.2-Ââ€?million Â federal Â boost Â w ill Â help Â Athabasca Â University Â convert Â approximately Â 450 Â courses Â to Â an Â online Â format, Â said Â AU Â president Â Frits Â Pannekoek. Â â€œ Thatâ€™s Â huge. Â It Â w ill Â Â make Â a Â huge Â t ransformation. Â We Â ÂŠÂƒÂ˜Â‡ÂƒÂ„Â‘Â—Â–ÍšÍ˛Í˛ÇŚÍşÍ˛Í˛Â…Â‘Â—Â”Â•Â‡Â•ÇĄÂ•Â‘ Â this Â is Â actually Â going Â to Â make Â an Â incredible Â difference.â€?
Locking out progress Edmonton Journal New Copyright Bill Shortchanges Consumers June Â 16, Â 2010 â€œVendors Â cannot Â be Â allowed Â to Â protect Â their Â rights Â by Â taking Â away Â usersâ€™ Â r ights. Â T here Â must Â be Â a Â way Â of Â ensuring Â that Â locks Â can Â be Â bypassed Â for Â any Â legal Â purposes Â in Â a Â timely Â Â?ÂƒÂ?Â?Â‡Â”Ç¤ÂŠÂ‡Â„Â‹ÂŽÂŽÂ?Â‡Â‡Â†Â•Â–Â‘Â„Â‡Ď?Â‹ÂšÂ‡Â†Â–Â‘ allow Â these Â uses, Â otherwise Â it Â is Â not Â worth Â the Â paper Â or Â digital Â media Â that Â it Â is Â printed Â or Â programmed Â on.â€? Č‚Â‘Â”Â›Â… Â”Â‡ÂƒÂŽÇĄÂƒÂ•Â•Â‘Â…Â‹ÂƒÂ–Â‡Â˜Â‹Â…Â‡ÇŚ Â’Â”Â‡Â•Â‹Â†Â‡Â?Â–Â‘ÂˆÂ”Â‡Â•Â‡ÂƒÂ”Â…ÂŠÇĄÂ…Â‘Â?Â?Â‡Â?Â–Â• Â‘Â?Â–ÂŠÂ‡Â†Â‹Â‰Â‹Â–ÂƒÂŽÂŽÂ‘Â…Â?Â•Â’Â”Â‘Â˜Â‹Â•Â‹Â‘Â? Â‹Â?Â–Â–ÂƒÂ™ÂƒÇŻÂ•Â?Â‡Â™Â…Â‘Â’Â›Â”Â‹Â‰ÂŠÂ– ÂŽÂ‡Â‰Â‹Â•ÂŽÂƒÂ–Â‹Â‘Â?ÇĄÂ‹ÂŽÂŽÇŚÍšÍ¸Ç¤
Rory McGreal Photo: Blaise MacMullin
Collaborative study Financial Post Logging On to Learn March Â 9, Â 2010 â€œSelf-Ââ€?awareness Â can Â be Â particularly Â important, Â especially Â as Â it Â relates Â to Â Â•Â‘Â?Â‡Â–ÂŠÂ‹Â?Â‰ÂŽÂ‹Â?Â‡Â–ÂŠÂ‡Ď?Â‹Â?ÂƒÂ?Â…Â‹ÂƒÂŽÂ?Â‡ÂŽÂ–Â†Â‘Â™Â?Â‘ÂˆÍ´Í˛Í˛ÍşÇ¤Â‡Â‘Â’ÂŽÂ‡Â–ÂƒÂŽÂ?ÂƒÂ„Â‘Â—Â–Â–Â‡ÂƒÂ…ÂŠÂ‹Â?Â‰ ethics. Â Can Â you Â do Â t hat? Â I Â donâ€™t Â k now. Â But Â I Â do Â t hink Â you Â c an Â make Â people Â aware, Â and Â self-Ââ€?aware Â and Â t he Â self-Ââ€?awareness Â of Â students Â is Â critical.â€? â€“ Â Alex Â Kondra, Â dean, Â faculty Â of Â business, Â talks Â about Â the Â Â Â’ÂŠÂ‹ÂŽÂ‘Â•Â‘Â’ÂŠÂ›Â„Â‡ÂŠÂ‹Â?Â†ÂƒÂ?ÂƒÂ†ÂƒÇŻÂ•Ď”Â‹Â”Â•Â–ÂˆÂ—ÂŽÂŽÂ›Â‹Â?Â–Â‡Â”ÂƒÂ…Â–Â‹Â˜Â‡Â‘Â?ÂŽÂ‹Â?Â‡ Â Â‡ÂšÂ‡Â…Â—Â–Â‹Â˜Â‡Â’Â”Â‘Â‰Â”ÂƒÂ?Ç¤ Alex Kondra Photo: Blaise MacMullin
Photo: Blaise MacMullin
Connecting Canadians Radio Canada International The Link Nov. Â 4, Â 2009 Â â€œWe Â k new Â we Â had Â an Â incredible Â resource Â here Â and Â our Â job Â was Â to Â make Â it Â accessible Â to Â everyone, Â especially Â researchers Â and Â people Â interested Â in Â t he Â early Â Canadian Â immigrant Â experience. Â And Â we Â had Â to Â make Â it Â available Â online, Â in Â t he Â original Â language.â€? Č‚Â–Â‡Â˜Â‡Â…ÂŠÂƒÂˆÂ‡Â”ÇĄÂ†Â‹Â”Â‡Â…Â–Â‘Â”Â‘ÂˆÂŽÂ‹Â„Â”ÂƒÂ”Â› Â•Â‡Â”Â˜Â‹Â…Â‡Â•ÇĄÂ•Â’Â‡ÂƒÂ?Â•Â–Â‘ ÇŻÂ•ÂƒÂ”Â… Â‘Â?Â–Â‰Â‘Â?Â‡Â”Â›ÂƒÂ„Â‘Â—Â–Â‘Â?Â?Â‡Â…Â–Â‹Â?Â‰ Canadians, Â a Â project Â that Â will Â see Â Â‡ÂƒÂ”ÂŽÂ›Â‹Â?Â?Â‹Â‰Â”ÂƒÂ?Â–Â?Â‡Â™Â•Â’ÂƒÂ’Â‡Â”Â•Â†Â‹Â‰Â‹Â–Â‹ÂœÂ‡Â† ÂƒÂ?Â†Â?ÂƒÂ†Â‡ÂƒÂ˜ÂƒÂ‹ÂŽÂƒÂ„ÂŽÂ‡Â‘Â?ÂŽÂ‹Â?Â‡ÇĄÂˆÂ”Â‡Â‡Â‘Âˆ Â…ÂŠÂƒÂ”Â‰Â‡ÇĄÂ–Â‘Â‡Â˜Â‡Â”Â›Â‘Â?Â‡Ç¤
Award-winning video Association of Marketing and Communication Professionals Hermes Platinum Award - 2010 Â Athabasca Â Universityâ€™s Â new Â v ideo Â ÂŠÂ‡Â”Â‡Â‘Â‘Â— ÂƒÂ?Â–Â–Â‘Â‡ÇŤ Â c aptured Â a Â 2010 Â Platinum Â Award Â in Â t he Â video/marketing Â (service) Â category. Â T he Â Hermes Â Creative Â Awards Â is Â an Â international Â competition Â for Â creative Â professionals Â involved Â in Â the Â concept, Â writing Â and Â design Â of Â traditional Â materials Â and Â programs, Â and Â emerging Â technologies.
Learning on the road Freedom 970 radio, Portland AU and WHL announce partnership Oct. Â 15, Â 2009 â€œOur Â new Â agreement Â w ill Â provide Â W HL Â players Â w ith Â improved Â access Â to Â f ully Â accredited Â university Â courses Â delivered Â online Â t hrough Â Athabasca Â University. Â T his Â new Â mobile Â education Â initiative Â w ill Â a llow Â us Â to Â remove Â any Â obstacle Â for Â players Â who Â w ish Â to Â t ake Â university Â courses Â while Â playing Â in Â t he Â W HL.â€? Č‚ Â‹Â?Â‘Â?ÂŽÂ‡Â˜Â›ÇĄÂ†Â‹Â”Â‡Â…Â–Â‘Â”ÇĄ Â‡Â†Â—Â…ÂƒÂ–Â‹Â‘Â?Â•Â‡Â”Â˜Â‹Â…Â‡Â• Â for Â the Â Western Â Â Â‘Â…Â?Â‡Â›Â‡ÂƒÂ‰Â—Â‡Ç¤
Illustration: Christropher Hunt ÂŠ
Illustration: Sarah Jackson Â©
What it means for students and faculty #Z3PSZ.D(SFBM
Do you see what I see in the new copyright legislation, Bill C-32? Amid all the noise about new rights for users, upon closer scrutiny, this bill, rather than granting new rights, can effectively block users from making use of any and all their rights, even existing ones. It Â
is Â t rue Â t hat Â t his Â bill Â now Â recognizes Â r ights Â t hat Â we Â all Â t hought Â we Â a lready Â had, Â like Â v iewing Â our Â legally Â purchased Â Irish Â v ideo Â in Â Canada, Â or Â playing Â our Â Leonard Â Cohen Â song Â on Â our Â CD Â and Â copying Â it Â to Â our Â iPod, Â or Â watching Â Â‡Â•Â’Â‡Â”ÂƒÂ–Â‡Â‘Â—Â•Â‡Â™Â‹Â˜Â‡Â•on Â Monday Â instead Â of Â Sunday Â evening. Â But Â even Â t he Â new Â r ights Â granted Â to Â instructors Â to Â use Â excerpts Â f rom Â 20th-Ââ€?century Â literature Â such Â as Â Salingerâ€™s Â Catcher Â in Â the Â Rye Â or Â v ideo Â clips Â from Â t he Â History Â channel Â are Â meaningless Â if Â vendors Â choose Â to Â use Â a Â digital Â lock. Â For Â parents Â of Â young Â children, Â who Â would Â w ish Â to Â cut Â exorbitantly Â aggressive, Â anti-Ââ€?religious Â or Â sexual Â content Â f rom Â a Â v ideo, Â t his Â option Â is Â now Â closed Â because Â of Â digital Â locks. Â Systems Â operators Â who Â suspect Â inappropriate Â use Â of Â t he Â system Â such Â as Â v iewing Â child Â pornography Â w ill Â not Â be Â allowed Â to Â break Â any Â locks Â t hat Â pornographers Â apply Â to Â t heir Â content. Â Nor Â would Â the Â s ystems Â supervisor Â even Â have Â t he Â r ight Â to Â own Â t he Â software Â that Â would Â break Â t he Â lock. Â Does Â anyone Â doubt Â t hat Â vendors Â w ill Â apply Â t he Â digital Â locks Â or Â TPMs Â (technological Â protection Â measures)? Â If Â t hey Â do Â t his, Â the Â tourist Â who Â legally Â bought Â a Â Â‘Â‘Â?Â†Â‘Â…Â?ÂƒÂ‹Â?Â–Â•DVD Â abroad Â will Â no Â longer Â be Â able Â to Â play Â it Â when Â he Â returns Â home. Â You Â can Â forget Â about Â playing Â your Â CD Â music Â on Â your Â MP3 Â player. Â A nd Â you Â w ill Â be Â able Â to Â only Â dream Â of Â t he Â days Â when Â you Â could Â t ime-Ââ€? shift Â your Â television Â shows. Â Well, Â at Â least Â we Â should Â still Â be Â able Â to Â back Â up Â our Â work Â for Â protection, Â r ight? Â Sorry, Â t his Â w ill Â not Â be Â possible Â if Â t he Â vendor Â decides Â to Â add Â a Â digital Â lock. Â If Â you Â t hink Â you Â can Â f reely Â read Â classical Â books Â and Â v iew Â t he Â old Â movies Â t hat Â are Â in Â t he Â public Â domain, Â t hink Â again. Â With Â digital Â locks Â t his Â is Â not Â g uaranteed. Â Vendors Â c an Â lock Â t hem Â up Â and Â render Â t hem Â accessible Â only Â to Â paying Â c ustomers. Â W hat Â if Â you Â want Â to Â play Â a Â DVD Â on Â your Â machine Â but Â donâ€™t Â use Â MS Â Windows? Â Too Â bad Â if Â t he Â vendor Â
decides Â to Â limit Â your Â use Â to Â Windows Â because Â using Â decryption Â software Â to Â play Â your Â legal Â copy Â on Â your Â computer Â w ill Â be Â illegal. Even Â w ithout Â t he Â locks, Â t he Â digital Â licences Â t hat Â most Â of Â us Â agree Â to Â when Â using Â software Â legally Â Â limit Â all Â of Â our Â r ights Â in Â Â any Â case. Â Most Â people Â never Â Â read Â t hese Â heavy Â legal Â Â treatises, Â and Â itâ€™s Â just Â as Â well Â because Â in Â many Â of Â t hem Â you Â Â agree Â to Â be Â spied Â on Â and Â just Â Â about Â everything Â else Â short Â of Â slavery. Â L ast Â April Â 1, Â t housands Â If you are a student, of Â people Â even Â unknowingly Â agreed Â teacher or school to Â sell Â t heir Â souls Â for Â t he Â r ight Â to Â use Â principal, it is even Gamestation! Â W hen Â you Â worse. You must pay Â for Â a Â digital Â movie, Â audio Â or Â textbook, Â you Â destroy what you paid no Â longer Â have Â t he Â natural Â r ight Â to Â lend Â it Â for within 30 days of to Â your Â fellow Â students Â the final exam, even if or Â even Â your Â spouse Â or Â friend, Â you Â cannot Â use Â it is a Biology I module it Â on Â another Â device, Â in Â other Â countries, Â nor Â can Â that just might be you Â resell Â it. If Â you Â are Â a Â student, Â teacher Â or Â school Â principal, Â it Â is Â even Â worse. Â You Â must Â destroy Â what Â you Â paid Â for Â within Â 30 Â days Â of Â t he Â Ď?Â‹Â?ÂƒÂŽÂ‡ÂšÂƒÂ?ÇĄÂ‡Â˜Â‡Â?Â‹ÂˆÂ‹Â–Â‹Â• a Â Biology Â I Â module Â t hat Â just Â might Â be Â useful Â when Â you Â are Â studying Â or Â teaching Â Biology Â II. Â
useful when you are studying or teaching Biology II. If you are a researcher, you must make paper copies of all your documents and destroy the digital copies within five days. 7
Geek & Poke: http://geekandpoke. typepad.com/geekandpoke/images/2008/01/05/20model.jpg
You can hardly spend an hour without copyright when using Facebook, Twitter, email, texting, studying, reading e-books or many other applications.
If you are a researcher, you must make paper copies of all your documents and destroy the digital copies within five days. So much for sustainability! Researchers are forced to preserve, in mounds of paper, perfectly usable electronic documents. How much room do you have for filing cabinets? Libraries, too, will be severely restricted in their abilities to archive valuable historical documents that are locked. Our cultural heritage will be at risk. These Â situations Â are Â a ll Â really Â possible. Â If Â digital Â lock Â supporters Â feel Â t hey Â are Â unlikely, Â t hatâ€™s Â t he Â point. Â T he Â bill Â is Â omnibus Â and Â universal, Â prohibiting Â all Â manner Â of Â reasonable Â activities Â whether Â t hey Â are Â likely Â or Â far-Ââ€?fetched. Â Vendors Â cannot Â be Â a llowed Â to Â protect Â t heir Â r ights Â by Â t aking Â away Â usersâ€™ Â r ights. Â They Â demand Â f ull Â property Â r ights Â while Â t aking Â t hese Â r ights Â away Â f rom Â t he Â purchasers. Â Perhaps Â we Â need Â to Â plea Â for Â t he Â basic Â property Â ownersâ€™ Â r ight Â to Â make Â use Â of Â legally Â purchased Â content Â w ithout Â undue Â restrictions. Â Surely, Â legal Â buyers Â have Â a Â r ight Â to Â own Â t he Â content, Â not Â merely Â rent Â it Â w ith Â mammoth Â Â”Â‡Â•Â–Â”Â‹Â…Â–Â‹Â‘Â?Â•Â‹Â?Â’Â‘Â•Â‡Â†Â„Â›Â–ÂŠÂ‡Â…Â‘Â?Â–Â”Â‘ÂŽÇŚĎ?Â‹ÂšÂƒÂ–Â‡Â†Â˜Â‡Â?Â†Â‘Â”Â•Ç¤ Â•Â?ÇŻÂ–Â‹Â–Âƒ basic Â r ight Â to Â share, Â sell Â or Â g ive Â away Â what Â we Â have Â purchased? Â Vendors Â c an Â now Â control Â how, Â when, Â where Â and Â w ith Â what Â Â•Â’Â‡Â…Â‹Ď?Â‹Â…Â†Â‡Â˜Â‹Â…Â‡Â•Â›Â‘Â—Â…ÂƒÂ?Â—Â•Â‡Â–ÂŠÂ‡Â‹Â”Â…Â‘Â?Â–Â‡Â?Â–Ç¤ÂŠÂ‡Â›Â™ÂƒÂ?Â–Â›Â‘Â—Â–Â‘ Â’ÂƒÂ›ÇĄÂ’ÂƒÂ›ÂƒÂ?Â†Â’ÂƒÂ›ÂƒÂ‰ÂƒÂ‹Â?ÂƒÂ•Â›Â‘Â—Â„Â‡Â‰Â‹Â?Â‘Â”Ď?Â‹Â?Â‹Â•ÂŠÂ…Â‘Â—Â”Â•Â‡Â•ÇĄÂ•Â™Â‹Â–Â…ÂŠÂ–Â‘ different Â formats Â or Â devices, Â or Â move Â to Â different Â locations. Â The Â overly Â ambitious Â digital Â lock Â provisions Â serve Â to Â nullify Â some Â very Â positive Â improvements Â proposed Â in Â t he Â bill. Â T he Â inclusion Â of Â education Â (along Â w ith Â parody Â and Â satire) Â in Â t he Â ÂŽÂ‹Â•Â–Â‘ÂˆÂˆÂƒÂ‹Â”Â†Â‡ÂƒÂŽÂ‹Â?Â‰Â‡ÂšÂ…Â‡Â’Â–Â‹Â‘Â?Â•Â‹Â•Â‘ÂˆÂ‡Â?Â‘Â”Â?Â‘Â—Â•Â„Â‡Â?Â‡Ď?Â‹Â–Â‹Â?Â…ÂŽÂ‡ÂƒÂ”Â‹Â?Â‰ up Â a Â very Â g rey Â area Â in Â favour Â of Â t he Â f ree Â educational Â use Â of Â content Â in Â t he Â classroom. Â It Â is Â now Â clear Â t hat Â t he Â use Â of Â parts Â of Â copyrighted Â materials Â in Â t he Â classroom Â is Â fair Â dealing. Â Access Â
Copyright, Â which Â recently Â applied Â for Â a Â $45-Ââ€?per-Ââ€?student Â fee Â for Â this Â use, Â is Â now Â t rying Â to Â have Â t his Â inclusion Â deleted Â as Â t heir Â licence Â is Â no Â longer Â needed. Â The Â f ree Â use Â of Â t he Â Internet Â in Â classes Â w ill Â also Â now Â be Â Â Â…ÂŽÂƒÂ”Â‹Ď?Â‹Â‡Â†Â‹Â?ÂˆÂƒÂ˜Â‘Â—Â”Â‘ÂˆÂ‘Â’Â‡Â?Â—Â•Â‡ÇĄÂƒÂŽÂ‘Â?Â‰Â™Â‹Â–ÂŠÂ”Â‡Â…Â‘Â‰Â?Â‹Â–Â‹Â‘Â? Â that Â electronic Â classes Â (distance Â education Â or Â e-Ââ€?learning) Â are Â to Â be Â considered Â t he Â equivalent Â of Â face-Ââ€?to-Ââ€?face Â classes, Â enjoying Â t he Â same Â r ights. Â A nother Â positive Â feature Â is Â t he Â drastic Â reduction Â in Â statutory Â damages Â to Â an Â amount Â related Â to Â actual Â ÂŽÂ‘Â•Â•Â‡Â•Â”ÂƒÂ–ÂŠÂ‡Â”Â–ÂŠÂƒÂ?Â–ÂŠÂ‡Â’Â‘Â•Â•Â‹Â„ÂŽÂ‡Â?Â‹ÂŽÂŽÂ‹Â‘Â?ÇŚÂ†Â‘ÂŽÂŽÂƒÂ”Ď?Â‹Â?Â‡Â•Â–ÂŠÂƒÂ–ÂƒÂ”Â‡Â‹Â? the Â present Â bill. Â T his Â should Â provide Â an Â impetus Â to Â university Â ÂŽÂ‹Â„Â”ÂƒÂ”Â‹ÂƒÂ?Â•ÂƒÂ?Â†Â–ÂŠÂ‡Â‹Â”Â…Â‘Â’Â›Â”Â‹Â‰ÂŠÂ–Â‘ÂˆĎ?Â‹Â…Â‡Â”Â•Â–Â‘Â„Â‡Â?Â‘Â”Â‡Ď?ÂŽÂ‡ÂšÂ‹Â„ÂŽÂ‡Â‹Â? their Â interpretation Â of Â fair Â dealing, Â rather Â t han Â creating Â overly Â strict Â restrictions Â because Â of Â t he Â fear Â of Â being Â sued. Today, Â more Â t han Â at Â any Â t ime Â in Â t he Â past, Â copyright Â is Â personal. Â Before Â it Â did Â not Â have Â a Â direct Â effect Â on Â too Â many Â people, Â but Â now Â it Â touches Â everyone Â â€“ Â everything Â t riggers Â copyright. Â You Â can Â hardly Â spend Â an Â hour Â w ithout Â copyright Â when Â using Â Facebook, Â Twitter, Â email, Â texting, Â studying, Â reading Â e-Ââ€?books Â or Â many Â other Â applications. So, Â what Â would Â be Â a Â balanced Â and Â reasonable Â solution? Â Certainly Â creators Â and Â publishers Â have Â every Â r ight Â to Â protect Â their Â intellectual Â property Â using Â locks. Â On Â t he Â other Â hand, Â t he Â Canadian Â Supreme Â Court Â has Â r uled Â heavily Â in Â favour Â of Â t he Â rights Â of Â users Â to Â make Â fair Â use Â of Â t he Â copies Â t hat Â t hey Â pay Â for. Â So Â w ith Â digital Â locks Â come Â digital Â responsibilities. Â Â There Â must Â be Â a Â way Â of Â ensuring Â t hat Â locks Â Â can Â be Â bypassed Â for Â any Â legal Â purposes Â in Â a Â t imely Â manner. Â The Â bill Â needs Â to Â be Â Ď?Â‹ÂšÂ‡Â†Â–Â‘ÂƒÂŽÂŽÂ‘Â™Â–ÂŠÂ‡Â•Â‡ uses, Â otherwise Â it Â is Â not Â worth Â t he Â paper Â or Â digital Â media Â t hat Â Â it Â is Â printed Â or Â programmed Â on.
OPEN BOOK from AU Press By Tiffanie Regaudie Over Â t he Â past Â year, Â AU Â Press Â continued Â as Â an Â international Â leader Â in Â open Â access Â publishing, Â w ith Â Walter Â Hildebrandt Â and Â K athy Â Killoh Â representing Â AU Â Press Â at Â t he Â second Â annual Â Conference Â on Â Open Â Access Â Scholarly Â Publishing, Â held Â in Â August Â in Â Prague. Â
Awards and Recognition Â‘Â„Â‹ÂŽÂ‡Â‡ÂƒÂ”Â?Â‹Â?Â‰ÇŁÂ”ÂƒÂ?Â•ÂˆÂ‘Â”Â?Â‹Â?Â‰Â–ÂŠÂ‡Â‡ÂŽÂ‹Â˜Â‡Â”Â› Â Â‘ÂˆÂ†Â—Â…ÂƒÂ–Â‹Â‘Â?ÂƒÂ?Â†Â”ÂƒÂ‹Â?Â‹Â?Â‰ Â Edited Â by Â AU Â professor Â Mohamed Â A lly Â Award: Â Charles Â A . Â Wedemeyer Â Award Â
Â?ÂƒÂ‰Â‹Â?Â‹Â?Â‰Â‡ÂƒÂ†ÇŚÂ?ÂƒÂ•ÂŠÂ‡Â†ÇŚ Â?ÇŁÂ„Â‘Â”Â‹Â‰Â‹Â?ÂƒÂŽ Â Â—ÂˆÂˆÂƒÂŽÂ‘Â—Â?Â–Â‹Â?Â‰Â‘Â?Â–ÂŠÂ‡Â‘Â”Â–ÂŠÂ‡Â”Â?ÂŽÂƒÂ‹Â?Â• Â By Â Jack Â Brink Â Award: Â Canadian Â A rchaeological Â Â Associationâ€™s Â 2009 Â Public Â Communications Â Â‘Â?Â„ÂƒÂ?ÂƒÂ†ÂƒÇŁÂ?Â†Â–ÂŠÂ‡Â”Â?Â?Â‹Â?Â†Â‡Â?ÂƒÂ”Â?Â• Â Â‹Â?Â–ÂŠÂ‡Â?Â‡Â”Â‹Â…ÂƒÂ?Â‡Â†Â‹Âƒ Â By Â Chantal Â A llan Â ÂŠÂ‘Â”Â–ÂŽÂ‹Â•Â–Â‡Â†ÂˆÂ‘Â”Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–ÂƒÂ?Â?Â—ÂƒÂŽÂŽÂ„Â‡Â”Â–Âƒ Â Readersâ€™ Â Choice Â Award AU Â Pressâ€™s Â expanded Â monograph Â program Â now Â includes Â labour Â history Â and Â legal Â studies. Â Our Â list Â of Â journals Â and Â web-Ââ€?based Â publications Â also Â now Â includes Â Â”ÂƒÂŽÂ‹Â•Â–Â‘Â”Â› Â‘Â”Â—Â?Â†ÇŻÂŠÂ‹Â•Â–Â‘Â‹Â”Â‡ orale, Â t he Â journal Â of Â t he Â Canadian Â Oral Â History Â Association, Â as Â well Â as Â Aurora: Â Interviews Â With Â Leading Â Thinkers Â and Â Writers, Â while Â we Â continue Â to Â publish Â t he Â esteemed Â journals Â ÂƒÂ„Â‘Â—Â”Č€Â‡Â”ÂƒÂ˜ÂƒÂ‹ÂŽand Â t he Â Â?Â–Â‡Â”Â?ÂƒÂ–Â‹Â‘Â?ÂƒÂŽÂ‡Â˜Â‹Â‡Â™ Â‘ÂˆÂ‡Â•Â‡ÂƒÂ”Â…ÂŠÂ‹Â?Â’Â‡Â?ÂƒÂ?Â†Â‹Â•Â–ÂƒÂ?Â…Â‡Â‡ÂƒÂ”Â?Â‹Â?Â‰. Follow Â us Â on Â Twitter, Â Facebook Â Â and Â YouTube.
New and upcoming: Roy & Me: This Is Not a Memoir By Maurice Yacowar Maurice Yacowar challenges genre and form in Roy & Me, a cross between memoir and fiction, truth and fantasy.
Albertaâ€™s Daycare Controversy: From 1908 to 2009, and Beyond By Tom Langford Albertaâ€™s Daycare Controversy traces the development of daycare policies and programs in Alberta that have provoked considerable debate and struggle among citizens.
Light From Ancient Campfires: Archaeological Evidence for Native Lifeways on the Northern Plains By Trevor Peck Beginning with the earliest material evidence for a human presence in Alberta, author Trevor Peck embarks on a monumental archaeological survey of the regionâ€™s original inhabitants.
The Anatomy of Ethical Leadership: To Lead Our Organizations in a Conscientious and Authentic Manner By Lyse Langlois Performance at all costs, productivity without regard to consequences, and a highly competitive work environment can generate moral dilemmas.
Recollecting: Lives of Aboriginal Women of the Canadian Northwest and Borderlands Edited by Sarah Carter and Patricia McCormack Recollecting is a rich collection of essays that illuminates the lives of late-18th-century to mid-20th-century aboriginal women.
Photo: Kate sZatmari
By Eva von Buchenroder
New learning possibilities After Â completing Â an Â online Â mas-Ââ€? Â–Â‡Â”Â‘ÂˆÂ‡Â†Â—Â…ÂƒÂ–Â‹Â‘Â?Â’Â”Â‘Â‰Â”ÂƒÂ?Â‹Â?Í´Í˛Í˛ÍşÇĄ Angela Â Batsford Â was Â ready Â to Â move Â on Â to Â a Â doctorate Â program. Â But Â t he Â closest Â university Â to Â her Â hometown Â t hat Â offered Â one Â was Â over Â t hree Â hours Â away, Â and Â t he Â school Â where Â sheâ€™d Â done Â her Â mas-Ââ€? terâ€™s Â degree Â didnâ€™t Â offer Â an Â online Â doctorate Â program. Â Thatâ€™s Â when Â she Â found Â AU.
can Â be Â a Â challenge. Â Her Â students Â live Â in Â remote Â northern Â com-Ââ€? munities Â where Â t raditional Â high Â schools Â and Â colleges Â donâ€™t Â exist. Â Prior Â to Â t he Â K IHS Â program, Â 14-Ââ€?year-Ââ€?old Â students Â had Â to Â leave Â their Â parents Â to Â move Â to Â a Â city Â several Â hours Â away Â in Â order Â to Â attend Â high Â school. Â
â€œWithout Â a Â distance Â education Â program Â at Â t his Â level, Â I Â wouldnâ€™t Â have Â been Â able Â to Â continue Â my Â studies,â€? Â she Â acknowledges.
Batsford Â wants Â her Â students Â to Â know Â t hey Â donâ€™t Â have Â to Â compro-Ââ€? mise Â to Â get Â an Â education. Â â€œThere Â are Â options Â available Â to Â t hem,â€? Â Â•ÂŠÂ‡ÂƒÂˆĎ?Â‹Â”Â?Â•Ç¤ÂŠÂ‡ÇŻÂ•Â…Â‡Â”Â–ÂƒÂ‹Â?ÂŽÂ›ÂŽÂ‡ÂƒÂ†-Ââ€? ing Â by Â example. Â
Batsford, Â a Â teacher Â who Â also Â de-Ââ€? velops Â and Â administers Â courses Â at Â Keewaytinook Â Internet Â high Â school, Â an Â aboriginal Â online Â high Â school, Â is Â using Â what Â sheâ€™s Â ÂŽÂ‡ÂƒÂ”Â?Â‡Â†Â–Â‘Â„Â‡Â?Â‡Ď?Â‹Â–Â‘Â–ÂŠÂ‡Â”Â•Â™ÂŠÂ‘ know Â t hat Â getting Â an Â education Â
â€œWithout distance education ... I wouldnâ€™t have been able to continue my studiesâ€?
Education with a little adventure
Matt Â Burnett Â is Â pursuing Â a Â bachelor Â of Â human Â resources Â and Â labour Â relations Â and Â working Â at Â SaskEnergy Â in Â the Â administration Â and Â business Â policy Â department. Â Previously Â a Â University Â of Â Regina Â student, Â Burnett Â appreciates Â t he Â fact Â t hat Â he Â can Â now Â schedule Â school Â around Â his Â life. Â â€œThis Â allows Â me Â to Â work Â enough Â to Â pay Â for Â school Â and Â do Â t he Â majority Â of Â t hings Â t hat Â I Â enjoy,â€? Â Â he Â says. He Â picked Â t he Â program, Â he Â explains, Â because Â he Â likes Â Â™Â‘Â”Â?Â‹Â?Â‰Â™Â‹Â–ÂŠÂ’Â‡Â‘Â’ÂŽÂ‡Ç¤Â‡ÂƒÂ†Â†Â•ÇĄÇ˛ ÂƒÂ?Â…Â‘Â?Â•Â–ÂƒÂ?Â–ÂŽÂ›Ď?Â‹Â?Â†Â‹Â?Â‰ that Â t he Â k nowledge Â obtained Â in Â t his Â program Â is Â very Â useful Â on Â a Â daily Â basis. Â Employment Â relationships Â are Â Â a Â huge Â part Â of Â every Â adultâ€™s Â life.â€? Â When Â heâ€™s Â not Â hard Â at Â work, Â Burnett Â welcomes Â t he Â freedom Â being Â an Â AU Â student Â affords Â by Â t ravelling. Â â€œIâ€™ve Â gone Â on Â ski Â t rips Â and Â vacations Â to Â Jamaica Â and Â Mexico,â€? Â he Â says. Â â€œItâ€™s Â nice Â being Â able Â to Â get Â away Â when Â t he Â resorts Â are Â not Â packed Â w ith Â people.â€? ÂŠÂƒÂ•Â„Â‡Â‡Â?Â•Â—Â…ÂŠÂƒÂ’Â‡Â”ÂˆÂ‡Â…Â–Ď?Â‹Â–Č‚ÂŠÂ‡Â†Â‡Â•Â…Â”Â‹Â„Â‡Â•Â‹Â–ÂƒÂ•Ç˛Â–ÂŠÂ‡ best Â t hing Â t hat Â ever Â happened Â to Â meâ€? Â â€“ Â t hat Â Burnett Â doesnâ€™t Â plan Â to Â stop Â at Â just Â a Â bachelorâ€™s Â degree. Â â€œThe Â way Â Athabasca Â operates Â works Â g reat Â w ith Â my Â life. Â I Â w ill Â Â†Â‡Ď?Â‹Â?Â‹Â–Â‡ÂŽÂ›Â’Â—Â”Â•Â—Â‡Â?Â›Â?ÂƒÂ•Â–Â‡Â”ÇŻÂ•Â–ÂŠÂ”Â‘Â—Â‰ÂŠÂ–ÂŠÂƒÂ„ÂƒÂ•Â…ÂƒÇ¤Çł
Barb Rielly Matt Burnett Photo: Ed Ellis Photography Ltd.
A beautiful future
Disha Â Sandhu Â doesnâ€™t Â dream Â small. Â The Â professional Â stylist Â and Â makeup Â artist Â has Â an Â image Â consulting Â business, Â ImageGen, Â and Â plans Â to Â own Â and Â operate Â an Â online Â retailing Â site Â specializing Â in Â womenâ€™s Â skin Â and Â hair Â care Â products. Her Â success Â so Â far Â is Â no Â accident. Â â€œThree Â years Â ago, Â I Â took Â a Â hard Â look Â at Â my Â life Â and Â contemplated Â on Â t he Â question, Â what Â do Â I Â really Â want Â out Â of Â my Â career? Â My Â contemplations Â led Â me Â to Â t he Â decision Â to Â acquire Â f urther Â t raining Â so Â t hat Â I Â could Â make Â a Â living Â doing Â work Â t hat Â I Â love.â€? Sandhu, Â who Â lived Â in Â a Â r ural Â community Â in Â India Â before Â Â?Â‘Â˜Â‹Â?Â‰Â–Â‘Â‘Â”Â‘Â?Â–Â‘ÇĄÂ™ÂƒÂ•Â—Â?Â•Â—Â”Â‡Â‘ÂˆÂŠÂ‡Â”Â’Â”Â‘Â•Â’Â‡Â…Â–Â•ÂƒÂ–Ď?Â‹Â”Â•Â–Ç¤Ç˛Â• an Â immigrant Â newly Â arrived Â to Â Canada, Â I Â never Â t hought Â it Â possible Â to Â complete Â any Â form Â of Â higher Â education Â due Â to Â t ime Â ÂƒÂ?Â†Ď?Â‹Â?ÂƒÂ?Â…Â‹ÂƒÂŽÂ…Â‘Â?Â•Â–Â”ÂƒÂ‹Â?Â–Â•ÇĄÇłÂ•ÂŠÂ‡Â•ÂƒÂ›Â•Ç¤Â—Â–ÂƒÂˆÂ–Â‡Â”Â‰Â‘Â‹Â?Â‰Â–Â‘Â•Â…ÂŠÂ‘Â‘ÂŽ for Â image Â consulting Â and Â completing Â t raining Â as Â a Â makeup Â artist, Â she Â enrolled Â in Â t he Â B.Comm. Â program Â in Â 2009. Â Now, Â sheâ€™s Â realizing Â her Â aspirations Â for Â t he Â f uture. â€œA Â large Â part Â of Â our Â life Â is Â ( lived) Â at Â work, Â so Â having Â a Â job Â t hat Â brings Â you Â happiness Â is Â importantâ€Ś. Â Careers Â w ith Â meaning, Â with Â an Â abundance Â of Â positive Â human Â contact, Â are Â often Â Â”Â‡Â…Â‘Â‰Â?Â‹ÂœÂ‡Â†ÂƒÂ•Â–ÂŠÂ‡Â?Â‘Â•Â–ÂˆÂ—ÂŽĎ?Â‹ÂŽÂŽÂ‹Â?Â‰Â‘Â?Â‡Â•Ç¤ÂŠÂ‹Â•Â‹Â?Â…ÂŽÂ—Â†Â‡Â•Â…ÂƒÂ”Â‡Â‡Â”Â•ÂŽÂ‹Â?Â‡ the Â makeup Â artist, Â stylist Â or Â other Â jobs Â where Â youâ€™re Â working Â with Â others Â to Â improve Â t heir Â lives.â€? Sandhu Â concludes, Â â€œIâ€™m Â able Â to Â develop Â deep Â and Â meaningful Â Â”Â‡ÂŽÂƒÂ–Â‹Â‘Â?Â•ÂŠÂ‹Â’Â•Â™Â‹Â–ÂŠÂ’Â‡Â‘Â’ÂŽÂ‡ÇĄÂ?Â‘Â–Â–ÂŠÂ‡Â•Â—Â’Â‡Â”Ď?Â‹Â…Â‹ÂƒÂŽÂ‘Â?Â‡Â•Â–ÂŠÂƒÂ–ÂƒÂ”Â‡Â•Â‘ Â’Â”Â‡Â˜ÂƒÂŽÂ‡Â?Â–Â‹Â?Â‡Â˜Â‡Â”Â›Â†ÂƒÂ›Â‡ÂšÂ‹Â•Â–Â‡Â?Â…Â‡Ç¤ÂŠÂ‡Â”Â‡ÇŻÂ•Â†Â‡Â‡Â’ÂˆÂ—ÂŽĎ?Â‹ÂŽÂŽÂ?Â‡Â?Â–Â‹Â? knowing Â t hat Â t he Â work Â you Â do Â helps Â to Â improve Â othersâ€™ Â lives.â€?
Disha Sandhu Photo: Kate sZatmari
Photo: Ed Ellis Photography Ltd.
Someone to count on For Â Mike Â Stewart, Â who Â is Â working Â toward Â his Â bachelor Â of Â arts Â degree Â in Â history, Â family Â is Â a Â very Â big Â priority. Â The Â t ransfer Â student Â f rom Â UBC Â and Â Briercrest Â College Â didnâ€™t Â initially Â plan Â on Â becoming Â an Â AU Â student, Â but Â ended Â up Â enrolling Â in Â t he Â BA Â program Â so Â t hat Â he Â could Â be Â t here Â for Â t he Â people Â most Â important Â to Â him. After Â Stewartâ€™s Â father Â was Â diagnosed Â w ith Â a Â rare Â blood Â disease, Â his Â parents Â moved Â to Â Vancouver Â to Â be Â near Â St. Â Paulâ€™s Â Hospital. Â T he Â history Â undergrad Â has Â a Â younger Â brother, Â Scott, Â who Â was Â enrolled Â in Â high Â school Â in Â Kelowna. Â Stewart Â decided Â to Â stay Â behind Â with Â his Â brother Â and Â act Â as Â a Â parent Â in Â whatever Â Â…ÂƒÂ’ÂƒÂ…Â‹Â–Â›ÂŠÂ‡Â…Â‘Â—ÂŽÂ†Ç¤Â‡ÂƒÂ?Â†ÂŠÂ‹Â•Ď?Â‹ÂƒÂ?Â…ÂąÂ‡ÇĄÂ‡ÂƒÂŠÇĄÂ™ÂŠÂ‘ÂŽÂ‹Â˜Â‡Â• in Â Calgary, Â were Â also Â busy Â w ith Â preparations Â for Â their Â upcoming Â wedding. Â â€œBecause Â of Â t hese Â factors,â€? Â Stewart Â explained, Â â€œI Â am Â simply Â unable Â to Â attend Â scheduled Â classes.â€? These Â days, Â t he Â resilient Â student Â is Â working Â hard Â as Â an Â Â‹Â”Â”Â‹Â‰ÂƒÂ–Â‹Â‘Â?ÂˆÂ‘Â”Â‡Â?ÂƒÂ?Â™ÂŠÂ‘Â‡Â˜Â‡Â?Ď?Â‹Â?Â†Â•Â–Â‹Â?Â‡Â–Â‘Ç˛Â…ÂŠÂ‹Â’ÂƒÂ™ÂƒÂ› at Â assignments Â during Â my Â lunch Â break,â€? Â and Â preparing Â for Â his Â nuptials Â by Â doing Â marriage Â counselling Â with Â Leah Â t hrough Â his Â church. Â Despite Â t he Â distance Â between Â t hem, Â t he Â couple Â see Â each Â other Â regularly Â because Â Stewart Â is Â able Â to Â w rite Â his Â exams Â in Â Calgary. Â Heâ€™s Â still Â weighing Â his Â options Â for Â t he Â f uture, Â but Â is Â thinking Â about Â either Â teaching Â elementary Â school Â or Â pursuing Â g raduate Â studies. Â With Â t he Â dedication Â heâ€™s Â shown Â to Â every Â commitment Â he Â t akes Â on, Â heâ€™d Â be Â sure Â to Â excel Â at Â either. 01&/tPQFOBVDPN
New frontiers in e-learning By Patrick Mears
AU projects create jobs, make school a leader in learning technology
A Â digital Â dawn Â is Â spreading Â across Â t he Â horizon Â in Â Canada Â and Â around Â t he Â globe Â as Â new Â educational Â technologies Â illuminate Â t he Â landscape Â w ith Â rays Â of Â k nowledge. Â Startling Â developments Â in Â information Â technology Â are Â beginning Â to Â impact Â upon Â education, Â and Â Athabasca Â University Â is Â at Â t he Â forefront Â of Â a Â march Â into Â e-Ââ€?learning Â t hanks Â to Â t wo Â innovative Â initiatives. Â AUâ€™s Â exciting Â Community Â Adjustment Â Fund Â (CAF) Â and Â K nowledge Â Infrastructure Â Program Â ( KIP) Â projects Â w ill Â ensure Â students Â get Â a Â world-Ââ€?class Â education Â t hat Â w ill Â equip Â t hem Â for Â t he Â challenges Â posed Â by Â t he Â Â 21st Â century. More Â t han Â 40 Â inventive Â projects Â are Â c urrently Â electrifying Â Â the Â v irtual Â and Â brick-Ââ€?built Â corridors Â at Â Athabasca Â University, Â Â where Â dedicated Â staff Â are Â working Â diligently Â to Â t urn Â a Â v ision Â of Â Â e-Ââ€?learning Â into Â reality. Â T he Â projects Â are Â in Â various Â stages Â of Â completion Â and Â each Â one Â focuses Â on Â differing Â aspects Â of Â learning. Â However, Â t hey Â have Â one Â major Â feature Â in Â common: Â t hey Â w ill Â a ll Â improve Â teaching Â at Â AU. Director Â of Â t he Â Centre Â for Â Learning Â Design Â and Â Development, Â Cindy Â Ives, Â said: Â â€œAthabasca Â University Â is Â becoming Â a Â centre Â of Â excellence Â for Â e-Ââ€?learning. Â T he Â C AF Â and Â K IP Â programs Â w ill Â construct Â a Â v irtual Â framework, Â which Â we Â c an Â t hen Â build Â upon Â and Â improve Â as Â t he Â years Â go Â by, Â leaving Â us Â in Â a Â g reat Â position Â to Â offer Â courses Â t hat Â w ill Â appeal Â to Â students Â in Â t he Â digital Â age.â€? Â Under Â t he Â C AF Â program, Â four Â projects Â w ill Â combine Â to Â digitize Â and Â enhance Â course Â content. Â A nd Â 33 Â Open Â K nowledge Â Environment Â
Č‹ČŒÂ’Â”Â‘ÂŒÂ‡Â…Â–Â•Â™Â‹ÂŽÂŽÂŒÂ‘Â‹Â?ÂˆÂ‘Â”Â…Â‡Â•Â–Â‘Â”Â‡Ď?Â‹Â?Â‡ and Â recharge Â IT Â infrastructure Â at Â t he Â university. Â In Â addition, Â another Â t hree Â part-Ââ€? KIP-Ââ€?funded Â projects Â w ill Â revamp Â c apital Â infrastructure Â at Â Athabasca Â University. Vice-Ââ€?president Â of Â information Â technology Â at Â AU, Â Brian Â Stewart, Â said: Â â€œ We Â are Â inventing Â t he Â f uture Â of Â e-Ââ€?learning, Â working Â in Â a Â consistent Â and Â s ystemic Â f ashion Â to Â construct Â t he Â whole Â methodology Â for Â creating Â and Â developing Â e-Ââ€?content. Â No Â one Â has Â done Â t his Â before. Â T his Â process Â w ill Â allow Â us Â to Â move Â into Â a Â space Â where Â we Â can Â make Â t he Â most Â of Â existing Â technology Â and Â emerging Â technologies.â€? Collaborative Â work Â forms Â t he Â heart Â of Â these Â AU Â programs. Â T he Â C AF Â Course Â Materials Â Digitization Â project Â is Â f uelled Â by Â partnership Â work Â w ith Â schools Â and Â colleges Â in Â St. Â Paul, Â Grande Â Prairie Â and Â Athabasca Â and Â involves Â converting Â at Â least Â 450 Â courses Â into Â a Â format Â compatible Â with Â online Â learning. Â A s Â part Â of Â t he Â Showcase Â Courses Â project, Â up Â to Â 20 Â of Â the Â universityâ€™s Â highest-Ââ€?enrollment Â courses Â w ill Â be Â enriched Â w ith Â digital Â enhancements Â such Â as Â blogs Â and Â podcasts. Â The Â Copyright Â Materials Â Digitization Â project Â is Â directing Â t he Â digitization Â of Â 17 Â Ď?Â‹ÂŽÂ‹Â?Â‰Â…ÂƒÂ„Â‹Â?Â‡Â–Â•ÂˆÂ—ÂŽÂŽÂ‘ÂˆÂŽÂ‡Â‰ÂƒÂŽÂ†Â‘Â…Â—Â?Â‡Â?Â–Â•Ç¤ In Â total, Â $6.4 Â million Â has Â been Â made Â available Â for Â t he Â C AF Â projects Â t hrough Â the Â federal Â governmentâ€™s Â Community Â Adjustment Â Fund Â ( part Â of Â Canadaâ€™s Â Economic Â Action Â Plan), Â A lbertaâ€™s Â Access Â to Â t he Â Future Â Fund Â and Â in-Ââ€?kind Â as Â well Â as Â private Â donations. Â A nd Â t hat Â money Â is Â funding Â another Â major Â chapter Â in Â t he Â Â CAF Â story: Â t he Â creation Â of Â jobs Â in Â r ural Â areas Â of Â northern Â A lberta Â t hat Â were Â hit Â hard Â by Â t he Â recent Â economic Â downturn. Â So Â far Â t he Â project Â has Â created Â more Â t han Â the Â agreed-Ââ€?upon Â t arget Â of Â 55 Â f ull-Ââ€?time Â equivalent Â positions. Â Ives Â said: Â â€œ This Â is Â an Â important Â aspect Â Â of Â t he Â C AF Â program. Â We Â want Â to Â strengthen Â t he Â bond Â t hat Â a lready Â exists Â between Â t he Â university Â and Â its Â surrounding Â communities.â€? Employed Â on Â t he Â projects Â are Â young Â Â™Â‘Â?Â‡Â?Â–ÂƒÂ?Â‹Â?Â‰Â–ÂŠÂ‡Â‹Â”Ď?Â‹Â”Â•Â–Â•Â–Â‡Â’Â•Â—Â’Â–ÂŠÂ‡ career Â ladder, Â single Â mothers Â and Â t hose Â who Â are Â married Â w ith Â children, Â a long Â w ith Â people Â f rom Â First Â Nations Â communities. Â Already, Â former Â employees Â have Â been Â able Â to Â advance Â t heir Â c areers Â due Â to Â experience Â gained Â while Â working Â on Â C AF Â initiatives. Â Â‹Â‰Â‹Â–Â‹ÂœÂ‡Â”Â‹ÂŽÂ‹ÂƒÂ?Â?Â‘Â…ÂŠÂƒÇĄÍľÍşÇĄÂ™ÂŠÂ‘Â‹Â•Â?ÂƒÂ”Â”Â‹Â‡Â† with Â four Â children, Â plans Â to Â enroll Â in Â AUâ€™s Â MBA Â program. Â She Â said, Â â€œI Â like Â t he Â job Â because Â Iâ€™m Â learning Â about Â new Â software Â and Â I Â really Â believe Â t his Â job Â is Â going Â to Â help Â me Â move Â my Â c areer Â forward.â€? 01&/tPQFOBVDPN
Others Â a lso Â plan Â to Â enroll Â in Â AU Â Â Â…Â‘Â—Â”Â•Â‡Â•Ç¤ÂƒÂ†Â‹Â•Â‘Â?Â‡Â”Â•Â‹Â?ÇĄÍłÍşÇĄÂ•ÂƒÂ‹Â†ÇŁÇ˛ ÇŻÂ? going Â to Â work Â for Â a Â year Â and Â t ake Â some Â Spanish Â courses Â t hrough Â AU Â so Â t hat Â I Â Â can Â be Â a Â teacher. Â I Â want Â to Â go Â into Â Â modern Â languages. â€œI Â like Â t his Â digitizing Â job Â because Â I Â get Â more Â f amiliar Â w ith Â computers Â and Â it Â gets Â me Â used Â to Â working Â for Â a Â living.â€? AUâ€™s Â $7.65-Ââ€?million Â Open Â K nowledge Â Environment Â project Â is Â being Â f ully Â f unded Â by Â money Â f rom Â t he Â provincial Â and Â federal Â governments. Â T his Â has Â helped Â to Â create Â 33 Â new Â positions Â such Â as Â web Â developer, Â business Â analyst, Â project Â manager Â and Â programmer Â analyst, Â which Â has Â a lready Â created Â a Â deep Â pool Â of Â k nowledge Â at Â AU. Â An Â additional Â 17 Â positions Â have Â been Â created Â t hrough Â contract Â agreements. Â Additional Â jobs Â â€“ Â t his Â t ime Â in Â t he Â construction Â industry Â in Â northern Â Â Alberta Â â€“ Â have Â been Â c reated Â by Â t he Â ongoing Â building Â work Â at Â t he Â main Â Â campus Â building Â in Â Athabasca. Â AU Â Â received Â $3.6 Â million Â f rom Â t he Â federal Â Knowledge Â Infrastructure Â Program Â Â–Â‘ÂŠÂ‡ÂŽÂ’ÂˆÂ—Â?Â†Â–ÂŠÂ‡Í„ÍşÇ¤ÍśÍˇÇŚÂ?Â‹ÂŽÂŽÂ‹Â‘Â?Â…ÂƒÂ’Â‹Â–ÂƒÂŽ infrastructure Â project Â t hat Â w ill Â expand Â and Â refurbish Â t he Â science Â laboratory, Â renovate Â t he Â library Â entrance Â and Â undertake Â roof Â repairs. Â T he Â balance Â of Â t he Â money Â w ill Â come Â f rom Â t he Â university. Â Stewart Â said: Â â€œ The Â people Â we Â have Â hired Â ÂŠÂƒÂ˜Â‡Ď?Â‹Â–Â–Â‡Â†Â‹Â?Â–Â‘Â˜Â‡Â”Â›Â“Â—Â‹Â…Â?ÂŽÂ›ÂƒÂ?Â†ÂŠÂƒÂ˜Â‡ already Â made Â a Â substantial Â contribution Â to Â the Â K IP Â program. Â T hey Â are Â working Â very Â well Â w ith Â our Â permanent Â staff Â to Â provide Â imaginative Â and Â innovative Â solutions Â t hat Â will Â be Â v ital Â for Â us Â in Â t he Â f uture. â€œThey Â have Â hit Â t he Â g round Â r unning Â Â from Â a Â standing Â start, Â enlivening Â t he Â Â university Â and Â supporting Â our Â critical Â services Â as Â well Â as Â helping Â us Â to Â move Â Â the Â projects Â forward.â€? The Â OKE Â program Â comprises Â a Â number Â Â of Â projects Â which Â are Â extremely Â innovative. Â One Â of Â t hose Â projects Â is Â the Â v irtual Â media Â lab. Â T he Â lab Â w ill Â be Â a Â dynamic Â space Â for Â teaching, Â mentoring, Â research, Â peer Â review, Â display Â and Â Â practice Â â€“ Â a Â combination Â of Â t he Â separate Â functions Â t hat Â university Â labs Â have Â traditionally Â performed. Â The Â L anding Â project Â aims Â to Â create Â a Â social Â networking Â site Â for Â use Â by Â everyone Â at Â AU Â â€“ Â academics, Â staff Â and Â students. Â It Â contains Â aspects Â of Â social Â media Â sites Â such Â as Â Twitter Â and Â Facebook Â and Â houses Â them Â together Â under Â one Â roof. Â T he Â main Â drivers Â of Â t he Â L anding Â project Â are Â AUâ€™s Â social Â media Â expert Â George Â Siemens, Â Terry Â Anderson Â and Â Jon Â Dron.
Siemens Â said, Â â€œ We Â are Â building Â our Â capacity Â as Â an Â institution Â to Â use Â distributed Â technology Â and Â social Â Â media Â in Â education. â€œBut Â t he Â L anding Â a lso Â offers Â something Â further. Â My Â colleague Â Jon Â Dron Â c alls Â it Â â€˜social Â g lue.â€™ Â Just Â like Â a Â university Â w ill Â have Â social Â spaces Â where Â students Â c an Â interact, Â a Â distance Â learning Â institution Â like Â AU Â needs Â to Â have Â v irtual Â social Â spaces Â where Â students Â c an Â connect. Â T he Â L anding Â c reates Â a Â v irtual Â social Â space Â for Â AU Â f aculty, Â staff Â and Â students.â€? Â Among Â t he Â other Â project Â pearls Â in Â AUâ€™s Â IT Â jewellery Â box Â is Â Desktop Â Virtualization, Â which Â w ill Â enable Â staff Â to Â access Â t heir Â virtual Â work Â desktops Â f rom Â any Â machine Â with Â an Â Internet Â connection. Â T he Â Mobile Â Learning Â project Â w ill Â assess Â how Â learning Â Â–Â‡Â…ÂŠÂ?Â‹Â“Â—Â‡Â•ÂƒÂ–Â…ÂƒÂ?Â„Â‡Â?Â‡Ď?Â‹Â–ÂˆÂ”Â‘Â? technologies Â like Â t he Â iPad. Â A nd Â t here Â are Â many Â other Â keystone Â projects Â which Â w ill Â boost Â IT Â infrastructure Â at Â t he Â university, Â Â‡Â?ÂƒÂ„ÂŽÂ‹Â?Â‰Â–ÂŠÂ‡ÂˆÂ‘Â”Â?ÂƒÂ–Â‹Â‘Â?Â‘ÂˆĎ?Â‹Â”Â?ÂˆÂ‘Â—Â?Â†ÂƒÂ–Â‹Â‘Â?Â• upon Â which Â t he Â bricks Â of Â k nowledge Â c an Â be Â laid. Ives Â concluded, Â â€œ The Â C AF Â and Â K IP Â programs Â are Â a ll Â about Â harnessing Â Â the Â learning Â potential Â contained Â in Â Â new Â technologies. â€œOur Â aim Â is Â to Â provide Â a Â learning Â environment Â t hat Â is Â both Â sustainable Â and Â as Â r ich Â as Â possible Â for Â t he Â t housands Â of Â students Â who Â rely Â on Â us Â for Â our Â distance Â and Â e-Ââ€?learning Â expertise, Â both Â in Â A lberta Â and Â around Â t he Â world.â€?
The digital age is changing the world in which we live. Itâ€™s changing the way we read, the way we pay for the food we eat and the way we communicate with each other. It will continue to change the way we teach. But Athabasca University, through these innovative programs, is prepared and ready to break down the barriers to education for people in Alberta, across Canada and beyond its shores. 13 13
meet the teacher Evelyn Ellerman Program coordinator helps bring university experience home Breaking Â down Â t he Â barriers Â to Â education Â for Â students Â w ith Â heavy Â domestic Â and Â work Â commitments Â is Â a Â subject Â very Â close Â to Â t he Â heart Â of Â an Â Athabasca Â University Â communica-Ââ€? tion Â expert. Â Evelyn Â Ellerman Â origi-Ââ€? nated Â t he Â communication Â studies Â program Â at Â AU Â and Â continues Â to Â coor-Ââ€? dinate Â t he Â initiative Â today. Â However, Â when Â she Â joined Â t he Â university Â in Â 1996, Â Ellerman Â was Â a Â single Â mother Â whose Â responsibilities Â made Â it Â dif-Ââ€? Ď?Â‹Â…Â—ÂŽÂ–ÂˆÂ‘Â”ÂŠÂ‡Â”Â–Â‘Â™Â‘Â”Â?ÂƒÂ–Â”ÂƒÂ†Â‹Â–Â‹Â‘Â?ÂƒÂŽ Â?Â‹Â?Â‡ÇŚÂ–Â‘ÇŚĎ?Â‹Â˜Â‡Â•ÂŠÂ‹ÂˆÂ–Ç¤ â€œAfter Â completing Â my Â post-Ââ€?doctoral Â fellowship Â at Â t he Â University Â of Â Alberta, Â I Â applied Â at Â AU Â because Â it Â was Â a Â distance Â education Â university,â€? Â said Â Ellerman. Â â€œAt Â t he Â t ime Â I Â was Â a Â single Â parent Â w ith Â a Â very Â sick Â child, Â and Â t he Â opportunity Â to Â start Â up Â a Â new Â collaborative Â degree Â program Â Â™ÂŠÂ‹ÂŽÂ‡Â™Â‘Â”Â?Â‹Â?Â‰ÂˆÂ”Â‘Â?ÂƒÂŠÂ‘Â?Â‡Â‘ÂˆĎ?Â‹Â…Â‡ seemed Â perfect Â to Â me.
Photo: Blaise MacMullin
By Patrick Mears
â€œThe Â students Â are Â t he Â best Â part Â of Â t he Â work. Â It Â is Â a Â privilege Â to Â be Â able Â to Â offer Â a Â university Â experience Â to Â so Â many Â people Â Â™ÂŠÂ‘Â‘Â–ÂŠÂ‡Â”Â™Â‹Â•Â‡Â™Â‘Â—ÂŽÂ†Ď?Â‹Â?Â†Â‹Â–Â†Â‹ÂˆĎ?Â‹Â…Â—ÂŽÂ–Â‘Â” impossible Â to Â complete Â t heir Â degrees.â€? Â Born Â and Â raised Â in Â northern Â Ontario, Â Ellerman Â moved Â to Â central Â A lberta Â w ith Â her Â parents Â when Â she Â was Â 13. â€œMy Â parents Â were Â young Â during Â t he Â Depression Â years, Â and Â like Â many Â people Â of Â t heir Â generation Â t hey Â were Â self-Ââ€?taught, Â so Â our Â home Â had Â books Â and Â intelligent Â conversation,â€? Â continued Â t he Â associate Â professor Â of Â communication Â studies. Â â€œWe Â went Â to Â t he Â library Â every Â Saturday Â afternoon; Â it Â was Â like Â paradise. Â I Â loved Â to Â hold Â t he Â books Â and Â I Â loved Â t he Â smell Â of Â them. Â Each Â week Â I Â took Â home Â t he Â maxi-Ââ€? mum Â number Â allowed.â€? In Â t hose Â days, Â Ellerman Â says, Â t he Â oppor-Ââ€? tunities Â available Â for Â women Â were Â very Â different Â compared Â w ith Â t hose Â of Â t he Â more Â enlightened Â t imes Â of Â today.
â€œWhen Â I Â was Â a Â young Â girl, Â t he Â only Â occupations Â we Â could Â aspire Â to Â were Â secretary, Â nurse Â or Â teacher. Â I Â k new Â t hat Â I Â would Â be Â ÂŠÂ‘Â’Â‡ÂŽÂ‡Â•Â•ÂƒÂ–Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–ÂƒÂ?Â† dangerous Â at Â t he Â second, Â so Â I Â opted Â for Â teacher.â€?
â€œOften when I look at the accomplishments of our students despite all sorts of impediments, I marvel at the human spirit.â€?
Ellerman Â has Â been Â a Â teacher Â for Â most Â of Â her Â working Â life, Â although Â she Â did Â work Â for Â t he Â federal Â government Â for Â a Â while Â and Â owned Â a Â communication Â company. Â She Â remembered, Â â€œIn Â my Â early Â work-Ââ€? ing Â life, Â I Â operated Â a Â general Â store Â in Â t he Â country Â w ith Â my Â husband Â and Â parents Â â€“ Â I Â was Â t he Â butcher.â€? Perhaps Â not Â surprisingly, Â t he Â former Â butcherâ€™s Â path Â to Â a Â masterâ€™s Â degree Â did Â not Â follow Â a Â conventional Â route. Â Ellerman Â took Â an Â undergraduate Â degree Â and Â t hen Â went Â straight Â into Â a Â masterâ€™s Â program. Â But Â she Â was Â burned Â out Â f rom Â studying Â so Â hard Â and Â dropped Â out Â of Â g rad Â school. Â Then Â she Â worked Â at Â various Â jobs Â for Â 13 Â
years Â before Â returning Â to Â university Â for Â an Â M A Â and Â PhD Â in Â comparative Â literature. ÂŠÂ‡ÂƒÂ…ÂƒÂ†Â‡Â?Â‹Â…Ď?Â‹Â”Â?ÂŽÂ›Â„Â‡ÂŽÂ‹Â‡Â˜Â‡Â•Â‹Â?Ď?ÂŽÂ‡Âš-Ââ€? ible Â learning. Â She Â said: Â â€œThe Â program Â t hat Â I Â work Â w ith Â is Â a Â collaborative Â degree Â pro-Ââ€? gram, Â which Â is Â t he Â sort Â of Â forward-Ââ€?think-Ââ€? Â‹Â?Â‰Â’Â”Â‘Â‰Â”ÂƒÂ?Â–ÂŠÂƒÂ–Â›Â‘Â—Â™Â‘Â—ÂŽÂ†ÂŠÂ‘Â’Â‡Â–Â‘Ď?Â‹Â?Â† at Â an Â open Â university Â like Â AU. Â Over Â t he Â Â›Â‡ÂƒÂ”Â•ÇĄ ÂŠÂƒÂ˜Â‡Â•Â‡Â‡Â?Â–ÂŠÂ‡Â’Â‘Â•Â‹Â–Â‹Â˜Â‡Â„Â‡Â?Â‡Ď?Â‹Â–Â•Â‘Âˆ this Â program Â for Â students Â and Â I Â am Â proud Â to Â have Â been Â associated Â w ith Â it.â€? And Â it Â is Â teaching Â t hat Â provides Â Ellerman Â with Â t hose Â valuable Â moments Â of Â t rue Â inspiration. Â â€œOften Â when Â I Â look Â at Â t he Â accomplishments Â of Â our Â students Â despite Â all Â sorts Â of Â impediments, Â I Â marvel Â at Â t he Â human Â spirit,â€? Â she Â said.
George Siemens E-learning expert brings social media savvy to AU As Â t he Â earth Â spins Â headlong Â into Â t he Â digital Â age, Â education Â is Â just Â one Â of Â many Â sectors Â affected Â by Â revolutionary Â new Â technologies. Â People Â are Â communicating Â t hrough Â social Â media, Â and Â mobile Â developments Â are Â helping Â to Â move Â t he Â CD Â player Â and Â t he Â v ideo Â recorder Â to Â t he Â history Â books. Â To Â help Â Athabasca Â University Â stu-Ââ€? dents Â get Â t he Â very Â best Â out Â of Â t hese Â new Â technologies, Â an Â e-Ââ€?learn-Ââ€? Â‹Â?Â‰Â‡ÂšÂ’Â‡Â”Â–Â‹Â•Â?Â‘Â™Ď?Â‹ÂŽÂŽÂ‹Â?Â‰Â–ÂŠÂ‡Â‡Â–ÂŠÂ‡Â”Â™Â‹Â–ÂŠÂ‹Â?Â?Â‘Â˜ÂƒÂ–Â‹Â˜Â‡Â‹Â?Â•Â‹Â‰ÂŠÂ–Â•Ç¤ George Â Siemens Â joined Â Athabasca Â University Â in Â November Â 2009 Â and Â has Â spent Â much Â of Â t he Â last Â few Â years Â analyzing Â how Â social Â media Â modelled Â on Â t he Â likes Â of Â Twitter Â and Â Facebook Â could Â help Â educators Â provide Â students Â w ith Â top-Ââ€?class Â courses.
Ď?Â‹Â”Â•Â–Â‡Â?Â…Â‘Â—Â?Â–Â‡Â”Â™Â‹Â–ÂŠÂƒÂ…Â‘Â?Â’Â—Â–Â‡Â”ÂŽÂ‡ÂˆÂ–ÂƒÂŽÂƒÂ•Â–Â‹Â?Â‰Â‹Â?Â’Â”Â‡Â•Â•Â‹Â‘Â?ÇĄÂƒÂ?Â†ÂŠÂ‡ subsequently Â started Â working Â as Â an Â educator. â€œMy Â move Â into Â education Â wasnâ€™t Â planned,â€? Â said Â Siemens, Â who Â is Â a Â social Â media Â and Â networked Â technologies Â strategist Â and Â researcher Â at Â t he Â Technology Â Enhanced Â K nowledge Â Research Â Institute Â ( TEKRI) Â at Â t he Â university. Â â€œHowever, Â once Â I Â started Â teaching Â w ith Â technology, Â I Â discovered Â so Â many Â new Â opportuni-Ââ€? ties Â for Â improving Â t he Â learning Â process Â t hat Â I Â was Â hooked. Â â€œ The Â possibility Â of Â opportunity Â and Â change Â is Â what Â evokes Â my Â passion. Â My Â particular Â areas Â of Â interest Â include Â learning Â analyt-Ââ€? ics, Â e-Ââ€?learning, Â learning Â t heory, Â social Â media, Â open Â education Â and Â networked Â technologies.â€?
â€œThe Â almost Â limitless Â potential Â of Â learning Â technologies Â to Â extend Â t he Â reach Â of Â education Â and Â to Â shape Â t he Â design Â of Â f uture Â learning Â institutions Â offers Â a Â r ich Â soil Â for Â research Â and Â explora-Ââ€? tion,â€? Â Siemens Â explained.
Prior Â to Â moving Â to Â Edmonton, Â Siemens Â spent Â eight Â years Â at Â Red Â River Â College Â in Â Manitoba. Â In Â t he Â late Â 1990s, Â his Â department Â was Â Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–Â‹Â?ÂƒÂ?ÂƒÂ†ÂƒÂ™ÂŠÂ‡Â”Â‡Â•Â–Â—Â†Â‡Â?Â–Â•Â™Â‡Â”Â‡Â‹Â•Â•Â—Â‡Â†ÂŽÂƒÂ’Â–Â‘Â’Â•Ç¤ÂŠÂ‡ project Â provided Â a Â valuable Â opportunity Â to Â experiment Â w ith Â how Â Â–Â‡Â…ÂŠÂ?Â‘ÂŽÂ‘Â‰Â›Â‹Â?Ď?ÂŽÂ—Â‡Â?Â…Â‡Â•Â–Â‡ÂƒÂ…ÂŠÂ‹Â?Â‰ÂƒÂ?Â†ÂŽÂ‡ÂƒÂ”Â?Â‹Â?Â‰Ç¤ Â?Í´Í˛Í˛ÍšÇĄÂŠÂ‡Â–Â‘Â‘Â?Â—Â’ the Â position Â of Â associate Â director, Â research Â and Â development, Â for Â the Â Learning Â Technologies Â Centre Â at Â t he Â University Â of Â Manitoba.
â€œThe Â value Â of Â social Â media Â â€“ Â blogs, Â w ikis, Â podcasts, Â social Â net-Ââ€? working Â â€“ Â in Â learning Â is Â readily Â apparent. Â A ny Â opportunity Â (or Â technology) Â t hat Â enables Â t he Â formation Â of Â connections Â between Â learners Â and Â educators Â is Â worth Â exploring.â€?
And Â now, Â at Â TEKRI, Â Siemens Â is Â helping Â to Â launch Â a Â public Â k nowl-Ââ€? edge Â initiative Â to Â focus Â on Â f urther Â reducing Â barriers Â t hat Â exist Â between Â learners, Â academics Â and Â institutions Â ( https://tekri. athabascau.ca/content/public-Ââ€?knowledge-Ââ€?initiative).
Born Â in Â Mexico, Â Siemens Â moved Â w ith Â his Â family Â to Â Canada Â before Â he Â had Â any Â meaningful Â contact Â w ith Â technology. Â However, Â his Â Â
â€œAthabasca Â University Â has Â a Â strong Â reputation Â for Â researching Â and Â utilizing Â technology Â in Â teaching Â and Â learning,â€? Â said Â Siemens. Â Ç˛ÂŠÂ‡Â‘Â’Â’Â‘Â”Â–Â—Â?Â‹Â–Â›Â–Â‘Â™Â‘Â”Â?Â™Â‹Â–ÂŠÂ–Â‘Â’Â”Â‡Â•Â‡ÂƒÂ”Â…ÂŠÂ‡Â”Â•Â‹Â?Â–ÂŠÂ‡Ď?Â‹Â‡ÂŽÂ†ÇĄÂŽÂ‹Â?Â‡ Â‡Â”Â”Â›Â?Â†Â‡Â”Â•Â‘Â?ÂƒÂ?Â† Â‘Â?Â”Â‘Â?ÇĄÂ™ÂƒÂ•Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â–Â‹Â?Â?Â›Â†Â‡Â…Â‹Â•Â‹Â‘Â?Â–Â‘ come Â to Â AU.â€?
Photo: Blaise MacMullin
â€œAthabasca University has a strong reputation for researching and utilizing technology in teaching and learning.â€?
Siemens Â has Â also Â helped Â to Â r un Â open Â online Â courses Â for Â t housands Â of Â students Â and Â researchers Â across Â t he Â globe. Â â€œ To Â date, Â open Â education Â has Â focused Â on Â mak-Ââ€? ing Â t he Â artifacts Â of Â t he Â scholarly Â process Â f reely Â available. Â My Â interest Â is Â in Â making Â t he Â process Â of Â scholarship Â itself Â open.â€? And Â Siemens Â encourages Â everyone Â to Â embrace Â l ife-Ââ€? long Â learning. Â He Â said: Â â€œContinual Â learning Â Â Â‹Â•Â…Â”Â‹Â–Â‹Â…ÂƒÂŽÂ‹Â?ÂƒĎ?Â‹Â‡ÂŽÂ†Â–ÂŠÂƒÂ– is Â changing Â a s Â quickly Â as Â t his Â one. Â T he Â opening Â of Â education Â provides Â educators Â w ith Â numer-Ââ€? ous Â learning Â opportu-Ââ€? nities. Â Iâ€™m Â constantly Â taking Â courses Â a nd Â engaging Â i n Â i nformal Â learning Â t hrough Â online Â lectures, Â conference Â recordings Â a nd Â podcasts. Â The Â barriers Â t o Â learning Â are Â g reatly Â r educed Â i n Â a Â digital Â age.â€?
AU introduces our three newest honorary doctorates By Cathy Nickel
AUâ€™s Â 2010 Â honorary Â degree Â recipients Â share Â a Â passion Â for Â justice Â and Â creative, Â solution-Ââ€?based Â thinking Â in Â showing Â us Â all Â how Â a Â better Â world Â is Â possible. Â
Knowledge for all Simpler copyright rules could lead to a more educated population At Â a Â t ime Â when Â technology Â has Â radically Â expanded Â t he Â range Â of Â potential Â creators Â and Â educators, Â and Â more Â people Â t han Â ever Â are Â drawing Â upon Â t his Â creativity Â and Â education, Â copyright Â law Â is Â being Â interpreted Â in Â a Â way Â t hat Â imposes Â enormous Â burdens Â on Â creativity. Professor Â Lawrence Â Lessig Â advocates Â w idely Â for Â fair Â and Â balanced Â copyright Â legislation Â t hat Â w ill Â enable Â society Â to Â reap Â Â–ÂŠÂ‡Â„Â‡Â?Â‡Ď?Â‹Â–Â•Â‘ÂˆÂƒÂ†Â˜ÂƒÂ?Â…Â‡Â•Â‹Â?Â‹Â?ÂˆÂ‘Â”Â?ÂƒÂ–Â‹Â‘Â?Â–Â‡Â…ÂŠÂ?Â‘ÂŽÂ‘Â‰Â›Ç¤Â‹Â•Â‡ÂˆÂˆÂ‘Â”Â–Â• were Â recognized Â by Â Athabasca Â University Â on Â June Â 12, Â 2010, Â with Â t he Â award Â of Â an Â honorary Â doctor Â of Â laws. Lessig Â is Â director Â of Â t he Â Edmond Â J. Â Safra Â Foundation Â Center Â for Â Ethics Â at Â Harvard Â University Â and Â a Â professor Â of Â law Â in Â the Â Harvard Â Law Â School. Â Prior Â to Â t his, Â he Â was Â a Â professor Â in Â the Â Stanford Â Law Â School Â and Â founded Â t he Â schoolâ€™s Â Center Â for Â Internet Â and Â Society. Â He Â has Â been Â t he Â Berkman Â professor Â of Â law Â in Â t he Â Harvard Â Law Â School, Â a Â professor Â at Â t he Â University Â of Â Chicago Â and Â a Â clerk Â for Â both Â Judge Â R ichard Â Posner Â on Â t he Â United Â States Â Court Â of Â Appeals Â for Â t he Â Seventh Â Circuit Â and Â Justice Â Antonin Â Scalia Â on Â t he Â United Â States Â Supreme Â Court. â€œIt Â is Â critically Â important Â t hat Â we Â establish Â t he Â r ight Â baseline Â for Â this Â t ype Â of Â regulation,â€? Â Lessig Â explains. Â â€œ We Â canâ€™t Â over-Ââ€?regulate Â the Â spread Â of Â k nowledge Â but Â we Â also Â must Â recognize Â t hat Â authors Â have Â a Â legitimate Â r ight Â to Â compensation.â€? Â If Â t he Â very Â act Â of Â using, Â creating Â or Â sharing Â information, Â such Â as Â an Â instructor Â creating Â a Â lesson Â plan, Â requires Â t he Â involvement Â of Â a Â lawyer, Â he Â says Â larger Â institutions Â w ill Â be Â at Â an Â advantage Â relative Â to Â smaller Â ones Â because Â t hey Â can Â bear Â t he Â cost Â more Â easily.
Ordinary Â users Â are Â already Â being Â alienated Â f rom Â t he Â value Â of Â copyright. Â â€œ The Â industry Â has Â created Â a Â generation Â t hat Â t hinks Â copyright Â is Â idiotic. Â T he Â vast Â majority Â of Â people Â t hink Â copyright Â serves Â no Â purpose Â and Â should Â be Â abolished. Â I Â donâ€™t Â agree, Â but Â we Â must Â back Â off Â f rom Â claims Â t hat Â are Â absurdly Â extreme Â and Â strike Â a Â balance. Â We Â need Â a Â v iable Â system Â t hat Â encourages Â creation.â€?
Photos: Blaise MacMullin
â€œThe practice the university has demonstrated depends upon a broader, more balanced concept of copyright, and the university hasnâ€™t been afraid to assert that.â€?
Governing Council Chair Barry Walker, AU President Frits Pannekoek and Lawrence Lessig
Building Â t hat Â system, Â he Â believes, Â w ill Â fall Â to Â educators, Â librarians Â and Â a Â new Â generation Â of Â creators, Â among Â others. Â â€œTeachers, Â parents Â and Â people Â in Â t he Â innovation Â sector, Â in Â technology, Â understand Â t hereâ€™s Â something Â w rong Â t hat Â needs Â to Â Â„Â‡Ď?Â‹ÂšÂ‡Â†Ç¤ÂŠÂ‡Â“Â—Â‡Â•Â–Â‹Â‘Â?Â‹Â•Â™ÂŠÂ‡Â–ÂŠÂ‡Â”Â–ÂŠÂ‡Â›ÇŻÂŽÂŽÂ‡ÂšÂ‡Â”Â…Â‹Â•Â‡Â–ÂŠÂ‡Â‹Â”Â’Â‘ÂŽÂ‹Â–Â‹Â…ÂƒÂŽ and Â social Â power Â to Â do Â something Â about Â it. Â Iâ€™m Â relatively Â optimistic Â t hat Â t he Â t ide Â is Â t urning Â in Â t he Â r ight Â direction Â and Â weâ€™ll Â see Â real Â progress, Â but Â itâ€™s Â certainly Â t aking Â longer Â t han Â it Â should.â€? Finding Â t his Â new Â balance Â w ill Â be Â pivotal Â for Â institutions Â like Â Athabasca Â University. Â â€œAU Â is Â at Â t he Â forefront Â of Â understanding Â how Â distance Â education Â can Â work,â€? Â Lessig Â explains. Â â€œ The Â practice Â the Â university Â has Â demonstrated Â depends Â upon Â a Â broader, Â more Â
balanced Â concept Â of Â copyright, Â and Â t he Â university Â hasnâ€™t Â been Â afraid Â to Â assert Â t hat. â€œWeâ€™re Â just Â starting Â to Â get Â over Â t he Â notion Â t hat Â higher Â education Â is Â something Â t hat Â 10-Ââ€?20 Â per Â cent Â of Â t he Â population Â is Â entitled Â Â–Â‘ÇĄÇłÂŠÂ‡Â•ÂƒÂ›Â•Ç¤Ç˛Â‡Â•ÂŠÂ‘Â—ÂŽÂ†Â„Â‡Â?Â‘Â˜Â‹Â?Â‰Â–Â‘ÍšÍ˛ÇŚÍşÍ˛Â’Â‡Â”Â…Â‡Â?Â–Ç¤Â‘Â†Â‘Â–ÂŠÂƒÂ– will Â require Â a Â simpler, Â more Â manageable Â system Â of Â copyright Â that Â wonâ€™t Â eliminate Â r ights, Â but Â t hat Â w ill Â make Â it Â easier Â for Â r ights Â to Â be Â negotiated Â and Â understood. Â T his Â doesnâ€™t Â mean Â abolishing Â copyright, Â but Â rather Â putting Â it Â in Â its Â proper Â place. â€œNew Â opportunities Â are Â being Â held Â back Â because Â of Â t he Â backwardness Â of Â t he Â existing Â regime.â€?
Technologyâ€™s green promise IT consultant ponders environmental solutions
In Â t he Â m id-Ââ€?â€™90s, Â when Â Bill Â St. Â A rnaud Â a nd Â colleagues Â c reated Â C anadaâ€™s Â online Â national Â r esearch Â network, Â t hey Â couldnâ€™t Â k now Â how Â h igh Â t heir Â Â™Â‘Â—ÂŽÂ†Ď?ÂŽÂ›Ç¤Â‘Â†ÂƒÂ›ÇĄÂƒÂ?ÂƒÂ†ÂƒÇŻÂ•Â†Â˜ÂƒÂ?Â…Â‡Â†Â‡Â•Â‡ÂƒÂ”Â…ÂŠÂƒÂ?Â† Â?Â?Â‘Â˜ÂƒÂ–Â‹Â‘Â? Network Â i s Â a Â v ital Â l ink Â a mong Â r esearchers Â a nd Â educators Â across Â t he Â country Â a nd Â a round Â t he Â world. Â St. Â A rnaudâ€™s Â key Â r ole Â i n Â putting Â C anada Â at Â the Â head Â of Â t he Â t echnology Â pack Â w as Â r ecognized Â by Â Athabasca Â University Â on Â June Â 11, Â 2010, Â w ith Â t he Â award Â of Â a n Â honorary Â doctor Â of Â science. St. Â A rnaud Â worked Â at Â C ANARIE Â for Â 15 Â years, Â i ncluding Â a s Â senior Â r esearch Â Â‘ÂˆĎ?Â‹Â…Â‡Â”ÇĄÂ™ÂŠÂ‡Â”Â‡ÂŠÂ‹Â•Â’Â”Â‹Â?Â‡Â”Â‡Â•Â’Â‘Â?Â•Â‹Â„Â‹ÂŽÂ‹Â–Â›Â™ÂƒÂ•Â†Â‡Â˜Â‡ÂŽÂ‘Â’Â‹Â?Â‰ÂƒÂ?Â—ÂŽÂ–Â”ÂƒÇŚÂŠÂ‹Â‰ÂŠÇŚ speed Â network Â hundreds Â of Â t imes Â f aster Â t han Â t he Â Internet. Â T he Â C ANARIE Â network Â a llows Â r esearchers Â t o Â examine Â huge Â a mounts Â of Â i nformation, Â Â‡Â?ÂƒÂ„ÂŽÂ‹Â?Â‰Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â–Â†Â‹Â•Â…Â‘Â˜Â‡Â”Â‹Â‡Â•Ç¤ Â–Â‹Â•Â—Â•Â‡Â†Â„Â›Â?Â‘Â”Â‡Â–ÂŠÂƒÂ?ÍśÍ˛ÇĄÍ˛Í˛Í˛ researchers Â worldwide. St. Â A rnaud Â left Â C ANARIE Â last Â December Â a nd Â i s Â now Â passionate Â about Â green Â t echnology. Â Heâ€™s Â a n Â i ndependent Â consultant Â advising Â governments Â and Â companies Â worldwide Â on Â t he Â r ole Â t echnology Â c an Â play Â i n Â a Â more Â environmentally Â aware Â a nd Â r esponsible Â world. Â A n Â i nstitution Â l ike Â Athabasca Â University, Â he Â believes, Â which Â has Â a Â smaller Â environmental Â footprint Â because Â of Â its Â online Â delivery Â model, Â c an Â be Â central Â t o Â c reating Â a Â â€œcap-Ââ€?and-Ââ€?rewardâ€? Â s ystem.
Bill St. Arnaud
â€œHow Â people Â l ive Â a nd Â work Â i s Â t ransforming,â€? Â he Â explains. Â â€œOne Â day Â people Â will Â w ake Â up Â a nd Â see Â r unaway Â g lobal Â w arming.â€? Â He Â predicts Â society Â will Â get Â beyond Â t odayâ€™s Â r ampant Â â€œgreenwashingâ€? Â a nd Â seek Â r eal Â a nswers. Â
â€œInformation Technology and education could be used to reward people for reducing the carbon footprint in their own work and home life.â€?
Ç˛ Â?ÂˆÂ‘Â”Â?ÂƒÂ–Â‹Â‘Â?Â–Â‡Â…ÂŠÂ?Â‘ÂŽÂ‘Â‰Â›Â™Â‹ÂŽÂŽÂ’ÂŽÂƒÂ›ÂƒÂ?Â‡Â›Â”Â‘ÂŽÂ‡Â‹Â?Ď?Â‹Â?Â†Â‹Â?Â‰Â•Â?ÂƒÂ”Â– solutions, Â f rom Â smart Â c ars Â t o Â smart Â power Â g rids. Â C learly Â distance Â education Â c an Â play Â a Â more Â i mportant Â r ole Â a s Â we Â move Â to Â a Â low-Ââ€?carbon Â environment.â€? Traditional Â u niversities, Â he Â says, Â have Â some Â of Â biggest Â c arbon Â footprints Â i n Â North Â A merica, Â a s Â a Â sector Â generating Â some Â 5-Ââ€?10 Â per Â cent Â of Â c arbon Â emissions Â due Â t o Â t heir Â large Â c ampuses, Â Ď?ÂŽÂ—Â‡Â•Â–ÂƒÂ…Â?Â•ÇĄÂ…Â‘Â?Â’Â—Â–Â‹Â?Â‰ÂƒÂ?Â†Â‘Â–ÂŠÂ‡Â”ÂƒÂ…Â–Â‹Â˜Â‹Â–Â‹Â‡Â•Č‚ÂƒÂ?Â†Â–ÂŠÂ‹Â•Â†Â‘Â‡Â•Â?ÇŻÂ– include Â s tudent Â t ravel Â t o Â a nd Â f rom Â c ampus. Â AUâ€™s Â model Â has Â a Â Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â–ÂŽÂ›Â•Â?ÂƒÂŽÂŽÂ‡Â”ÂˆÂ‘Â‘Â–Â’Â”Â‹Â?Â–Ç¤ He Â suggests Â t hat Â I T Â a nd Â education Â could Â be Â u sed Â t o Â r eward Â people Â for Â r educing Â t he Â c arbon Â footprint Â i n Â t heir Â own Â work Â a nd Â home Â l ife. Â â€œ Maybe Â we Â provide Â f ree Â Wi-Ââ€?Fi Â on Â buses Â or Â perhaps Â we Â offer Â people Â f ree Â education Â i nstead Â of Â making Â t hem Â pay Â a Â carbon Â t ax. Â AU Â could Â be Â a Â g lobal Â leader Â i n Â providing Â d istance Â education Â t o Â people Â a round Â t he Â world Â i n Â exchange Â for Â c arbon Â offsets. Â We Â u se Â a Â c arrot Â i nstead Â of Â a Â s tick.â€? A Â challenge, Â he Â acknowledges, Â i s Â t hat Â computers Â i n Â general Â comprise Â t he Â f astest-Ââ€?growing Â sector Â i n Â c arbon Â d ioxide Â emissions, Â â€œnot Â because Â t hey Â have Â t ailpipes Â but Â because Â t hey Â usually Â u se Â electricity Â f rom Â coal-Ââ€?generated Â power Â a nd Â t heir Â number Â i s Â g rowing Â r apidly.â€? Â In Â a Â few Â years, Â he Â says, Â computers Â will Â be Â r esponsible Â for Â 12 Â per Â cent Â of Â CO2 Â emissions, Â â€œso Â Â™Â‡Â?Â‡Â‡Â†Â–Â‘Ď?Â‹Â?Â†Â™ÂƒÂ›Â•Â–Â‘Â?ÂƒÂ?Â‡Â…Â‘Â?Â’Â—Â–Â‡Â”Â•ÂŽÂ‡Â•Â•Â‹Â?Â–Â‡Â?Â•Â‹Â˜Â‡Â‹Â? manufacture Â a nd Â i n Â u se. â€œWe Â need Â serious Â effort Â a nd Â r adical Â solutions Â a nd Â serious Â thinking Â on Â a Â worldwide Â level,â€? Â he Â a sserts. Â â€œAddressing Â t he Â challenge Â of Â climate Â change Â i s Â not Â a Â bad Â news Â s tory. Â We Â donâ€™t Â have Â t o Â go Â back Â t o Â l iving Â i n Â c aves. Â T here Â a re Â business Â opportunities Â out Â t here Â a nd Â t he Â people Â a nd Â organizations Â t hat Â ÂƒÂ”Â‡Ď?Â‹Â”Â•Â–Â–Â‘Â…ÂƒÂ’Â–Â—Â”Â‡Â–ÂŠÂ‡Â?Â™Â‹ÂŽÂŽÂ„Â‡Â–ÂŠÂ‡Â„Â‹Â‰Â™Â‹Â?Â?Â‡Â”Â•Â‰Â‘Â‹Â?Â‰ÂˆÂ‘Â”Â™ÂƒÂ”Â†Ç¤Çł
Honorary doctorates 1979-2009
1990 Josephine M. Brown
2001 Maria Campbell
1979 The Lord Perry of Walton
1990 Brian Paisley
2002 James Shapiro
1980 T.C. (Tim) Byrne
1990 Anne Wheeler
2002 Joseph Schwarcz
1981 Anastasios Christodoulou
2003 Robert Stollery
1982 Pierre Berton
1991 The Honourable Marjorie M. Bowker
1982 Bakhshish Singh
1991 Ted Harrison
2004 Tony Bates
1983 Dorothy Livesay
1992 Michael J. Miller
2004 Pamela D. Wallin
1984 W.A. Samuel Smith
1992 David W. Schindler
1985 Northrop Frye
1993 Helen Mary Sabin
2005 Frank Pierpoint Appleby
1985 The Honorable Ernest C. Manning
1993 Ian Tyson
2006 Marie Smallface-Marule
1994 Anthony Lindday Austin Fields
1985 Clarence â€œBigâ€? Miller
1994 Ernest J. Wiggins
2006 Peter Homulos
1985 Lois Hole
1995 Maureen Anne McTeer
2007 Mandla Makhanya
1986 Larry Denman Clarke
1995 Eric Newell
2007 Johnsen Sewepagaham
1986 Chief Walter Patrick Twinn
1996 Moses Znaimer
2007 Albert Karvonen
1987 Maxwell William Ward
1997 Linda Hughes
2008 Patricia Anne Monture
1987 Madeleine Parent
1998 Sir John S. Daniel
2008 Janice Morse
1988 Bernard Trueman Keeler
2008 Mary Lou Jepsen
1988 The Royal Canadian Air Farce
2000 Stephen John Murgatroyd
2009 Jean Linse Pettifor
1989 Myer Horowitz
2000 Eleanor Wachtel
2009 Neil Reimer
1989 William Patrick Kelly
2001 Holger Petersen
2009 Ovide William Mercredi
Righting the wrongs of the past Former citizenship judge helps build a united Canada Raymond Â Lee Â is Â a Â proud Â Canadian Â who Â is Â equally Â proud Â of Â his Â Chinese Â heritage. Â His Â lifeâ€™s Â success Â in Â promoting Â increased Â understanding, Â openness Â and Â forgiveness Â among Â Canadians Â was Â recognized Â by Â Athabasca Â University Â on Â June Â 10, Â 2010, Â w ith Â the Â award Â of Â an Â honorary Â doctor Â of Â laws. Â Lee Â has Â devoted Â more Â t han Â 50 Â years Â to Â ensuring Â t he Â Chinese Â Â…Â‘Â?Â?Â—Â?Â‹Â–Â›ÇŻÂ•Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â–Â…Â‘Â?Â–Â”Â‹Â„Â—Â–Â‹Â‘Â?Â–Â‘ÂƒÂ?ÂƒÂ†ÂƒÂ‹Â•Â”Â‡Â…Â‘Â‰Â?Â‹ÂœÂ‡Â† and Â appreciated. Â His Â efforts Â c ulminated Â in Â 2006 Â w ith Â t wo Â key Â achievements. Â He Â and Â others Â f rom Â across Â t he Â country Â successfully Â secured Â a Â formal Â apology Â f rom Â t he Â government Â of Â Canada Â for Â t he Â w rongs Â committed Â as Â a Â result Â of Â t he Â Chinese Â Immigration Â Act. Â Lee Â a lso Â enjoyed Â t he Â distinction Â of Â becoming Â ÂŽÂ„Â‡Â”Â–ÂƒÇŻÂ•Ď?Â‹Â”Â•Â–Â…Â‹Â–Â‹ÂœÂ‡Â?Â•ÂŠÂ‹Â’ÂŒÂ—Â†Â‰Â‡Â‘ÂˆÂŠÂ‹Â?Â‡Â•Â‡Â†Â‡Â•Â…Â‡Â?Â–Ç¤ÂŠÂ‡Â–Â‹Â?Â‹Â?Â‰ was Â deeply Â s ymbolic, Â shedding Â light Â on Â a Â dark Â chapter Â in Â Canadian Â history Â and Â a lso Â Â”Â‡Ď?ÂŽÂ‡Â…Â–Â‹Â?Â‰Â‡Â‡ÇŻÂ•Â’ÂƒÂ•Â•Â‹Â‘Â?ÂƒÂ?Â† hope Â for Â Canada. Â”Â‘Â?ÍłÍşÍşÍˇÂ–Â‘ÍłÍťÍ´ÍľÇĄÂŠÂ‹Â?Â‡Â•Â‡ people Â were Â t he Â only Â immigrants Â forced Â to Â pay Â a Â high Â head Â t ax Â to Â move Â to Â Canada. Â T housands Â of Â young Â men Â c ame Â to Â work Â in Â mines Â and Â build Â t he Â railroad, Â but Â the Â t ax Â a ll Â but Â prevented Â their Â families Â f rom Â joining Â them. Â From Â 1923 Â to Â 1947, Â Canada Â banned Â a lmost Â a ll Â Chinese Â immigration Â completely.
He Â made Â t he Â citizenship Â ceremony Â relevant Â by Â t aking Â it Â out Â of Â a Â Â‰Â‘Â˜Â‡Â”Â?Â?Â‡Â?Â–Â‘ÂˆĎ?Â‹Â…Â‡ÂƒÂ?Â†Â‹Â?Â–Â‘Â–ÂŠÂ‡Â…Â‘Â?Â?Â—Â?Â‹Â–Â›ÇĄÂ™ÂŠÂ‡Â”Â‡Â…Â‹Â–Â‹ÂœÂ‡Â?Â•ÂŠÂ‹Â’ comes Â a live. Â â€œ Weâ€™re Â g reat Â at Â making Â citizens, Â but Â not Â so Â good Â at Â Â?ÂƒÂ?Â‹Â?Â‰ÂƒÂ?ÂƒÂ†Â‹ÂƒÂ?Â•ÇĄÇłÂŠÂ‡Â…Â‘Â?Â…ÂŽÂ—Â†Â‡Â•Ç¤Ç˛Â‡ÂŠÂƒÂ˜Â‡Â–Â‘Ď?Â‹Â‰Â—Â”Â‡Â‘Â—Â–Â™ÂŠÂƒÂ– it Â means Â to Â be Â Canadian. Â T his Â country Â is Â made Â up Â of Â so Â many Â cultures. Â K nowing Â more Â about Â ourselves Â and Â each Â other Â g ives Â us Â a Â better Â understanding Â of Â our Â neighbours.â€? In Â his Â convocation Â remarks, Â Lee Â urged Â AU Â g rads Â to Â make Â a Â difference Â in Â t heir Â communities. Â â€œ Through Â your Â k nowledge Â and Â leadership, Â you Â c an Â t ransform Â t he Â landscape.â€Ś Â You Â w ill Â achieve Â something Â t hat Â you Â may Â never Â have Â anticipated Â or Â expected. Â Â And Â during Â t he Â process, Â you Â w ill Â â€Ś Â inspire Â yourself Â and Â t hose Â around Â you.â€?
â€œYou will achieve something that you may never have anticipated or expected. And during the process, you will â€Ś inspire yourself and those around you.â€?
â€œIt Â was Â important Â to Â r ight Â t his Â w rong,â€? Â Lee Â says Â of Â his Â t wo-Ââ€? decade Â effort Â to Â secure Â t he Â apology. Â â€œIt Â was Â very Â important Â to Â t he Â Chinese Â community. Â To Â descendants Â of Â t hose Â who Â paid Â the Â head Â t ax, Â it Â means Â we Â are Â Canadians, Â not Â hyphenated Â Canadians. Â It Â means Â we Â belong.â€? Lee Â is Â one Â of Â t hose Â descendants. Â His Â father Â paid Â t he Â head Â t ax Â in Â ÍłÍťÍłÍšÂƒÂ?Â†Â”ÂƒÂ‹Â•Â‡Â†ÂƒÂˆÂƒÂ?Â‹ÂŽÂ›Â‹Â?Â”Â‘Â•Â•Ď?Â‹Â‡ÂŽÂ†ÇĄÂŽÂ–ÂƒÇ¤ÇĄÂƒÂ“Â—Â‹Â?Â–Â‡Â•Â•Â‡Â?Â–Â‹ÂƒÂŽ prairie Â town Â where Â t hey Â owned Â a Â restaurant Â t hat Â became Â a Â hub Â of Â community Â life. Â T hat Â experience Â shaped Â Leeâ€™s Â perspective Â and Â t he Â path Â he Â would Â follow Â in Â t he Â f uture. â€œWe Â had Â to Â learn Â how Â to Â live Â as Â a Â minority Â in Â a Â primarily Â Caucasian Â European Â community,â€? Â he Â explains. Â â€œSo Â I Â have Â a Â totally Â different Â perspective Â of Â what Â it Â means Â to Â be Â of Â Chinese Â descent Â t han Â more Â recent Â immigrants. Â It Â is Â important Â t hat Â these Â new Â immigrants Â k now Â about Â t he Â g roundwork Â t hat Â was Â laid Â for Â t hem.â€? That Â g roundwork Â includes Â t he Â fact Â t hat Â today, Â Calgary Â is Â t he Â Â‘Â?ÂŽÂ›Â?Â—Â?Â‹Â…Â‹Â’ÂƒÂŽÂ‹Â–Â›Â‹Â?ÂƒÂ?ÂƒÂ†ÂƒÂ–Â‘ÂŠÂƒÂ˜Â‡ÂƒÂŠÂ‹Â?ÂƒÂ–Â‘Â™Â?Â‹Â†Â‡Â?Â–Â‹Ď?Â‹Â‡Â† Â‹Â?Â‹Â–Â•Â„Â›ÂŽÂƒÂ™Â•Ç¤ Â?ÍłÍťÍ¸ÍşÇĄÂ‡Â‡ÂŠÂ‡ÂŽÂ’Â‡Â†Â…Â”Â‡ÂƒÂ–Â‡Â–ÂŠÂ‡Â‹Â‡Â?Â‘Â?Â‘Â…Â‹Â‡Â–Â›ÇĄ in Â large Â part Â to Â oppose Â a Â city Â plan Â for Â a Â major Â expressway Â through Â Calgaryâ€™s Â Chinatown Â t hat Â would Â have Â a ll Â but Â obliterated Â t he Â community. Â T he Â g roup Â was Â successful Â and Â is Â now Â well-Ââ€?known Â nationally Â for Â actively Â f urthering Â Chinese Â culture Â and Â Chinese-Ââ€?Canadian Â history. During Â his Â t hree-Ââ€?year Â term Â as Â a Â citizenship Â judge, Â Lee Â shared Â his Â appreciation Â for Â Canada Â w ith Â 40,000 Â or Â so Â new Â Canadians. Â 01&/tPQFOBVDPN
AU notable news International Academy of African Business and Development
Challenges in the Era of Globalization
Founded in 1998, the IAABD has established itself as one of the worldâ€™s leading organizations committed to fostering functional education, broadening global understanding of the challenges facing African development and business and advancing alternative solutions to Africaâ€™s business and economic challenges. This conference is open to scholars, professionals, and students of any nationality who are interested or actively engaged in the teaching, research, performance or administration of business and economic development issues as they related to Africa.
Photo: Blaise MacMullin
For more information or to register visit http://iaabd2011.athabascau.ca
Copyright conference at AU Michael Geist
Athabasca University hosted the ABC Copyright (SPVQDPOGFSFODFPO+VOF 21 and 22, 2010.
5IF"#$$PQZSJHIU(SPVQ BHSBTTSPPUTPSHBOJ[BUJPO of people with daily involvement in various aspects of copyright, has been in operation since 2001. AU was one of the groupâ€™s founding members. Advocacy and openness was the theme of the conference, and the keynote speaker was Michael Geist, a professor of law at the University of Ottawa and a Canada Research Chair in Internet and e-commerce law. He addressed the new Canadian copyright legislation, assessing both the legislative proposals and the Canadian â€œcopyfightâ€? experience, in an effort to answer the question, why copyright?
Photo: Rob Koons
May 17 - 20, 2011, Edmonton Canada
Rob Koonsâ€™s photo tops thousands A family bike ride, a tranquil lake and a perfect moment. When AU grounds technician Rob Koons came across the scene at Eleanor Lake in southeastern British Columbia, he knew he had a good photo opportunity. What he did not know at the time was that he also had a national award winner. â€œIt was a spur-of-the-moment kind of thing; it looked like a great picture, so I snapped it,â€? he said. That picture, after having been judged the best of more than 10,000 entries, has won the grand prize in Canadian Geographicâ€™s 25th annual photo contest.
AU honorary degree recipient honoured Dr. Â Janice Â Morse Â w ill Â be Â inducted Â into Â t he Â new Â Sigma Â T heta Â Tau Â International Â Nurse Â Researcher Â Hall Â of Â Fame Â in Â Orlando, Â Fla., Â in Â July. Â Morse Â was Â awarded Â an Â honorary Â doctor Â of Â science Â Â„Â›ÂƒÂ–Â…Â‘Â?Â˜Â‘Â…ÂƒÂ–Â‹Â‘Â?Í´Í˛Í˛ÍşÇ¤ Morse, Â who Â holds Â PhDs Â in Â both Â nursing Â and Â anthropology, Â is Â a Â fellow Â of Â t he Â A merican Â Academy Â of Â Nursing, Â a Â professor Â and Â holder Â of Â a Â presidential Â endowed Â chair Â at Â t he Â University Â of Â Utah Â College Â of Â Nursing Â and Â professor Â emerita Â of Â t he Â University Â of Â Alberta. Â She Â was Â t he Â founding Â director Â of Â t he Â International Â Institute Â for Â Qualitative Â Methodology Â (1997-Ââ€?2007) Â at Â t he Â University Â of Â A lberta, Â founding Â editor Â of Â t he Â Â?Â–Â‡Â”Â?ÂƒÂ–Â‹Â‘Â?ÂƒÂŽ Â‘Â—Â”Â?ÂƒÂŽÂ‘ÂˆÂ—ÂƒÂŽÂ‹Â–ÂƒÂ–Â‹Â˜Â‡Â‡Â–ÂŠÂ‘Â†Â• Â and Â since Â 1991 Â she Â has Â served Â as Â the Â founding Â editor Â of Â Â—ÂƒÂŽÂ‹Â–ÂƒÂ–Â‹Â˜Â‡Â‡ÂƒÂŽÂ–ÂŠÂ‡Â•Â‡ÂƒÂ”Â…ÂŠ. The Â International Â Nurse Â Researcher Â Hall Â of Â Fame Â honours Â nurse Â researchers Â who Â are Â Sigma Â T heta Â Tau Â International Â members, Â who Â have Â achieved Â long-Ââ€?term, Â broad Â national Â or Â in-Ââ€? ternational Â recognition Â for Â t heir Â work Â and Â whose Â research Â has Â impacted Â t he Â profession Â and Â t he Â people Â it Â serves. 01&/tBTFOTFPGDPNNVOJUZtBUIBCBTDBVDB
Schreiner named Outstanding New Professional
Mobile Learning receives Wedemeyer Award
Photo: Blaise MacMullin
Heidi Schreiner, coordinator of AUâ€™s information centre, received the Outstanding New Professional Award at the Alberta Services for Students Conference (ASSC) on May 12.
Her being selected for the award is additional recognition by the ASSC committee that AU is doing really great things to advance its vision of excellence in student service, Schreiner said. â€œWhile there is so much good in what we do, there is always an opportunity to improve. If I can be a cheerleader in helping to bring those improvements to life, I will.â€?
Fraser receives Lifetime Achievement Award
Photo: Blaise MacMullin
Fil Â Fraser, Â an Â AU Â aca-Ââ€? demic Â coordinator Â w ith Â the Â Centre Â for Â Integrated Â Studies, Â received Â a Â life-Ââ€? time Â achievement Â award Â from Â t he Â CaribbeanTales Â Youth Â Film Â Festival Â in Â Toronto. Founded Â by Â award-Ââ€? Â™Â‹Â?Â?Â‹Â?Â‰Ď?Â‹ÂŽÂ?Â?ÂƒÂ?Â‡Â” Frances-Ââ€?Anne Â Solomon, Â the Â CaribbeanTales Â Youth Â Film Â Festival Â screens Â ÂˆÂ”Â‘Â…Â‡Â?Â–Â”Â‹Â…Ď?Â‹ÂŽÂ?Â•ÂˆÂ‘Â” audiences Â of Â high Â school Â Fil Fraser and Â university Â students. Â This Â yearâ€™s Â festival Â highlighted Â t he Â works Â of Â A frican-Ââ€?Canadian Â directors Â and Â producers Â and Â celebrated Â t his Â burgeoning Â sector Â of Â Canadian Â Ď?Â‹ÂŽÂ?Â…Â—ÂŽÂ–Â—Â”Â‡Ç¤ Among Â Fraserâ€™s Â numerous Â accolades Â and Â accomplishments Â is Â his Â induction Â as Â a Â member Â of Â t he Â Order Â of Â Canada.
Mobile Learning: Transforming the Delivery of Education and Training, edited by Mohamed Ally, director of the Centre for Distance Education, has received the prestigious Mildred B. and Charles A. Wedemeyer Award for its significant contribution to the field of distance education. The award was announced at the University Professional & Continuing Education Associationâ€™s annual conference, Leading Innovation in Higher Education, in San Francisco on April 8, 2010. â€œThe use of mobile learning in education is moving us closer to education for all,â€? Ally said. â€œThis book will help achieve this important goal.â€? Charles Wedemeyer (1911-1999) championed diversity in learning options and supported learner access and choice throughout his work as an author, researcher, instructor and administrator. In the mid-20th century, he outlined a vision for the use of telecommunications and media as instructional tools that would free teaching and learning from the confinement of the classroom and the clock. That vision had global influence and laid the foundation for much of todayâ€™s distance education theory and practice. His wife, Mildred Wedemeyer, was his partner in advocating for the needs of all learners.
The benefits of freer trade More Â t han Â 70 Â academics, Â business Â leaders Â and Â government Â representatives Â gathered Â in Â Ottawa Â on Â April Â 11 Â and Â 12, Â 2010, Â for Â t he Â second Â annual Â North Â A merican Â Alliance Â of Â Innovative Â Universities Â conference, Â Wealth Â Creation Â Through Â Free Â Trade Â and Â Entrepreneurship. Â Conference Â delegates Â discussed Â a Â w ide Â array Â of Â topics Â related Â to Â t he Â NAFTA Â agreement, Â including Â labour Â mobility, Â security Â partnerships, Â protectionism, Â energy Â security Â and Â managing Â trade Â relationships. Â The Â NAAIU Â is Â a Â partnership Â of Â t hree Â leading Â distance Â education Â universities: Â Athabasca Â University, Â t he Â University Â of Â Maryland Â University Â College Â and Â TecnolĂłgico Â de Â Monterrey. Â T he Â next Â NAAIU Â conference Â w ill Â be Â hosted Â by Â TecnolĂłgico Â de Â Monterrey Â in Â Mexico Â City Â in Â 2011.
Western Hockey League update: 2009 saw 42 AU registrations from WHL players. That works out to almost two from each WHL team (there are 22)! 01&/tPQFOBVDPN
AU notable news
Projects and funding successes Sherri Â Melrose, Â a ssistant Â professor, Â Nursing Â Centre Â for Â Nursing Â a nd Â Health Â Studies, Â has Â received Â f unding Â ÂˆÂ”Â‘Â?Č‹Í„Í´ÍşÇĄÍśÍľÍśÂˆÂ‘Â”Â‘Â?Â‡Â›Â‡ÂƒÂ”ČŒÂƒÂ•Â’ÂƒÂ”Â–Â‘ÂˆÂ–ÂŠÂ‡ program Â for Â her Â project, Â entitled Â Â”Â‘Â?Â‹Â…Â‡Â?Â•Â‡Â†Â”ÂƒÂ…Â–Â‹Â…ÂƒÂŽ Â—Â”Â•Â‡Â–Â‘Â‡Â‰Â‹Â•Â–Â‡Â”Â‡Â†Â—Â”Â•Â‡ÇŁÂƒÂ•Â‹Â?Â‰Â–ÂŠÂ‡Â”ÂƒÂ?Â•Â‹Â–Â‹Â‘Â?. Â T his Â
with Â Phase Â 1 Â having Â commenced Â in Â April Â 2010 Â a nd Â Phase Â 2 Â expected Â to Â commence Â in Â April Â 2011.
A total of $6.4 million has been made available for course material digitization projects through the federal governmentâ€™s Community Adjustment Fund (part of Canadaâ€™s Economic Action Plan), Albertaâ€™s Access to the Future Fund and in-kind support as well as private donations. The CAF projects will significantly improve information technology infrastructure at AU. Athabasca University received $7.65 million from the Knowledge Infrastructure Program in support of the Open Knowledge Environment, an innovative online infrastructure system. AU also received money from the Knowledge Infrastructure Program to fund the $8.45-million main campus building infrastructure projects. AU is a distance learning facility and as such has different infrastructure requirements than traditional universities.
The funding will help AU achieve its aim of becoming a world leader in the use of new technologies for learning. The KIP funding will help save time, money and effort and improve efficiency and boost student services at the university. For the full story, see page 12, â€œNew Frontiers in E-learningâ€? by Patrick Mears
Social Science and Humanities Research Council (SSHRC)
Photo: Blaise MacMullin
longitudinal Â educational Â research Â project Â w ill Â study Â t he Â transitional Â experiences Â of Â vocationally Â educated Â licensed Â practical Â nurses Â enrolled Â in Â an Â online Â bachelor Â of Â nursing Â program Â to Â upgrade Â to Â t he Â role Â of Â registered Â nurse. Â The Â project Â w ill Â be Â conducted Â in Â t wo Â phases, Â
Terry Anderson has been awarded $131,895 over three years from the
through the Standard Research (SBOUTQSPHSBN 43( "OEFSTPOT research, entitled Use of Social Software and Web Conferencing to Support Social Learning in Self-paced Distance Education, will examine the flexibility of self-paced learning with the advantages of collaboration and social support, and create and evaluate social software interventions designed to promote and support peer collaboration in real-life contexts. Terry Anderson
Dragan Gasevic, associate professor and Canada Research Chair in semantic technologies (principal investigator), and co-applicant Ebrahim Bagheri, assistant professor, School of Computing and Information Systems, have been awarded BO/4&3$&OHBHF(SBOUGPSUIFJSJOEVTUSJBMDPMMBCPSBUJPO project with Professional Quality Assurance Ltd. in Fredericton, /#(BTFWJDBOE#BHIFSJBSF"6TmSTUBXBSESFDJQJFOUTVOEFS UIJTOFXQSPHSBN5IF&OHBHF(SBOUTQSPHSBNJTJOUFOEFEUP give Canada-based companies access to the unique knowledge and expertise available at Canadian universities. It is also meant to foster the development of new
research partnerships between academic researchers and companies that have never collaborated together by supporting shortterm research and development projects aimed at addressing a company-specific problem. Among other outcomes, the project will lead
to the training of at least two graduate students and an undergraduate student in the general area of quality assurance for software-oriented architectures.
Ebrahim Â Bagheri, Â a ssistant Â professor, Â School Â of Â Computing Â ÂƒÂ?Â† Â?ÂˆÂ‘Â”Â?ÂƒÂ–Â‹Â‘Â?Â›Â•Â–Â‡Â?Â•ÇĄÂŠÂƒÂ•Â”Â‡Â…Â‡Â‹Â˜Â‡Â†Í„ÍłÍşÇĄÍ˛Í˛Í˛Â’Â‡Â”Â›Â‡ÂƒÂ”ÂˆÂ‘Â” Ď?Â‹Â˜Â‡Â›Â‡ÂƒÂ”Â•Č‹Â–Â‘Â–ÂƒÂŽÂŽÂ‹Â?Â‰Í„ÍťÍ˛ÇĄÍ˛Í˛Í˛ČŒÂˆÂ”Â‘Â?Â–ÂŠÂ‡ÂƒÂ–Â—Â”ÂƒÂŽÂ…Â‹Â‡Â?Â…Â‡ÂƒÂ?Â† Engineering Â Research Â Council Â ( NSERC) Â Discovery Â Grants Â RGPIN Â program Â for Â his Â s tudy, Â entitled Â Â—ÂƒÂŽÂ‹Â–Â›Â?Â‰Â‹Â?Â‡Â‡Â”Â‹Â?Â‰ ÂˆÂ‘Â”Â‘ÂˆÂ–Â™ÂƒÂ”Â‡Â”Â‘Â†Â—Â…Â–Â‹Â?Â‡Â•. Â T he Â primary Â goal Â of Â t his Â The NSERC Industrial Research Chair in adaptivity and personalization for Kinshuk, School of Computing and Information Systems, has been officially approved ($760,000). This grant will further develop Kinshukâ€™s research in the area of adaptation and personalization in informatics, funded through iCore/XEROX/Markin.
research Â is Â to Â focus Â on Â feature-Âmodelling Â techniques Â as Â a Â widely Â used Â approach Â in Â software Â product Â lines. Â Early-Ââ€?stage Â quality Â
assessment, Â measurement Â a nd Â validation Â techniques Â w ill Â help Â to Â avoid Â costly Â problems Â in Â t he Â late Â s tages Â of Â t he Â software Â development Â life Â c ycle, Â which Â is Â now Â highly Â important Â to Â t he Â service-Ââ€?based Â economy Â of Â Canada.
As Â a Â joint Â venture Â w ith Â t he Â A lberta Â Womenâ€™s Â Memory Â P roject Â (AWMP), Â Nanci Â L angford Â and Â K aren Â L angley Â of Â Athabasca Â University Â ÂƒÂ”Â…ÂŠÂ‹Â˜Â‡Â•Â”Â‡Â…Â‡Â?Â–ÂŽÂ›ÂƒÂ…Â“Â—Â‹Â”Â‡Â†ÂƒÂ‰Â”ÂƒÂ?Â–Â‘ÂˆÍ„ÍşÇĄÍ˛Í˛Í˛ from Â t he Â National Â A rchival Â Development Â Program Â to Â digitize Â t he Â Ruth Â Gorman Â collection Â t hat Â was Â acquired Â by Â Athabasca Â University Â in Â 2009. Â Ruth Â was Â a Â Calgary Â lawyer Â who Â worked Â w ith Â John Â L aurie Â to Â help Â secure Â t he Â vote Â for Â t he Â Aboriginal Â Peoples Â of Â Canada Â while Â s till Â retaining Â t heir Â t reaty Â rights. Â She Â was Â a Â major Â force Â in Â mobilizing Â public Â opinion Â across Â Canada Â in Â support Â of Â t he Â aboriginal Â vote Â a nd Â she Â chronicled Â the Â events Â of Â t hat Â c ampaign Â in Â a Â book Â t itled Â Â‡ÂŠÂ‹Â?Â†Â–ÂŠÂ‡ÂƒÂ?, Â edited Â by Â AUâ€™s Â president, Â Frits Â Pannekoek. The AWMP has also received an Alberta Historical Resources Foundation grant to gather more new womenâ€™s archival collections. They will be featured on the AWMP website and some will be donated to the AU archives.
How can collective deliberation by citizens, municipal and provincial governments lead to wise and timely climate change action? Over the next five years Alberta will be a testing ground for this very question through the Alberta Climate Dialogue (ABCD) project. The ABCD
project will convene groups of citizens within Albertan municipalities to shape policies on greenhouse gas emissions and adaptation to climate change, and also build
province-wide deliberation and dialogue on climate issues. Through this work, we will seek to show how citizens can lead effective responses to climate change, and how political leaders and institutions can skillfully engage with citizens to develop policy. The team undertaking the research includes AUâ€™s Lorelei Hanson and Gloria Filax, who will work with an international team PGTDIPMBST /(0T CVTJOFTTFT BOEHPWFSONFOUTTVQQPSUFECZNJMMJPOJO funding from the Social Sciences and Humanities Research Council of Canada and over $3 million in contributions from other sources.
AUâ€™s Â S andra Â Collins Â (co-Ââ€?applicant) Â a nd Â Nancy Â A rthur Â of Â t he Â University Â of Â Calgary Â ( lead Â applicant) Â have Â been Â awarded Â a n Â SSHRC Â Standard Â Research Â Grant Â for Â t heir Â project Â entitled Â Â”Â‹Â–Â‹Â…ÂƒÂŽ Â?Â…Â‹Â†Â‡Â?Â–Â•Â‹Â?Â‘Â—Â?Â•Â‡ÂŽÂŽÂ‘Â”Â†Â—Â…ÂƒÂ–Â‹Â‘Â?ÂˆÂ‘Â” Â—ÂŽÂ–Â‹Â…Â—ÂŽÂ–Â—Â”ÂƒÂŽÂ‘Â—Â?Â•Â‡ÂŽÂŽÂ‹Â?Â‰ÂƒÂ?Â†Â‘Â…Â‹ÂƒÂŽ Â—Â•Â–Â‹Â…Â‡. Â T he Â overriding Â goal Â of Â t his Â research Â program Â is Â to Â conduct Â research Â regarding Â counsellorsâ€™ Â v iews Â of Â t heir Â
preparation Â for Â multicultural Â counselling Â and Â social Â justice Â as Â well Â as Â investigating Â t he Â barriers Â t hat Â counsellors Â experience Â in Â
their Â professional Â roles Â a nd Â t he Â ways Â t hat Â professional Â education Â has Â prepared Â them Â to Â address Â such Â barriers. Â T his Â project Â has Â been Â f unded Â (care Â of Â t he Â Â?Â‹Â˜Â‡Â”Â•Â‹Â–Â›Â‘ÂˆÂƒÂŽÂ‰ÂƒÂ”Â›ČŒÂˆÂ‘Â”ÂƒÂ–Â‘Â–ÂƒÂŽÂ‘ÂˆÍ„ÍşÍşÇĄÍ˛Í˛Í˛Â‘Â˜Â‡Â”Â–ÂŠÂ‡Â?Â‡ÂšÂ–Â–ÂŠÂ”Â‡Â‡Â›Â‡ÂƒÂ”Â•Ç¤
In December of 2009, Katherine JanzenSFDFJWFEUIF"6&YDFMMFODFJO3FTFBSDI4DIPMBSTIJQBOEUIF"MCFSUB)FSJUBHF(SBEVBUF Scholarship for her research on mothers recovering from addictions who lose custody of their children. The goal is to better understand recovering mothers who find themselves in these circumstances. In April 2010 Janzen was also the recipient of the CARNA-TD Meloche Monnex Scholarship for professional and academic excellence (from the Alberta Registered Nurses Education Trust) and in 2010 SFDFJWFEUIF"6"DDFTTUP3FTFBSDI5PPMT"XBSEBOEUIF1SPmMJOH"MCFSUBT(SBEVBUF4UVEFOUT%JTTFNJOBUJPO"XBSE+BO[FOIBTCFFO invited to share the results of her thesis in Washington, D.C., at the sixth international world mental health conference.
Martin Connors has been awarded $1.3 million from the Canada Foundation for Innovation and Alberta Science and Research Investments Program for upgrades to and relocation of the AU geophysical observatory"6(0IBT
made significant contributions in the area of magnetic field studies through operation of its associated magnetic detection sites, development of new technologies in instrumentation and networking, and techniques for inversion of magnetic data. Construction will begin by December 2010.
Martin Connors Photo: Blaise MacMullin
By Patrick Mears
Platoâ€™s Cave helps teachers understand Canadaâ€™s media landscape
In the information age, news is available 24 hours a day, 7 days a week. Websites, newspapers, TV and radio companies race to be the first to trumpet the headlines. The sector has grown to such an extent that media education has been made part of the curriculum in Canada, but there is little training available for teachers. So Canadaâ€™s leading media educators have teamed up with Athabasca University to deliver a breakthrough online course in media literacy.
This is just what our students
Online and distance education experts at AU have joined forces with a group of educators assembled by John Pungente and Gary Marcuse, the originators of the award-winning Scanning Television teaching kit, to produce the powerful resource aimed primarily at teachers.
group approached us last need: teachers who have year and asked whether Athabasca University, as a grasp on the complex a leader in distance and media machine and an online education, would understanding of how to be interested in delivering the course. We were teach about it. delighted and agreed to take part,â€? she continued. â€œThis is the foundation for a long-term partnership with this talented group of educators. In addition, I feel there are other courses that could be developed in this area that are needed by people in the teaching profession.
Understanding Media Literacy: Inside Platoâ€™s Cave is made up of 13 online units that will make grades seven to 12 teachers proficient in helping their students to understand and appreciate a variety of media forms, genres and technologies. The units are highly interactive and will help teachers develop skills to adapt lessons to their studentsâ€™ needs and their own teaching situations.
â€œWe have now formed a joint committee which will review the course yearly to make sure the content is updated. Our partners, who will market the course to teachers across the country, brought all of the content to us along with the marketing infrastructure. We have vetted the content and placed the course into AU systems so students can use it in Moodle.â€?
Evelyn Ellerman, director of the communication studies program at AU, said: â€œThe title is taken from the description of a cave in Platoâ€™s Republic. Plato described prisoners who only knew of the world from shadows cast on a wall. Plato used the cave wall shadows as a metaphor for the limits of human perception. The creators of Inside Platoâ€™s Cave selected the title to represent the need for universal media literacy in the information age.â€?
Also designed for parents and students of communication, the course recognizes that although the mass media has come to dominate many aspects of our society, children have few opportunities to develop media literacy skills in formal settings.
Media literacy is a mandated part of the curriculum across Canada, yet there is very little training available at any level. While ministries of education have made an effort to include media literacy in their curriculum documents, the nationâ€™s faculties of education have not kept up. Teachers seeking media education professional development find little or no support and have often avoided teaching media studies due to this lack of training opportunity. The new course, which was launched this summer, will address that need. Connie Morrison, a teacher in St. Johnâ€™s, said: â€œWhen I think about this project and the potential it has to change the way our students can be taught I feel as though a giant weight is lifted. This is just what our students need: teachers who have a grasp on the complex media machine and an understanding of how to teach about it. The potential for this project has me awake at night and dreaming of the possibilities.â€? As teachers work their way through the 13 units, they will encounter Canadian media texts and media theory. This will help them consolidate their new understanding. They will then apply the theory by developing lessons for their own students and teaching situations. Online mentors will be available to provide guidance and feedback. The course was written and field tested by members of the Canadian Association of Media Education Organizations (CAMEO) working with Face to Face Media and the Jesuit Communication Project. The project, developed over the past six years, was produced with assistance from Citytv, CHUM Ltd. and the Virtual Teacher Centre. â€œTo my knowledge, this is the first time AU has ever entered into this kind of partnership agreement,â€? said Ellerman. â€œThe 01&/tPQFOBVDPN
A basic assumption of the course is that media literacy helps children develop an informed understanding of the nature of the mass media, its techniques and its effects. More specifically, media literacy increases their understanding and enjoyment of how the media works â€“ how it is organized and how it constructs reality. The course aims to provide the means by which teachers and others can foster media literacy in children so that they can critically analyze and evaluate the form and content of media, create media, communicate using media and understand its use and purpose. The course takes a look at Canadian popular culture and includes information on advertising and marketing to teens. It also examines media values and analyzes media languages â€“ how visual, auditory and structural languages combine to create meaning. Also under the microscope are the processes newsmakers use when choosing the dayâ€™s top stories, movies, prime-time TV and popular music. Participants will also get the opportunity to study how technology is changing the communications industry. Ellerman said: â€œOnline technologies are leading us to all sorts of wonderful new and exciting possibilities and partnerships, and Iâ€™m hoping that we take part in similar collaborations in the future. Collaborations in the online environment allow us to experience new ways of developing and offering courses, helping us to break down the barriers to education and build on our reputation as a world leader in the use of new technologies for learning.â€? Understanding Media Literacy: Inside Platoâ€™s Cave is available from Athabasca University as a three-credit online course offered in two separate disciplines: educational studies and communication studies. The course, which is designated as EDUC 315 and CMNS 315, is suitable for undergraduate and graduate studies and for additional teacher qualifications in the area of media education. Please visit http: //salsa.athabascau.ca/cmns/mediaLiteracy.php for more information. 25
Community support fuels advancement By Cathy Nickel
Athabasca University serves a broad and diverse community. The financial support it receives from that community is equally so and is a much-appreciated and valued affirmation of AUâ€™s importance in providing open access to post-secondary education. Community support is essential to the universityâ€™s continued evolution, enabling it to expand in new and different ways to meet changing needs. Everything from innovative programs to an enhanced student experience is made possible, in large part, because the community believes in what Athabasca University does. As the following stories show, support for AU is truly fuelling progress.
Photo: Blaise MacMullin
AU community campaign raises nearly $175,000
AU student Stephanie Wilkins reports from outside an Afghan village (actual location CFB Wainwright, Alta).
Broadcasting company opens new vistas for journalism students Vista Â Broadcast Â Group, Â a Â leading Â western Â Canadian Â broadcasting Â company, Â is Â helping Â Athabasca Â University Â journalism Â students, Â especially Â those Â who Â may Â someday Â work Â in Â war Â zones, Â gain Â a Â valuable Â new Â perspective. Â Vista Â contributed Â $75,000 Â to Â the Â Re-Ââ€?imagine Â Athabasca Â University Â campaign Â to Â support Â the Â Collaborative Â Journalism Â Residency Â Program, Â a Â joint Â project Â between Â the Â university Â and Â the Â Canadian Â Armed Â Forcesâ€™ Â Canadian Â Manoeuvre Â Training Â Centre Â (CMTC). Â The Â program Â aims Â to Â improve Â the Â ability Â of Â journalists Â and Â Forces Â personnel Â to Â work Â effectively Â and Â safely Â together Â when Â news Â is Â being Â Â”Â‡Â’Â‘Â”Â–Â‡Â†ÂˆÂ”Â‘Â?Â…Â‘Â?Ď?ÂŽÂ‹Â…Â–ÂƒÂ”Â‡ÂƒÂ•Ç¤ â€œItâ€™s Â vitally Â important Â that Â people Â around Â the Â world Â understand Â what Â is Â happening Â in Â war Â zones, Â but Â getting Â t he Â Â?Â‡Â™Â•Â‘Â—Â–Â…ÂƒÂ?Â„Â‡Â‹Â?Â…Â”Â‡Â†Â‹Â„ÂŽÂ›Â†Â‹ÂˆĎ?Â‹Â…Â—ÂŽÂ–ÇĄÇłÂ‡ÂšÂ’ÂŽÂƒÂ‹Â?Â•Â‡Â”Â”Â›Â‘ÂŽÂ‡Â•ÇĄ Â‹Â•Â–Âƒ Â’Â”Â‡Â•Â‹Â†Â‡Â?Â– ÂƒÂ?Â† Â…ÂŠÂ‹Â‡Âˆ Â‘Â’Â‡Â”ÂƒÂ–Â‹Â?Â‰ Â‘ÂˆĎ?Â‹Â…Â‡Â”Ç¤ Ç˛Â‡ÇŻÂ”Â‡ Â‡ÂšÂ…Â‹Â–Â‡Â† to Â support Â a Â project Â that Â will Â prepare Â journalists Â for Â the Â Â”Â‡ÂƒÂŽÂ‹Â–Â‹Â‡Â• Â‘Âˆ Â™Â‘Â”Â?Â‹Â?Â‰ Â‹Â? Â…Â‘Â?Ď?ÂŽÂ‹Â…Â– ÂœÂ‘Â?Â‡Â• ÂƒÂ?Â† Â‡Â?ÂŠÂƒÂ?Â…Â‡ Â–ÂŠÂ‡ quality Â of Â information Â people Â receive. Â T his Â is Â an Â important Â investment Â in Â t he Â f uture Â of Â news Â and Â in Â our Â industry.â€? Vistaâ€™s Â support Â w ill Â help Â c reate Â a Â t hree-Ââ€?week Â practicum Â for Â Â•Â‡Â?Â‹Â‘Â”Â•Â–Â—Â†Â‡Â?Â–Â•ÇĄÂ–Â‘Â„Â‡Â‘Â’Â‡Â”ÂƒÂ–Â‡Â†Â„Â›Â–ÂŠÂ‡Â†Â—Â”Â‹Â?Â‰Â•Â’Â‡Â…Â‹Ď?Â‹Â… military Â exercises Â at Â Canadian Â Forces Â Base Â Wainwright.
Athabasca University faculty and staff turned their pride in and support for the university into dollars recently, taking part in AUâ€™s first formal internal fundraising campaign. The effort was part of the universityâ€™s larger, multi-year Re-imagine Athabasca University community campaign. Together, the family group raised almost $175,000 in donations and pledges, surpassing the fundraising target. Of the funds raised, more than $83,000 was dedicated to research and academic activities and more than $55,000 went to student awards â€“ both areas of high priority for the university. The campaign was co-chaired by three AU volunteers: Lisa Carter (dean, science and technology), Dianne Conrad (director, Centre for Learning Accreditation) and Murray Walford (director, financial services) and actively engaged more than 20 volunteers from across the campus. â€œWe are overwhelmed with the spirit of philanthropy that exists at AU,â€? says Coy Beaton, senior institutional advancement officer, of the results of this inaugural venture. â€œWe operate in the public interest and our interest is students. This sends a strong message to the outside community that those closest to our mission support the institution. Weâ€™ve proved that giving really does begin at home.â€?
During the 20 years they lived in Fort McMurray, Alta., Joyce and Peter Hunt accumulated a wonderful collection of artwork reflecting the northern environment. Today, 20-some paintings call Athabasca University home following their donation from the Hunts. â€œWe felt this was a natural fit,â€? explains Joyce Hunt. â€œAthabasca Landing â€“ now the town of Athabasca â€“ was the jumping-off point for early entrepreneurs who travelled the Athabasca River and its treacherous rapids to ship their equipment north. Athabasca University is an innovative institution and its (Athabasca River Basin Research Institute) is focusing on what the river means to the community.â€? The majority of the Hunt collection comprises works by E. Colin Williams, the first artist-in-residence at todayâ€™s Keyano College. â€œSome of his pieces are of historic interest,â€? Hunt explains. â€œWinter Carnival depicts activities in February and March when the winter carnival and dogsled races were held. In the lower right corner are shacks built by mixed-race families in Muskeg Flats. These were bulldozed in the 1970s, and the community destroyed, when Syncrude built high-rise apartments. Colin also captured the boats that plied the river and a section of Fort McMurray called The Prairie where the boats were pulled up every year for maintenance.â€? 1FUFS)VOUXPSLFEXJUI(SFBU$BOBEJBO0JM4BOET now Suncor, while in Fort McMurray and has been in the oil and gas industry for 40 years. Joyce Hunt taught at Keyano and has a keen interest in the history of the Athabasca area. She is writing a history of the oil sands from 1870 to 1930 (scheduled to be released in spring 2011). The Hunts currently reside in Calgary.
Your support can make a difference. Find out more about the Re-imagine Athabasca University campaign, creating scholarships and other opportunities at www2.athabascau.ca/giving.
Barry Walker, Athabasca University alumnus and chair of the governing council, and his wife Valerie have established the Barry and Valerie Walker Scholarship Fund, an endowment that will see two $1,000 scholarships awarded to AU students every year. In doing so, the Walkers have ensured their support continues for many years; the principal donation remains in place and only the interest generated is used for the scholarships. The funds can exist in perpetuity, helping many, many students over time.
Photo: Blaise MacMullin
Couple donates paintings tracing Athabascaâ€™s past
Scholarship fund to offer two $1,000 awards each year
â€œEndowments are investments that pay long-term dividends,â€? says ThĂŠrĂ¨se Takacs, director of fund development and external relations. â€œThey are Barry Walker vital for helping to reduce financial barriers that can make it difficult for students to pursue their post-secondary dreams. AU is committed to eliminating barriers, and the support of the community is greatly appreciated for helping us do that.â€?
Grants support four new AU Press books AU Â Press Â has Â received Â t wo Â g rants Â t hat Â w ill Â help Â it Â expand Â Â’Â‡Â”Â•Â’Â‡Â…Â–Â‹Â˜Â‡Â•ÂƒÂ„Â‘Â—Â–ÂƒÂ?ÂƒÂ†ÂƒÂƒÂ?Â†ÂƒÂˆĎ?Â‹Â”Â?Â–ÂŠÂƒÂ„ÂƒÂ•Â…ÂƒÂ?Â‹Â˜Â‡Â”Â•Â‹Â–Â›ÇŻÂ• important Â role Â in Â sharing Â t hese Â stories Â w ith Â a Â w ide Â audience. Â A s Â part Â of Â its Â public Â education Â mandate, Â Parks Â Canada Â provided Â $10,000 Â to Â support Â publication Â of Â A lberta Â author Â Robert Â William Â Sandfordâ€™s Â Â…Â‘ÂŽÂ‘Â‰Â›ÂƒÂ?Â†Â‘Â?Â†Â‡Â”Â‹Â? Â–ÂŠÂ‡ÂƒÂ?ÂƒÂ†Â‹ÂƒÂ?Â‘Â…Â?Â›Â‘Â—Â?Â–ÂƒÂ‹Â?ÂƒÂ”Â?Â•Â‘Â”ÂŽÂ†Â‡Â”Â‹Â–ÂƒÂ‰Â‡Â‹Â–Â‡, Â a Â beautiful Â f ull-Ââ€?colour Â book Â chronicling Â t he Â history Â and Â ecology Â of Â t he Â mountains. Â â€œIt Â really Â is Â a Â must-Ââ€?read Â for Â anyone Â who Â appreciates Â Western Â Canadaâ€™s Â breathtaking Â landscape,â€? Â says Â Â‘ÂŽÂŽÂ‡Â‡Â?ÂƒÂ–ÂŠÂƒÂ?ÇĄÂ•Â‡Â?Â‹Â‘Â”ÂƒÂ†Â˜ÂƒÂ?Â…Â‡Â?Â‡Â?Â–Â‘ÂˆĎ?Â‹Â…Â‡Â”ÇĄÂ?Â‘Â–Â‹Â?Â‰Â–ÂŠÂƒÂ–Â–ÂŠÂ‡ book Â addresses Â historical Â issues Â around Â water Â conservation Â and Â environmental Â sustainability. Â T he Â A lberta Â Foundation Â for Â t he Â A rts Â provided Â $26,000 Â to Â support Â t he Â publication Â of Â four Â books: Â Â‘Â?Â„ÂƒÂ?ÂƒÂ†ÂƒÇŁÂ?Â†Â–ÂŠÂ‡Â”Â?Â?Â‹Â?Â†Â‡Â?ÂƒÂ”Â?Â•Â‹Â?Â–ÂŠÂ‡ Â?Â‡Â”Â‹Â…ÂƒÂ?Â‡Â†Â‹ÂƒÇĄÂ…Â‘ÂŽÂ‘Â‰Â›ÂƒÂ?Â†Â‘Â?Â†Â‡Â”Â‹Â?Â–ÂŠÂ‡ÂƒÂ?ÂƒÂ†Â‹ÂƒÂ?Â‘Â…Â?Â› Â‘Â—Â?Â–ÂƒÂ‹Â?ÂƒÂ”Â?Â•Â‘Â”ÂŽÂ†Â‡Â”Â‹Â–ÂƒÂ‰Â‡Â‹Â–Â‡ÇĄÂ‹Â‰ÂŠÂ–Â™Â‘Â‘Â†ÂŠÂ‡ÂƒÂ–Â”Â‡ÇŁ Â‘Â?ÂƒÂ?ÇŻÂ•Â‘Â”Â?Â‹Â•ÂŽÂ™ÂƒÂ›Â•Â‘Â?Â‡ Â and Â Â‡Â–Â–Â‡Â”Â•ÂˆÂ”Â‘Â?Â–ÂŠÂ‡Â‘Â•Â–ÇŁ Â‡Â?Â‘Â‹Â”Â‘ÂˆÂ‹Â•Â…Â‘Â˜Â‡Â”Â›. Â Grants Â supporting Â publishing Â ventures, Â ÂƒÂ–ÂŠÂƒÂ?Â‡ÂšÂ’ÂŽÂƒÂ‹Â?Â•ÇĄÂŠÂ‡ÂŽÂ’Â„Â—Â‹ÂŽÂ†Â–ÂŠÂ‡Â’Â”Â‘Ď?Â‹ÂŽÂ‡Â‘ÂˆÂ”Â‡Â•Â•ÇĄÂ™ÂŠÂ‹Â…ÂŠ is Â an Â essential Â component Â of Â Athabasca Â University Â and Â ÂƒÂŽÂ•Â‘ÂƒÂ?ÂƒÂ†ÂƒÇŻÂ•Ď?Â‹Â”Â•Â–Í´ÍłÂ•Â–ÇŚÂ…Â‡Â?Â–Â—Â”Â›Â•Â…ÂŠÂ‘ÂŽÂƒÂ”ÂŽÂ›Â’Â”Â‡Â•Â•Ç¤ÂŠÂ‡Â’Â”Â‡Â•Â• reinforces Â t he Â universityâ€™s Â commitment Â to Â reducing Â barriers Â to Â k nowledge Â by Â making Â works Â of Â interest Â to Â students, Â scholars Â and Â t he Â general Â public Â available Â on Â an Â open Â access Â basis. Â For Â more Â information Â about Â works Â published Â by Â AU Â Press Â or Â to Â buy Â books, Â v isit Â w ww.aupress.ca. 27
ALUMNI AWARDS Nothing tells the story of Athabasca University better than the success of students and alumni, people who are making their mark on the job and in their communities, succeeding in their professional and personal lives. The 2009 AU Alumni Awards proudly recognized the achievements of four individuals who attest to the universityâ€™s strong and continuing connection to community.
Distinguished Alumni Award: Corrine Scott The superintendent of the Winnipeg Police Service, Corrine Scott, graduate diploma in management (2005), MBA (2006), has gone where no woman has gone before: she has held every rank from constable to superintendent, earning numerous professional honours, in her more than 25 years with the WPS. The founder of the WPS Policewomenâ€™s Network was the first female aide-de-camp to the Hon. John Harvard, lieutenant-governor of Manitoba, and actively promotes continuing education within the service. She was awarded the Order of Manitoba in 2009. â€œWe live in a knowledge-based world and to be successful, education is important,â€? she says. â€œThis award reaffirms my belief in lifelong learning.â€?
Rising Star Award: Derek Prue Since founding SkyRider Developments in Stony Plain, Alta., in 2005, Derek Prue, BA (psychology, 1997), BA (English, 2001), MBA (2004), has carved a distinctive niche for his land development, project management and construction company. Its adaptability and flexibility have opened the doors to many projects and the company has earned a solid reputation for its work with First Nations communities. â€œAU let me move ahead with my education and business goals at the same time,â€? he says. â€œThis award aligns with what Iâ€™ve achieved in the corporate, personal and academic aspects of my life. Iâ€™m honoured to receive it.â€?
Future Alumni Award: Teang Tang Mingle Event Management Inc., a Calgary-based event-planning company that specializes in environmentally responsible events, was set up by president Teang Tang, B.Comm., while she was a part-time student at AU. â€œThe university has given me the tools, skills and knowledge to create the life that I want to lead,â€? she says. â€œIt helped me develop my intrinsic motivation â€“ a key factor in helping me succeed and be true to myself.â€? Of receiving the award, Tang says that she is â€œhonoured that AU has chosen me, proud that I have been recognized and empowered to continue with my business and scholastic endeavours.â€?
Volunteer Service Award: Dr. James Pau Dr. James Chi Ming Pau, BA (general studies, 1982), has spent the past 35 years helping marginalized people, especially seniors and those with drug addictions, living in Vancouverâ€™s Downtown Eastside. He blends Western and Asian principles to heal body and spirit and, as president of the North American Buddhist Order, is a passionate advocate for world peace and social justice. â€œI do it because I am human and we should live as a family and help each other,â€? he says simply. â€œIt is very inspiring to receive this award. Even though I have retired, it helps me move forward.â€? Do you know an AU alum whoâ€™s making a difference? Send us your nominations by Dec. 31, 2010, by email to firstname.lastname@example.org or call 1-800-788-9041, extension 7319, for more information about the awards and nomination process.
Monday, Oct. 25 Toronto, Ont. 5â€“7 p.m. The University Club of Toronto 380 University Ave.
Alumni Relations is committed to keeping you informed and helping you stay connected. Visit the AU alumni website at www.athabascau.ca/alumni often for news on valuable services, upcoming events and profiles of fellow alumni.
Tuesday, Oct. 26 Ottawa, Ont. 5â€“7 p.m. Canada Science and Technology Museum 1867 St. Laurent Blvd.
Alumni events are held across Canada and all alumni and current students are welcome. We always look forward to bringing together our alumni, students, special guests and faculty. These events are a great opportunity to stay connected with the university and meet people who share a love of lifelong learning. And the food and refreshments are on us. 01&/tBTFOTFPGDPNNVOJUZtBUIBCBTDBVDB
alumni stories Photo: Blaise MacMullin
a Â natural Â progression. Â â€œI Â k new Â I Â had Â Â the Â discipline. Â I Â took Â it Â seriously Â a nd Â tried Â to Â keep Â my Â AU Â work Â in Â line Â w ith Â what Â Iâ€™d Â be Â doing Â if Â I Â were Â in Â university Â â€“ Â but Â I Â didnâ€™t Â g ive Â myself Â a Â reading Â break,â€? Â she Â says Â w ith Â a Â laugh. Â She Â quickly Â learned Â to Â set Â a Â work Â schedule, Â get Â up Â at Â 7 Â a .m. Â to Â send Â emails Â a nd Â be Â a n Â effective Â online Â communicator Â w ith Â professors Â and Â classmates. Â She Â admits, Â t hough, Â t hat Â it Â was Â challenging Â at Â t imes Â to Â be Â out Â of Â step Â Â™Â‹Â–ÂŠÂˆÂ”Â‹Â‡Â?Â†Â•ÂŠÂ‡Â”ÂƒÂ‰Â‡Ç¤Ç˛ÂŠÂƒÂ–Â™ÂƒÂ•Â†Â‡Ď?Â‹Â?Â‹Â–Â‡ÂŽÂ› different,â€? Â she Â says. Â â€œI Â was Â t wo Â years Â ahead Â of Â my Â f riends. Â Weâ€™d Â be Â out Â together Â socially Â and Â Iâ€™d Â say Â â€˜I Â have Â to Â go Â home Â and Â study Â for Â an Â exam.â€™ Â I Â was Â focused Â on Â university Â t hings Â while Â t hey Â were Â focused Â on Â high Â school Â t hings. Â Even Â now, Â t heyâ€™re Â in Â university, Â and Â Iâ€™ve Â been Â working Â f ull-Ââ€? time Â for Â t wo Â years.â€? Amy Sovereign
Taking the career fast track One of AUâ€™s youngest grads is already established in her field Amy Â Sovereign Â was Â 16 Â and Â she Â had Â Â a Â dilemma. Â Home-Ââ€?schooled Â since Â k indergarten, Â she Â had Â just Â completed Â high Â school Â but Â intuitively Â k new Â she Â wasnâ€™t Â quite Â ready Â to Â leave Â her Â Ontario Â country Â home Â for Â university. Â She Â also Â k new Â she Â didnâ€™t Â want Â to Â t ake Â a Â year Â or Â more Â away Â f rom Â her Â studies. Â Enrolling Â in Â Athabasca Â University Â proved Â t he Â ideal Â solution.
Â?Í´Í˛Í˛ÍşÇĄÂ‘Â˜Â‡Â”Â‡Â‹Â‰Â?Â„Â‡Â…ÂƒÂ?Â‡Â‘Â?Â‡Â‘Âˆ AUâ€™s Â youngest Â g rads, Â completing Â her Â B.Comm. Â in Â accounting Â at Â t he Â age Â of Â 20. Â She Â now Â works Â at Â a Â small Â accounting Â Ď?Â‹Â”Â?Â‹Â?ÂƒÂ?Â‹ÂŽÂ–Â‘Â?ÂƒÂ?Â†Â‹Â•Â…Â‘Â?Â–Â‹Â?Â—Â‹Â?Â‰ Â•Â–Â—Â†Â‹Â‡Â•Â–Â‘Â™ÂƒÂ”Â†ÂŠÂ‡Â”Â…Â‡Â”Â–Â‹Ď?Â‹Â‡Â†Â‰Â‡Â?Â‡Â”ÂƒÂŽ accountant Â designation Â and Â public Â accounting Â licence, Â both Â of Â which Â she Â hopes Â to Â complete Â w ithin Â t he Â next Â Â 24 Â months. Sovereign Â never Â questioned Â whether Â she Â would Â succeed Â w ith Â distance Â education. Â Because Â she Â was Â used Â to Â s tudying Â on Â her Â own, Â it Â was Â 01&/tPQFOBVDPN
In Â reality, Â Sovereign Â has Â closer Â to Â t hree Â years Â of Â work Â experience Â because Â she Â created Â her Â own Â co-Ââ€?operative Â education Â experience Â w ithin Â t he Â AU Â program, Â completing Â t wo Â four-Ââ€?month Â terms Â w ith Â different Â employers. Â â€œI Â just Â decided Â that Â it Â would Â add Â to Â my Â education, Â so Â I Â approached Â a Â number Â of Â companies Â during Â t ax Â season, Â when Â I Â t hought Â Iâ€™d Â have Â the Â best Â chance Â of Â getting Â a Â position,â€? Â she Â explains. Â â€œThe Â employers Â didnâ€™t Â have Â any Â problem Â w ith Â it Â at Â all. Â In Â fact, Â t hey Â saw Â it Â as Â a Â real Â advantage Â t hat Â I Â was Â completing Â my Â university Â education Â by Â myself Â and Â online, Â which Â t ranslated Â into Â â€˜this Â person Â is Â disciplined Â and Â can Â motivate Â herself.â€™ â€œBut Â not Â many Â of Â t hem Â k new Â about Â AU, Â so Â every Â t ime Â I Â did Â an Â interview, Â I Â explained Â what Â distance Â education Â was Â all Â about. Â They Â were Â impressed Â when Â I Â showed Â them Â what Â I Â could Â do.â€? In Â a ll, Â t he Â whole Â AU Â experience Â couldnâ€™t Â ÂŠÂƒÂ˜Â‡Ď?Â‹Â–Â‘Â˜Â‡Â”Â‡Â‹Â‰Â?ÇŻÂ•ÂŽÂ‹ÂˆÂ‡ÂƒÂ?Â›Â„Â‡Â–Â–Â‡Â”Ç¤Ç˛ÂŠÂ‡ program Â i s Â very Â h igh-Ââ€?quality. Â It Â w as Â a Â
â€œI knew I had the discipline. I took it seriously and tried to keep my AU work in line with what Iâ€™d be doing if I were in university.â€?
lot Â of Â hard Â work, Â but Â I Â could Â s till Â l ive Â at Â home,â€? Â she Â explains, Â adding Â w ith Â a Â laugh, Â â€œand Â on Â days Â when Â t here Â w as Â a Â blizzard Â outside, Â I Â w as Â quite Â happy Â t o Â s tay Â home, Â go Â upstairs Â a nd Â get Â t o Â work Â w ithout Â going Â outside.â€? Â She Â notes Â t hat Â AU Â offered Â more Â Ď?ÂŽÂ‡ÂšÂ‹Â„Â‹ÂŽÂ‹Â–Â›Â–ÂŠÂƒÂ?ÂƒÂ–Â”ÂƒÂ†Â‹Â–Â‹Â‘Â?ÂƒÂŽÂ…ÂŽÂƒÂ•Â•ÇŚÂ„ÂƒÂ•Â‡Â† environment Â and Â she Â could Â work Â when Â she Â was Â most Â productive. Â Importantly, Â AU Â was Â affordable, Â enabling Â her Â to Â work Â about Â 30 Â hours Â a Â week Â on Â t he Â family Â farm Â to Â help Â pay Â for Â university. Â â€œAnd Â I Â always Â had Â access Â to Â t utors Â and Â was Â able Â to Â build Â personal Â relationships Â w ith Â t hem,â€? Â she Â says. Â â€œNow, Â when Â I Â hear Â about Â how Â my Â friends Â struggle Â to Â t alk Â to Â t heir Â university Â profs Â and Â have Â to Â make Â appointments, Â I Â think Â how Â fortunate Â I Â was. Â Some Â of Â t heir Â profs Â are Â focused Â on Â research Â â€“ Â mine Â were Â focused Â on Â teaching.â€? What Â sheâ€™s Â learned Â in Â life Â and Â t hrough Â AU Â she Â plans Â to Â put Â to Â work Â in Â her Â own Â career Â in Â t he Â f uture. Â â€œMy Â dream Â is Â to Â one Â day Â practice Â out Â of Â my Â home, Â work Â around Â my Â family Â and Â set Â my Â own Â hours,â€? Â she Â says. Â With Â her Â proven Â drive Â and Â discipline, Â itâ€™s Â only Â a Â matter Â of Â t ime.
Finding the potential within Student credits AU for boosting her confidence Â‡Â”Â?Â‹Â?ÂƒÂ—Â”ÂƒÂ?Â‹ÇĄČ‹Â’Â•Â›Â…ÂŠÂ‘ÂŽÂ‘Â‰Â›ÇĄÍ´Í˛Í˛ÍşČŒÇĄ celebrated Â her Â 15th Â birthday Â at Â 40,000 Â feet, Â somewhere Â over Â t he Â Atlantic. Â She Â was Â alone, Â on Â her Â way Â f rom Â her Â native Â Kenya Â to Â a Â new Â life Â in Â Canada. Ten Â years Â later, Â t hat Â ability Â to Â be Â independent Â and Â believe Â in Â herself Â has Â her Â on Â a Â path Â to Â becoming Â a Â family Â lawyer. Â Sheâ€™s Â currently Â working Â for Â an Â oil Â and Â gas Â company Â in Â Calgary Â to Â gain Â work Â experience Â while Â t aking Â pre-Ââ€?law Â studies Â via Â distance Â learning. Â Thanks Â to Â her Â experience Â at Â Athabasca Â University, Â sheâ€™s Â Â…Â‘Â?Ď?Â‹Â†Â‡Â?Â–Â‘ÂˆÂ•Â—Â…Â…Â‡Â•Â•Ç¤ Â—Â”ÂƒÂ?Â‹Â‡Â?Â”Â‘ÂŽÂŽÂ‡Â†ÂƒÂ–Â–Â‘Ď?Â‹Â?Â‹Â•ÂŠÂŠÂ‡Â”Â†Â‡Â‰Â”Â‡Â‡ ÂƒÂˆÂ–Â‡Â”Â–ÂƒÂ?Â‹Â?Â‰Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–Â–Â™Â‘Â›Â‡ÂƒÂ”Â•Â‘ÂˆÂ–ÂŠÂ‡ program Â at Â what Â is Â now Â Mount Â Royal Â University. Â â€œIt Â was Â a Â big Â adjustment,â€? Â 29
By Cathy Nickel
AU, Â she Â says, Â â€œ brought Â out Â abilities Â I Â never Â thought Â existed. Â I Â became Â better Â organized, Â Â?Â‘Â”Â‡Â‡ÂˆĎ?Â‹Â…Â‹Â‡Â?Â–Ç¤Â–Â‘Â—Â…ÂŠÂ‡Â†ÂƒÂ…ÂŠÂ‘Â”Â†ÂƒÂ?Â† brought Â out Â a Â potential Â in Â me Â t hat Â I Â didnâ€™t Â think Â I Â had. Â Without Â a Â doubt, Â Athabasca Â University Â has Â f undamentally Â changed Â me Â for Â life. Â If Â itâ€™s Â a Â new Â environment Â or Â a Â change Â in Â my Â comfort Â zone, Â I Â donâ€™t Â see Â t he Â boundaries Â and Â barriers. Â Iâ€™ve Â developed Â more Â courage Â and Â tenacity.â€? Those Â same Â t raits Â have Â been Â very Â much Â part Â of Â Nuraniâ€™s Â life Â journey Â to Â date. Â Her Â drive Â and Â determination Â have Â led Â her Â to Â accomplish Â more Â t han Â many Â people Â t wice Â her Â age. Â She Â attended Â boarding Â schools Â for Â most Â of Â her Â early Â years Â and, Â at Â her Â parentsâ€™ Â urging, Â moved Â to Â Calgary Â to Â live Â w ith Â an Â aunt. Â She Â quickly Â moved Â out Â on Â her Â own, Â paying Â her Â own Â bills Â whileĎ?Â‹Â?Â‹Â•ÂŠÂ‹Â?Â‰ÂŠÂ‹Â‰ÂŠ school Â and Â working Â at Â t he Â same Â t ime. Â Â
â€œWithout a doubt, Athabasca University has fundamentally changed me for life. â€œI Â had Â to Â g row Â up,â€? Â she Â says. Â â€œI Â had Â to Â Â act Â like Â a Â mother: Â cook, Â clean, Â pay Â bills, Â go Â to Â school.â€? Â Finding Â her Â career Â niche Â took Â some Â exploration Â and Â help Â f rom Â an Â AU Â counsellor Â â€“ Â she Â was Â good Â at Â t he Â sciences Â and Â originally Â planned Â on Â dentistry Â â€“ Â ÂƒÂ?Â†Â•ÂŠÂ‡Â•ÂƒÂ›Â•ÂŽÂƒÂ™Â‹Â•ÂƒÂ’Â‡Â”ÂˆÂ‡Â…Â–Ď?Â‹Â–Ç¤Ç˛ ÂŠÂƒÂ˜Â‡ good Â w riting Â and Â oral Â skills Â and Â would Â always Â voice Â my Â opinions. Â A nd,â€? Â Nurani Â adds Â w ith Â a Â laugh, Â â€œIâ€™m Â strong Â and Â stubborn.â€? Â Given Â t he Â current Â economic Â Â‡Â?Â˜Â‹Â”Â‘Â?Â?Â‡Â?Â–ÇĄÂˆÂ‡Â™ÂŽÂƒÂ™Ď?Â‹Â”Â?Â•ÂƒÂ”Â‡ÂŠÂ‹Â”Â‹Â?Â‰ Ď?Â‹Â”Â•Â–ÇŚÂ›Â‡ÂƒÂ”ÂŽÂƒÂ™Â•Â–Â—Â†Â‡Â?Â–Â•Â?Â‘Â™ÇĄÂ•Â‘Â‹Â?ÂƒÂ†Â†Â‹Â–Â‹Â‘Â? to Â her Â current Â employment, Â she Â is Â adding Â to Â her Â experience Â by Â volunteering Â as Â a Â legal Â counsellor Â on Â social Â welfare Â cases, Â frequently Â working Â w ith Â lawyers Â and Â going Â to Â court. Nurani Â f ully Â expects Â t hat Â what Â she Â learned Â through Â AU Â and Â t he Â fact Â t hat Â she Â learned Â it Â via Â distance Â w ill Â be Â an Â asset Â in Â her Â f uture Â
Photo: Blaise MacMullin
she Â says Â of Â t he Â t ransition Â to Â distance Â education Â and Â independent Â study, Â but Â she Â quickly Â felt Â at Â home Â in Â AUâ€™s Â inclusive Â online Â community. Â â€œI Â love Â challenges Â and Â donâ€™t Â get Â bogged Â down Â easily. Â It Â was Â a Â g reat Â experience Â for Â me. Â It Â made Â me Â a Â more Â mature Â and Â developed Â person Â in Â many Â aspects Â of Â my Â life.â€?
work Â w ith Â clients Â and Â in Â her Â personal Â life. Â â€œIâ€™ve Â become Â more Â effective Â at Â what Â I Â do Â and Â how Â I Â do Â it,â€? Â she Â explains. Â â€œThereâ€™s Â more Â cohesion Â and Â structure, Â which Â w ill Â help Â me Â w ith Â professional Â and Â social Â relationships. Â Itâ€™s Â a Â good Â foundation Â for Â Â the Â f uture.â€?
Building a better future
Photo: Blaise MacMullin
First Nation chief puts AU learning into practice in her community
Â The Â Brokenhead Â Ojibway Â Nation, Â located Â just Â outside Â Winnipeg, Â has Â set Â economic Â development Â and Â business Â creation Â as Â its Â top Â strategy Â for Â achieving Â better Â living Â conditions Â and Â f uture Â Â•Â‡ÂŽÂˆÇŚÂ•Â—ÂˆĎ?Â‹Â…Â‹Â‡Â?Â…Â›Ç¤ Â?Â”Â‡Â…Â‡Â?Â–Â›Â‡ÂƒÂ”Â•Â‹Â–ÂŠÂƒÂ•Â…Â‘Â?Â’ÂŽÂ‡Â–Â‡Â†ÂƒÂ?Â—Â?Â„Â‡Â”Â‘Âˆ ÂŠÂ‹Â‰ÂŠÇŚÂ’Â”Â‘Ď?Â‹ÂŽÂ‡Â…Â‘Â?Â?Â—Â?Â‹Â–Â›ÂƒÂ?Â†Â„Â—Â•Â‹Â?Â‡Â•Â•Â‡Â?ÂŠÂƒÂ?Â…Â‡Â?Â‡Â?Â–Â•Č‚ÂˆÂ”Â‘Â? new Â houses Â and Â a Â health Â centre Â to Â a Â new Â hotel Â and Â state-Ââ€?of-Ââ€? the-Ââ€?art Â water Â t reatment Â facility Â and Â sewage Â system Â â€“ Â and Â has Â just Â purchased Â 460 Â acres Â of Â land Â to Â create Â a Â new Â economic Â development Â zone. Guiding Â t he Â nation Â on Â its Â journey Â to Â g reater Â opportunity Â and Â Â’Â”Â‘Â•Â’Â‡Â”Â‹Â–Â›Â‹Â•Â‡Â„Â‘Â”ÂƒÂŠÂŠÂ‹Â‡ÂˆÇĄČ‹Í´Í˛ÍłÍ˛ČŒÇĄÂ–ÂŠÂ‡Ď?Â‹Â”Â•Â–ÂˆÂ‡Â?ÂƒÂŽÂ‡Â…ÂŠÂ‹Â‡Âˆ Â‡ÂŽÂ‡Â…Â–Â‡Â†Â‹Â?ÂŠÂ‡Â”Â…Â‘Â?Â?Â—Â?Â‹Â–Â›ÇĄÂ–ÂŠÂ‡Ď?Â‹Â”Â•Â–Â™Â‘Â?ÂƒÂ?ÂˆÂ”Â‘Â?Â–ÂŠÂ‡Â…Â‘Â?Â?Â—Â?Â‹Â–Â› Â–Â‘Â‡ÂƒÂ”Â?ÂƒÂ?ÂƒÂ•Â–Â‡Â”ÇŻÂ•Â†Â‡Â‰Â”Â‡Â‡ÂƒÂ?Â†Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–Â…ÂŠÂ‹Â‡ÂˆÂ‹Â?ÂƒÂ?Â‹Â–Â‘Â„ÂƒÂ–Â‘ÂŠÂ‘ÂŽÂ† an Â MBA. â€œMy Â MBA Â degree Â w ill Â enable Â me Â to Â provide Â strong, Â reliable Â leadership Â for Â my Â nation,â€? Â Chief Â says. Â â€œ Weâ€™ve Â done Â many Â noticeable Â developments Â in Â our Â community Â and Â are Â in Â t he Â planning Â stages Â of Â more Â business Â ventures. Â I Â attribute Â t he Â success Â of Â our Â community Â to Â t he Â k nowledge Â Iâ€™ve Â gained Â at Â AU Â and Â t he Â leadership Â skills Â Iâ€™ve Â acquired Â over Â t he Â years.â€? Being Â a Â chief Â is Â a Â 24-Ââ€?7, Â 365-Ââ€?day-Ââ€?a-Ââ€?year Â job, Â which Â t ypically Â makes Â it Â incompatible Â w ith Â t raditional Â models Â of Â higher Â education. Â ÇŻÂ•Â†Â‹Â•Â–ÂƒÂ?Â…Â‡ÂŽÂ‡ÂƒÂ”Â?Â‹Â?Â‰Â?Â‘Â†Â‡ÂŽÇĄÂ„Â›Â…Â‘Â?Â–Â”ÂƒÂ•Â–ÇĄÂ‘ÂˆÂˆÂ‡Â”Â‡Â†Â–ÂŠÂ‡Ď?ÂŽÂ‡ÂšÂ‹Â„Â‹ÂŽÂ‹Â–Â› and Â support Â t hat Â enabled Â Chief Â to Â work Â at Â her Â own Â pace Â and Â to Â complete Â her Â MBA.
AU Registrar Jim Dâ€™Arcy and Deborah Chief
â€œI Â managed Â to Â persevere Â t hrough Â many Â unplanned Â incidents Â Â in Â my Â community Â and Â my Â life,â€? Â she Â says Â of Â t he Â years Â spent Â working Â on Â her Â degree. Â â€œThere Â were Â t imes Â where Â I Â just Â couldnâ€™t Â Â Â•Â‡Â‡Â?Â›Â•Â‡ÂŽÂˆĎ?Â‹Â?Â‹Â•ÂŠÂ‹Â?Â‰Â„Â‡Â…ÂƒÂ—Â•Â‡Â–ÂŠÂ‡Â”Â‡Â™ÂƒÂ•ÂƒÂŽÂ™ÂƒÂ›Â•Â•Â‘Â?Â‡Â–ÂŠÂ‹Â?Â‰ 01&/tBTFOTFPGDPNNVOJUZtBUIBCBTDBVDB
The Â impact Â of Â her Â academic Â pursuits Â was Â realized Â quickly, Â as Â Chief Â put Â what Â she Â was Â learning Â into Â practice. Â In Â her Â strategic Â management Â course, Â for Â example, Â she Â learned Â t he Â importance Â of Â planning Â and Â resource Â allocation. Â â€œIt Â was Â like Â a Â road Â map,â€? Â she Â explains. Â â€œ You Â k now Â where Â you Â want Â to Â go Â and Â itâ€™s Â planning Â to Â get Â t here. Â It Â was Â eye-Ââ€?opening Â f rom Â t he Â very Â beginning.â€? Now Â t hat Â she Â has Â her Â degree, Â she Â says Â Â•ÂŠÂ‡ÂŠÂƒÂ•Â‰Â”Â‡ÂƒÂ–Â‡Â”Â…Â‘Â?Ď?Â‹Â†Â‡Â?Â…Â‡Â–ÂŠÂƒÂ–Â•ÂŠÂ‡Â…ÂƒÂ? achieve Â her Â goals Â and Â dreams. Â â€œIt Â has Â opened Â my Â mind Â for Â creative Â t hinking Â and Â knowing Â t hat Â anything Â can Â be Â done Â w ith Â the Â right Â planning Â and Â education,â€? Â she Â says. Â â€œIt Â has Â opened Â up Â t he Â world Â and Â t he Â ability Â to Â recognize Â t hat Â which Â is Â in Â t he Â best Â interest Â of Â my Â community.â€? Chief Â also Â says Â t hat Â she Â hopes Â t he Â fact Â Â that Â she Â was Â able Â to Â complete Â her Â Â masterâ€™s Â degree, Â despite Â t he Â inherent Â challenges Â of Â being Â chief, Â w ill Â help Â young Â people Â in Â t he Â community Â enhance Â t heir Â Â‘Â™Â?Â‡Â†Â—Â…ÂƒÂ–Â‹Â‘Â?Ç¤Ç˛ ÂƒÂ?ÂƒĎ?Â‹Â”Â?Â„Â‡ÂŽÂ‹Â‡Â˜Â‡Â” that Â one Â needs Â to Â lead Â by Â example,â€? Â she Â explains. Â â€œIf Â I Â can Â show Â younger Â adults Â that Â you Â can Â achieve Â your Â dreams, Â t hen Â I Â am Â hopeful Â t hat Â t hey Â w ill Â choose Â to Â pursue Â their Â goals Â and Â aspirations. Â Iâ€™m Â constantly Â relaying Â t he Â message Â t hat Â education Â is Â one Â of Â t he Â most Â important Â aspects Â in Â life, Â especially Â for Â young Â people.â€? While Â her Â MBA Â has Â her Â name Â on Â it, Â Â Chief Â acknowledges Â t hat Â t he Â accomplishment Â is Â as Â much Â about Â her Â community Â as Â it Â is Â about Â her Â own Â achievement. Â â€œMy Â family, Â my Â council, Â my Â friends, Â t he Â nation Â which Â sponsored Â me Â â€Ś Â I Â am Â g rateful Â for Â all Â t he Â support Â I Â received Â along Â t he Â way. Â Meeqwetch!â€?
Making learning enticing Albertaâ€™s youngest MLA praises AUâ€™s open education model Manmeet Â Bhullar, Â BA Â (sociology, Â 2005), Â believes Â in Â t he Â power Â of Â an Â educated Â Â community Â â€“ Â and Â heâ€™s Â putting Â t hat Â belief Â into Â action. After Â more Â t han Â a Â decade Â of Â community Â involvement Â and Â working Â w ith Â youth, Â ÂŠÂ—ÂŽÂŽÂƒÂ”Ç˛Â™Â‡Â?Â–Â’Â—Â„ÂŽÂ‹Â…ÇłÂ‹Â?Í´Í˛Í˛ÍşÂƒÂ?Â† was Â elected Â member Â of Â t he Â legislative Â ÂƒÂ•Â•Â‡Â?Â„ÂŽÂ›ÂˆÂ‘Â”ÂƒÂŽÂ‰ÂƒÂ”Â›ÇŚÂ‘Â?Â–Â”Â‘Â•Â‡Ç¤Â–Í´ÍşÇĄ he Â was Â t hen Â t he Â youngest Â member Â of Â the Â A lberta Â legislature Â and Â t he Â youngest Â 01&/tPQFOBVDPN
parliamentary Â assistant Â in Â t he Â country, Â serving Â in Â t hat Â capacity Â for Â A lberta Â Advanced Â Education Â and Â Technology Â and Â for Â Municipal Â A ffairs. From Â personal Â experience, Â he Â k nows Â t hat Â Â–ÂŠÂ‡Â‘Â?Â‡ÇŚÂ•Â‹ÂœÂ‡ÇŚĎ?Â‹Â–Â•ÇŚÂƒÂŽÂŽÂ–Â”ÂƒÂ†Â‹Â–Â‹Â‘Â?ÂƒÂŽÂƒÂ’Â’Â”Â‘ÂƒÂ…ÂŠ to Â higher Â education Â doesnâ€™t Â always Â work Â for Â everyone. Â â€œIâ€™m Â a Â strong Â believer Â in Â open Â education,â€? Â he Â says. Â â€œPeople Â want Â to Â better Â t hemselves, Â learn Â and Â g row, Â but Â there Â can Â be Â too Â many Â barriers Â at Â most Â post-Ââ€?secondary Â institutions. Â A ll Â people Â in Â our Â society Â need Â to Â be Â educated, Â not Â just Â the Â top Â performers. Â A rguably, Â t hose Â folks Â are Â already Â motivated. Â We Â need Â to Â g ive Â opportunities Â to Â all Â students Â and Â create Â a Â seamless Â t ransition Â f rom Â high Â school Â to Â post-Ââ€?secondary Â education.â€? For Â Bhullar Â personally, Â Athabasca Â Â?Â‹Â˜Â‡Â”Â•Â‹Â–Â›Â™ÂƒÂ•Ç˛Â–ÂŠÂ‡Â’Â‡Â”ÂˆÂ‡Â…Â–Ď?Â‹Â–ÇĄÇłÂ‡Â?ÂƒÂ„ÂŽÂ‹Â?Â‰ him Â to Â earn Â his Â degree Â w ithout Â g iving Â up Â his Â job Â or Â his Â extensive Â community Â work. Â Its Â open Â philosophy Â welcomes Â a ll Â students, Â not Â just Â t hose Â who Â score Â high Â marks. Â â€œStudents Â like Â me Â rarely Â g ive Â 100 Â per Â cent Â to Â academics,â€? Â he Â acknowledges. Â â€œIâ€™m Â t he Â t ype Â of Â person Â who Â needed Â to Â be Â enticed Â into Â post-Ââ€?secondary Â education. Â I Â saw Â AUâ€™s Â open Â university Â concept Â a nd Â thought Â it Â was Â brilliant. â€œNow Â as Â an Â MLA, Â I Â see Â so Â many Â young Â Â people Â w ith Â so Â much Â potential, Â but Â t hey Â get Â hung Â up Â on Â a Â couple Â of Â small Â barriers Â and Â donâ€™t Â pursue Â higher Â education,â€? Â he Â says. Â â€œMy Â hope Â and Â dream Â is Â t hat Â we Â promote Â post-Ââ€?secondary Â education Â and Â continuous Â learning Â in Â every Â corner Â of Â the Â world. Â Every Â student, Â including Â t hose Â who Â never Â t hought Â t hey Â were Â capable Â of Â higher Â education Â or Â never Â t hought Â it Â was Â important, Â should Â get Â an Â education. Â Some Â students Â g row Â up Â in Â families Â where Â generation Â after Â generation Â hasnâ€™t Â completed Â any Â post-Ââ€?secondary Â education. Â I Â t hink Â t hat Â limits Â our Â potential Â as Â a Â nation.â€?
education Â system Â t hatâ€™s Â innovation-Ââ€? Â and Â competency-Ââ€?based) Â and Â Bill Â 4 Â (which Â allowed Â Mount Â Royal Â and Â Grant Â MacEwan Â colleges Â to Â become Â universities) Â and Â is Â a Â member Â of Â t he Â Provinceâ€™s Â Inspiring Â Education Â Committee. â€œWe Â need Â to Â shift Â our Â focus Â to Â say Â t hat Â education Â is Â about Â t he Â empowerment Â of Â society Â as Â a Â whole,â€? Â he Â says. Â â€œAlberta Â today Â is Â in Â a Â very Â good Â place. Â Our Â education Â system Â leads Â t he Â world Â in Â many Â respects. Â But Â we Â need Â to Â look Â at Â some Â of Â t he Â innovative Â pilot Â projects Â being Â done Â in Â the Â province Â and Â make Â t hem Â mainstream. Â They Â shouldnâ€™t Â be Â t he Â exception Â but Â t he Â rule Â â€“ Â and Â t hese Â small Â steps Â can Â t ake Â us Â far. â€œAU Â is Â an Â example Â of Â what Â weâ€™re Â doing Â right. Â It Â says, Â â€˜Come Â in, Â be Â educated, Â empower Â yourself.â€™ â€œI Â love Â t hat Â principle.â€? Â Â It Â represents Â my Â ideals Â of Â spreading Â education Â t hroughout Â every Â corner Â of Â society. Â Itâ€™s Â not Â easy Â to Â do, Â but Â a Â little Â creativity Â and Â innovation Â can Â take Â us Â to Â a Â whole Â new Â level. Â â€œPublic Â education Â is Â t he Â most Â important Â tool Â we Â have Â to Â ensure Â t hat Â all Â k ids, Â and Â especially Â t hose Â g rowing Â up Â in Â environments Â where Â education Â isnâ€™t Â appreciated, Â can Â t hrive. Â We Â have Â to Â Â make Â education Â more Â open Â so Â more Â Â people Â can Â get Â in. â€œAs Â a Â legislator, Â Iâ€™m Â working Â toward Â t hat.â€?
â€œI saw AUâ€™s open university concept and thought it was brilliant.â€?
He Â believes Â t hat Â far Â too Â often, Â conversations Â about Â increasing Â access Â to Â post-Ââ€?secondary Â education Â centre Â on Â costs. Â â€œBut Â it Â needs Â to Â revolve Â around Â how Â we Â help Â people Â believe Â in Â themselves Â and Â t ake Â positive Â steps. Â For Â t hose Â who Â havenâ€™t Â been Â exposed Â to Â post-Ââ€?secondary Â education, Â it Â w ill Â Â”Â‡Â“Â—Â‹Â”Â‡Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â–Â™Â‘Â”Â?Â‘Â?Â‘Â—Â”Â’ÂƒÂ”Â– to Â say Â weâ€™re Â going Â to Â reduce Â barriers Â to Â help Â t hem Â get Â into Â t he Â classroom. Â Society Â seems Â to Â t hink Â t he Â only Â barrier Â is Â money. Â Iâ€™m Â one Â of Â t hose Â students Â who Â had Â other Â barriers.â€? As Â an Â MLA, Â Bhullar Â is Â in Â a Â position Â to Â promote Â change. Â He Â has Â championed Â Â‘Â–Â‹Â‘Â?ÍˇÍ˛ÍşČ‹Â–Â‘Â…Â”Â‡ÂƒÂ–Â‡ÂƒÂ’Â”Â‘Â˜Â‹Â?Â…Â‹ÂƒÂŽ
happening. Â It Â took Â many Â extra Â Â hours Â and Â late Â nights Â â€Ś Â but Â it Â was Â Â worth Â every Â minute.â€?
after the earthquake ALUMNI & STUDENTS
By Lynn Schlecker
Photo: Jane Friesen de Cansino
Photo: Ulises Cancino
Â?Â‡Â™Â‡Â‡Â?ÂƒÂˆÂ–Â‡Â” ÂƒÂ”Â”Â‹Â˜Â‡Â†Â‹Â?ÂƒÂ?Â–Â‹ÂƒÂ‰Â‘ÇĄÂŠÂ‹ÂŽÂ‡ÇĄÂƒÂ?ÍşÇ¤ÍşÇŚÂ?ÂƒÂ‰Â?Â‹Â–Â—Â†Â‡ earthquake Â struck Â at Â 3:34 Â a .m. Â and Â lasted Â 90 Â seconds Â â€“ Â t he Â longest Â 90 Â seconds Â of Â my Â life. Â It Â is Â said Â t hat Â t his Â earthquake Â was Â so Â powerful Â t hat Â it Â shifted Â t he Â Earthâ€™s Â a xis Â by Â eight Â centimetres Â and Â may Â have Â shortened Â t he Â length Â of Â our Â day Â by Â 1.26 Â microseconds. Â Santiago Â was Â displaced Â about Â 24 Â centimetres Â to Â t he Â west. Â It Â didnâ€™t Â end Â t here. Â Only Â 20 Â minutes Â later Â t here Â was Â an Â aftershock Â w ith Â magnitude Â 6.2 Â on Â t he Â Richter Â scale Â followed Â by Â t wo Â more Â w ithin Â an Â hour Â measuring Â 5.4 Â and Â 5.6, Â respectively. Â By Â March Â 6, Â I Â had Â experienced Â 130 Â aftershocks, Â 13 Â of Â which Â were Â magnitude Â 6.0 Â and Â above. Â To Â put Â things Â into Â perspective, Â t he Â Chilean Â earthquake Â was Â roughly Â 500 Â t imes Â more Â powerful Â t han Â t he Â earthquake Â t hat Â struck Â Haiti Â just Â a Â month Â before. Living Â in Â a Â foreign Â country Â is Â a Â challenge Â at Â best. Â My Â Spanish Â (or Â lack Â t hereof) Â has Â been Â a Â major Â barrier Â for Â me, Â as Â well Â as Â t he Â cultural Â expectations Â t hat Â have Â not Â been Â met. Â I Â have Â t ravelled Â a Â lot Â t hrough Â my Â work Â and Â I Â k now Â t hat Â wherever Â I Â am, Â I Â w ill Â eventually Â have Â to Â deal Â w ith Â c ulture Â shock, Â a Â malaise Â set Â off Â by Â t he Â loss Â of Â familiar Â signs Â and Â s ymbols. Â However, Â add Â to Â Â–ÂŠÂ‹Â•Â–ÂŠÂ‡Â•ÂŠÂ‘Â…Â?Â‘ÂˆÂƒÂ?ÍşÇ¤ÍşÇŚÂ?ÂƒÂ‰Â?Â‹Â–Â—Â†Â‡Â‡ÂƒÂ”Â–ÂŠÂ“Â—ÂƒÂ?Â‡ÂƒÂ?Â†Â–ÂŠÂ‡ÂŽÂ‘Â•Â• of Â electricity, Â water, Â gas, Â communications Â and Â worst Â of Â a ll, Â Â…Â‘Â?Ď?Â‹Â†Â‡Â?Â…Â‡ÇĄÂƒÂ?Â† ÂˆÂƒÂ…Â‡Â†ÂƒÂ’Â‡Â”Â•Â‘Â?ÂƒÂŽÂ“Â—ÂƒÂ?Â‡Â‘ÂˆÂƒÂ?ÂƒÂ‰Â?Â‹Â–Â—Â†Â‡Â–ÂŠÂƒÂ– was Â off Â t he Â scale.
The day after the quake, I assessed the damage around me. My apartment was a disaster: furniture tipped over and my personal belongings, 32
some irreplaceable, were lying smashed on the floor. My computer, however, was safe and beside it was the package I had received from Athabasca University: Communication Studies 301. Little did I know how important this package would become to me. In Â t he Â next Â months Â I Â buried Â myself Â in Â t he Â books Â and Â in Â t he Â assignments, Â reading Â and Â w riting Â much Â more Â t han Â was Â required Â by Â t he Â course. Â T he Â work Â helped Â me Â cope Â w ith Â t he Â destruction Â t hat Â surrounded Â me Â by Â forcing Â me Â to Â focus Â my Â attention Â on Â t he Â beauty Â of Â t he Â ideas Â I Â was Â studying. Â A ristotle, Â Kenneth Â Burke, Â Roland Â Barthes, Â Stuart Â Hall, Â Harold Â Innis Â and Â Marshall Â McLuhan Â became Â my Â constant Â companions. Â T heir Â ideas Â c ame Â a live, Â and Â I Â began Â to Â understand Â many Â more Â t hings Â about Â my Â Canadian Â c ulture Â and Â t he Â other Â c ultures Â in Â which Â I Â had Â been Â living Â and Â working Â for Â over Â t he Â past Â six Â years. Â ÂŠÂ‡Â„Â‡Â?Â‡Ď?Â‹Â–Â•Â‘ÂˆÂŠÂƒÂ˜Â‹Â?Â‰Â?Â›Â…Â‘Â—Â”Â•Â‡ÂƒÂ–ÂŠÂƒÂ?Â†ÂƒÂ?Â›Â–Â‹Â?Â‡ÂƒÂ?Â† anywhere Â helped Â me Â t hrough Â some Â sleepless Â nights Â just Â Â„Â‡Â…ÂƒÂ—Â•Â‡ ÂˆÂ‡ÂŽÂ–Â…Â‘Â?Â?Â‡Â…Â–Â‡Â†Â–Â‘Â•Â‘Â?Â‡Â–ÂŠÂ‹Â?Â‰Ď?Â‹Â?Â‡Â”Â–ÂŠÂƒÂ?Â–ÂŠÂ‡Â…ÂŠÂƒÂ‘Â• was Â experiencing. Â I Â was Â able Â to Â learn Â in Â my Â own Â style, Â using Â the Â varied Â suggested Â resources Â available Â on Â t he Â web, Â and Â to Â reread Â t he Â material Â provided Â in Â t he Â excellent Â study Â g uide Â which Â is, Â in Â effect, Â a Â book Â of Â summary Â lectures. Â My Â homework Â questions, Â which Â I Â answered Â every Â second Â week, Â were Â asked Â f rom Â a Â Canadian Â perspective. Â I Â found Â t his Â doubly Â instructive Â as Â I Â could Â examine Â my Â Canadian Â answer Â w ith Â my Â Chilean Â answer. Â T here Â were Â rarely Â f undamental Â differences; Â perhaps Â differences Â of Â tone Â and Â colour, Â but Â not Â substance. Â 01&/tBTFOTFPGDPNNVOJUZtBUIBCBTDBVDB
Tales of an AU communication student living in Santiago, Chile One Â such Â question Â appeared Â i n Â Unit Â 1. Â We Â were Â t o Â describe Â how Â t echnology Â can Â effect Â a Â shift Â i n Â world Â v iew Â a nd Â how Â t his Â shift Â has Â a ffected Â how Â we Â l ive, Â work Â a nd Â t hink. Â I Â u ltimately Â w rote Â about Â Neil Â A rmstrong Â becoming Â t he Â Ď?Â‹Â”Â•Â–Â’Â‡Â”Â•Â‘Â?Â–Â‘Â™ÂƒÂŽÂ?Â‘Â?Â–ÂŠÂ‡ÂˆÂƒÂ…Â‡Â‘Âˆ the Â moon Â a nd Â how Â g lobalization Â had Â Â„Â‡Â…Â‘Â?Â‡ÂƒÂ„Â‘Â?ÂƒĎ?Â‹Â†Â‡Â•ÂŠÂ‹ÂˆÂ–Ç¤Â—Â–Â?Â›Ď?Â‹Â”Â•Â– thoughts Â went Â t o Â t he Â l ight Â bulb Â a nd Â a ll Â the Â t echnology Â t hat Â w as Â subsequently Â made Â possible Â by Â t his Â i nvention. Â The Â computer Â w ith Â its Â seeming Â omniscience, Â on Â which Â I Â am Â now Â w riting Â this Â piece, Â was Â once Â only Â a Â f antasy Â in Â Â•Â…Â‹Â‡Â?Â…Â‡Ď?Â‹Â…Â–Â‹Â‘Â?Â–ÂƒÂŽÂ‡Â•Ç¤ Â–Â‹Â•Â–ÂŠÂ‡Â’Â”Â‘Â‰Â‡Â?Â› of Â t he Â light Â bulb Â a long Â w ith Â its Â older Â cousins, Â t he Â radio Â and Â t he Â television. Â These Â tools Â have Â made Â communication Â almost Â instantaneous Â and Â global; Â they Â have Â facilitated Â unprecedented Â economic Â g rowth Â in Â t he Â last Â century; Â space Â exploration Â would Â have Â been Â impossible Â w ithout Â t hem; Â a Â g reater Â level Â of Â education Â has Â been Â made Â possible Â for Â distant Â communities. Â I Â buy Â books Â with Â A mazon, Â I Â pay Â bills Â w ith Â PayPal, Â I Â c an Â buy Â and Â sell Â on Â eBay. Â From Â my Â apartment Â in Â Santiago, Â I Â c an Â c all Â my Â family Â w ith Â Skype Â using Â real-Ââ€?time Â audio Â and Â v ideo. Â Facebook Â helps Â keep Â me Â in Â touch Â w ith Â t he Â activities Â of Â my Â young Â nieces Â and Â nephews. Â It Â has Â reduced Â t he Â world Â to Â a Â v illage. Â I Â have Â t he Â double Â privilege Â of Â having Â grown Â up Â on Â a Â farm Â in Â A lberta Â and Â being Â able Â to Â spend Â large Â amounts Â of Â t ime Â on Â a Â small Â f amily Â farm Â in Â t he Â south Â of Â Chile. Â This Â jewel Â is Â owned Â by Â Lucho Â Perez Â and Â his Â w ife Â A na Â in Â t he Â land Â of Â lakes, Â rivers Â and Â mountain Â ranges Â w ith Â active Â volcanoes, Â a ll Â breathtakingly Â beautiful. Â Luchoâ€™s Â farm Â is Â humble, Â not Â like Â t hose Â of Â some Â of Â his Â neighbours Â to Â t he Â north Â who Â have Â accepted Â t he Â North Â A merican Â blueprint Â of Â industrialized Â agriculture. Lucho Â and Â A na Â work Â f rom Â morningâ€™s Â light Â until Â dark. Â T hey Â t ime Â t heir Â chores Â accordingly, Â following Â t he Â rhythm Â of Â t he Â days, Â followed Â by Â t hat Â of Â t he Â seasons. Â Life Â is Â slow Â and Â relatively Â simple. Â Lucho Â and Â A na Â get Â up Â w ith Â t he Â sun Â and Â a llow Â it Â to Â sink Â only Â hours Â before Â t hey Â retire Â 01&/tPQFOBVDPN
they Â never Â play, Â laugh Â or Â cry Â a lone. Â to Â bed. Â T heir Â coal Â oil Â lamps Â do Â not Â shed Â the Â light Â necessary Â to Â do Â t he Â rough Â work Â Unlike Â t heir Â neighbours Â to Â t he Â north, Â they Â do Â not Â live Â a lone Â inside Â a Â bubble Â outside Â or Â t he Â detailed Â inside Â t asks. Â of Â technology Â where Â communication Â I Â remember Â when Â electricity Â c ame Â to Â the Â farm Â and Â when Â my Â father Â installed Â a Â with Â family Â means Â w riting Â an Â email Â or Â sending Â a Â text Â message. Â lighting Â s ystem Â in Â our Â barn. Â More Â cows Â Up Â until Â now, Â I Â have Â misunderstood Â could Â be Â milked Â for Â a Â longer Â period Â of Â time. Â T he Â afternoon Â chores Â t ransformed Â Â–ÂŠÂ‡Â•Â‹Â‰Â?Â‹Ď?Â‹Â…ÂƒÂ?Â…Â‡ÂƒÂ?Â†Â–ÂŠÂ‡Â…Â‘Â?Â•Â‡Â“Â—Â‡Â?Â…Â‡Â• that Â t he Â technological Â tools Â I Â have Â at Â my Â into Â late-Ââ€?night Â chores Â t hat Â seemed Â to Â disposal Â have Â in Â my Â life. Â I Â live Â in Â Chile, Â last Â forever. Â But Â it Â was Â my Â motherâ€™s Â yet Â I Â c an Â c all Â my Â family Â and Â f riends Â to Â life Â t hat Â changed Â t he Â most. Â Her Â day Â see Â what Â t hey Â are Â up Â to Â in Â Canada. Â I Â donâ€™t Â now Â had Â no Â natural Â end. Â It Â was Â only Â miss Â a Â t hing. Â Or Â do Â I? Â T he Â question Â asked Â when Â she Â t urned Â off Â t he Â lights Â t hat Â she Â of Â me Â in Â Unit Â 1 Â has Â forced Â me Â to Â ask Â a Â lot Â took Â rest. Â My Â life Â patterns Â changed Â as Â of Â other Â questions Â of Â myself, Â questions Â well. Â I Â stayed Â outside Â to Â play Â under Â t he Â that Â Lucho Â and Â A na Â have Â never Â asked Â yardlight, Â putting Â off Â my Â homework Â of Â t hemselves. Â W here Â do Â I Â really Â live? Â for Â later. Â I Â had, Â after Â a ll, Â a Â lamp Â on Â my Â Where Â do Â I Â belong? bedside Â t able. Â I Â was Â often Â t ired Â when Â I Â did Â my Â homework, Â drifting Â off Â to Â sleep Â Communication Â Studies Â 301 Â was Â my Â head Â on Â arms. stanchion Â during Â t he Â aftermath Â of Â t he Â earthquake Â and Â now Â it Â was Â playing Â As Â soon Â as Â t he Â sun Â sets Â on Â t heir Â Chilean Â devilâ€™s Â advocate. Â I Â never Â t hought Â a Â farm, Â A na Â lights Â t he Â coal Â oil Â lamp. Â course Â could Â do Â a ll Â t hat. Â Neither Â did Â
Â–Â•Â…Â‹Â”Â…Â—ÂŽÂƒÂ”ÂŠÂƒÂŽÂ‘Â‘ÂˆÂŽÂ‹Â‰ÂŠÂ–Â†Â‡Ď?Â‹Â?Â‡Â•Â–ÂŠÂ‡ I Â t hink Â t hat Â a Â course Â could Â become Â a Â distance Â of Â t he Â relationship Â t hat Â Lucho Â best Â f riend, Â but Â it Â has. Â Like Â any Â good Â has Â w ith Â A na Â and Â t hat Â t hey Â have Â w ith Â friend Â when Â t imes Â get Â tough, Â CMNS Â 301 Â Â?Â‡Ç¤Â—Â”ÂˆÂƒÂ…Â‡Â•Â‰ÂŽÂ‘Â™Â™Â‹Â–ÂŠÂ”Â‡Ď?ÂŽÂ‡Â…Â–Â‡Â†ÂŽÂ‹Â‰ÂŠÂ– pulled Â me Â t hrough Â intact Â and Â w ith Â more Â and Â we Â communicate Â w ith Â each Â other Â in Â Â…Â‘Â?Ď?Â‹Â†Â‡Â?Â…Â‡ÂƒÂ?Â†Â—Â?Â†Â‡Â”Â•Â–ÂƒÂ?Â†Â‹Â?Â‰Â‘ÂˆÂ?Â›Â•Â‡ÂŽÂˆ close Â proximity, Â watching Â every Â facial Â and Â t he Â world Â I Â live Â in. Â W hat Â more Â c an Â nuance. Â We Â live Â as Â a Â family Â around Â t hat Â kitchen Â t able, Â t alking, Â playing Â games Â and Â one Â ask Â f rom Â a Â f riend? Â singing Â to Â Luchoâ€™s Â g uitar. Â Entertainment Â is Â in Â relating Â and Â joining Â in. Â I Â remember Â when Â my Â father Â brought Â the Â television Â home. Â We Â started Â living Â a Â â€œmodernâ€? Â lifestyle. Â We Â started Â taking Â our Â plates Â in Â f ront Â of Â t he Â television, Â sitting Â in Â a Â row Â on Â t he Â sofa Â like Â birds Â on Â a Â t aut Â w ire. Â T he Â warm Â yellow Â light Â of Â our Â lamp, Â t he Â lamp Â so Â similar Â to Â A naâ€™s, Â was Â now Â replaced Â with Â t he Â bluish Â glow Â of Â t he Â t ube. Â My Â family Â stopped Â communicating Â w ith Â each Â other Â as Â we Â once Â did, Â and Â t hat Â inanimate Â electronic Â device Â took Â on Â excessive Â importance. Lucho Â and Â A na Â do Â not Â suffer Â any Â t ype Â of Â separateness Â in Â t heir Â lives. Â T hey Â do Â not Â have Â a Â computer; Â t hey Â do Â not Â ÂŠÂƒÂ˜Â‡ÂƒÂŠÂ‘Â?Â‡Â‘ÂˆĎ?Â‹Â…Â‡Â™ÂŠÂ‡Â”Â‡Â–ÂŠÂ‡Â›Â™Â‘Â”Â? around Â t he Â clock. Â T hey Â do Â not Â play Â poker Â w ith Â people Â in Â other Â countries, Â nor Â do Â t hey Â share Â t heir Â personal Â lives Â Lynn Schlecker in Â chat Â rooms. Â T hey Â rarely Â eat Â apart; Â 33
Controlling the power of dreams By Patrick Mears
Some people dream of last-minute goals, lottery wins or lazing on a luxurious beach somewhere hot â€“ but others are not so lucky. Former and current military personnel and members of the emergency services may be troubled by horrific nightmares as a result of the things they see at work. However, Jayne Gackenbach is spearheading an Athabasca University research study that may be able to help such people control the power of their dreams. â€œPatients Â seem Â to Â be Â mutating Â into Â various Â different Â t ypes Â of Â c reatures; Â some Â c anâ€™t Â stop Â eating Â and Â are Â becoming Â huge, Â bloated Â mouths, Â while Â others Â are Â becoming Â batlike. Â I Â Ď?Â‹Â‰ÂŠÂ–Â?Â›Â™ÂƒÂ›Â–ÂŠÂ”Â‘Â—Â‰ÂŠÂ–ÂŠÂ‡ÂŠÂ‘Â”Â†Â‡Â‘ÂˆÂ…Â”Â‡ÂƒÂ–Â—Â”Â‡Â• and Â help Â several Â survivors Â board Â up Â t he Â ward. Â Iâ€™m Â t hen Â g iven Â documents Â and Â am Â told Â to Â warn Â t he Â government. Â T hroughout Â t he Â dream Â I Â feel Â tenser, Â as Â I Â have Â to Â k ill Â t hings Â to Â survive Â and Â climb Â t hings Â w ith Â ability Â beyond Â t hat Â of Â a Â normal Â human.â€? Â
Ç˛Â‡ÂŠÂƒÂ˜Â‡Â’Â”Â‡Â˜Â‹Â‘Â—Â•ÂŽÂ›ÂˆÂ‘Â—Â?Â†Â–ÂŠÂƒÂ–Â’Â”Â‘ÂŽÂ‹Ď?Â‹Â… gamers Â behaved Â aggressively Â in Â dreams,â€? Â said Â Gackenbach. Â â€œ While Â such Â aggression Â was Â rare, Â when Â dream Â aggression Â did Â happen, Â it Â was Â more Â intense. Â Gamers Â were Â also Â less Â likely Â to Â experience Â misfortune Â in Â dreams. Â T his Â combination Â of Â selective Â but Â strong Â aggression Â and Â t he Â lack Â of Â misfortune Â suggested Â t hat Â gamers Â did Â not Â see Â t he Â t hreat Â in Â a Â dream Â as Â f rightening Â but Â rather Â as Â empowering.
The Â quote Â above Â is Â t aken Â f rom Â research Â that Â AU Â communication Â studies Â t utor Â Gackenbach Â has Â been Â conducting Â into Â gaming Â and Â dreams. Â It Â comes Â f rom Â t he Â dream Â of Â a Â soldier Â and Â shows Â how Â gaming Â Â…ÂƒÂ?ÂŠÂ‡ÂŽÂ’Â’Â‡Â‘Â’ÂŽÂ‡Â–Â‘Ď?Â‹Â‰ÂŠÂ–Â„ÂƒÂ…Â?ÂƒÂ?Â†Â„Â‡Â…Â‘Â?Â‡ empowered Â in Â dreams. Â It Â is Â t his Â aspect Â of Â gaming Â t hat Â Gackenbach Â feels Â may Â be Â able Â to Â help Â combat Â nightmares, Â possibly Â helping Â to Â a lleviate Â t he Â s ymptoms Â of Â post-Ââ€?traumatic Â stress Â disorder.
â€œThe Â likely Â chain Â of Â events Â is Â t hat Â heavy Â Â‰ÂƒÂ?Â‡Â”Â•Â™ÂŠÂ‘Â’ÂŽÂƒÂ›Ď?Â‹Â”Â•Â–ÇŚÂ’Â‡Â”Â•Â‘Â?ÇŚÂ•ÂŠÂ‘Â‘Â–Â‡Â”ÇŚÂ‘Â” action-Ââ€?adventure-Ââ€?type Â genres Â practice Â reacting Â quickly Â and Â v iolently Â to Â t hreat Â in Â a Â game. Â T hus, Â when Â t hey Â experience Â t hreat Â in Â a Â dream, Â rather Â t han Â being Â intimidated Â by Â Â–ÂŠÂ‡Â–ÂŠÂ”Â‡ÂƒÂ–ÇĄÂ–ÂŠÂ‡Â›Ď?Â‹Â‰ÂŠÂ–Â„ÂƒÂ…Â?Ç¤ Â–Â•Â‡Â‡Â?Â•Â‰ÂƒÂ?Â‡Â”Â• have Â more Â control Â of Â t heir Â dreams Â and Â more Â control Â of Â terror Â when Â it Â comes. Â Fighting Â back Â leads Â to Â an Â improvement Â in Â dreams Â where Â many Â of Â us Â would Â feel Â v ictimized.â€?
Gackenbachâ€™s Â c urrent Â g roundbreaking Â AU Â work Â involves Â a Â survey Â of Â c urrent Â and Â former Â military Â personnel Â t hat Â is Â being Â carried Â out Â in Â t he Â universityâ€™s Â developing Â virtual Â media Â lab. Â At Â t he Â end Â of Â July, Â 69 Â former Â and Â c urrent Â military Â service Â personnel Â had Â completed Â t he Â study, Â c alled Â Â‹Â†Â‡Â‘ ÂƒÂ?Â‡ÂŽÂƒÂ›ÂƒÂ•Â‹Â‰ÂŠÂ–Â?ÂƒÂ”Â‡Â”Â‘Â–Â‡Â…Â–Â‹Â‘Â?. Â The Â research Â team, Â which Â contains Â a Â former Â AU Â student, Â has Â a lso Â been Â contacting Â Canadian Â commandants Â to Â ask Â whether Â any Â of Â t heir Â staff Â would Â like Â to Â contribute. Â Volunteers Â have Â been Â leaving Â brochures Â at Â military Â bases Â and Â c alls Â for Â participants Â have Â been Â posted Â online Â at Â sites Â such Â as Â www.militarygaming.net. Research Â assistant Â and Â c urrent Â AU Â communication Â studies Â student Â Christie Â Hall, Â 32, Â said: Â â€œ We Â are Â looking Â for Â past Â and Â current Â members Â of Â t he Â military Â who Â enjoy Â playing Â v ideo Â games Â to Â contact Â us Â so Â t hat Â they Â c an Â t ake Â part Â in Â t he Â study. Â People Â so Â
far Â have Â been Â really Â eager Â to Â share Â t heir Â experiences Â and Â t heir Â feelings Â and Â we Â would Â like Â to Â t hank Â t hem Â for Â t heir Â help. â€œI Â t hink Â t his Â is Â very Â valuable Â research. Â Itâ€™s Â fantastic Â to Â be Â able Â to Â t ake Â part Â in Â something Â that Â w ill Â have Â positive Â implications Â for Â the Â military. Â T hey Â are Â people Â who Â do Â an Â Â‹Â?Â…Â”Â‡Â†Â‹Â„ÂŽÂ›Â†Â‹ÂˆĎ?Â‹Â…Â—ÂŽÂ–ÂŒÂ‘Â„ÂƒÂ?Â†ÂƒÂ?Â›Â–ÂŠÂ‹Â?Â‰Â™Â‡Â…ÂƒÂ? do Â to Â support Â t hem Â is Â g reat.â€? In Â t he Â AU Â study, Â emotional Â distress Â and Â emotional Â load Â are Â measured, Â t he Â former Â using Â a Â personality Â analysis Â and Â t he Â latter Â by Â a Â survey Â of Â t rauma Â history Â and Â military Â deployment. Â Video Â game Â history Â across Â t ime Â and Â genre Â is Â also Â investigated. Â Finally, Â recent Â standout Â dreams Â are Â collected Â and Â questions Â answered Â regarding Â t he Â collected Â dream. Â Gackenbach, Â who Â has Â been Â a n Â AU Â t utor Â for Â about Â 10 Â years, Â explained: Â â€œIt Â is Â expected Â that Â t hose Â who Â have Â higher Â levels Â of Â emotional Â distress Â w ith Â a Â history Â of Â t rauma Â will Â a lso Â report Â having Â more Â n ightmare-Ââ€? like Â d ream Â content. Â T hey Â w ill Â a lso Â be Â more Â likely Â t o Â report Â nightmares Â a fter Â various Â types Â of Â life Â t raumas. Â However, Â if Â t hey Â have Â a Â h istory Â of Â high Â v ideo Â g ame Â play, Â especially Â Â‘ÂˆÂ–ÂŠÂ‡Ď?Â‹Â”Â•Â–ÇŚÂ’Â‡Â”Â•Â‘Â?ÇŚÂ•ÂŠÂ‘Â‘Â–Â‡Â”ÂƒÂ?Â†ÂƒÂ…Â–Â‹Â‘Â?ÇŚ adventure Â genres, Â t hen Â t hese Â effects Â a re Â expected Â t o Â be Â lessened.â€? It Â is Â t his Â work Â which Â has Â helped Â t hrust Â t he Â 64-Ââ€?year-Ââ€?old Â Edmonton Â academic Â into Â t he Â national Â spotlight. Â T he Â communication Â studies Â t utor Â has Â been Â showcased Â on Â television, Â interviewed Â by Â newspapers Â across Â Canada Â and Â w ill Â now Â be Â featured Â
alongside Â Leonardo Â DiCaprio Â and Â Christopher Â Nolan Â in Â a Â dream Â documentary Â which Â w ill Â be Â released Â w ith Â t he Â DVD Â of Â t he Â movie Â Â?Â…Â‡Â’Â–Â‹Â‘Â?. Â In Â t he Â DVD Â Gackenbach Â talks Â about Â her Â research Â while Â DiCaprio Â and Â Nolan Â describe Â how Â dreams Â help Â to Â focus Â the Â c reative Â process.
and Â t hat Â t here Â are Â huge Â advantages Â to Â be Â gained Â f rom Â gaming,â€? Â said Â Gackenbach. Â â€œI Â know Â f rom Â t he Â research Â we Â have Â a lready Â done Â t hat Â some Â military Â personnel Â who Â are Â involved Â in Â a Â war Â w ill Â come Â back Â to Â their Â bases Â and Â game. Â T his Â enables Â t hem Â to Â engage Â t hese Â experiences.â€?
â€œThe Â producers Â are Â hoping Â to Â get Â it Â on Â T V,â€? Â she Â explained. Â â€œItâ€™s Â shot Â as Â a Â supplement Â to Â the Â main Â movie.â€?
Virtual Â reality Â simulators Â have Â a lready Â been Â used Â to Â help Â recovering Â P TSD Â patients, Â and Â if Â Gackenbachâ€™s Â hypothesis Â is Â correct, Â video Â games Â could Â become Â another Â arrow Â in Â doctorsâ€™ Â armoury. Â
ÂŠÂ‡Â?Â–ÂŠÂ‡Â”Â‡Â•Â‡ÂƒÂ”Â…ÂŠÂ‹Â•Ď?Â‹Â?Â‹Â•ÂŠÂ‡Â†ÇĄÂ–ÂŠÂ‡Â–Â‡ÂƒÂ?Â™Â‹ÂŽÂŽ display Â t he Â material Â in Â t he Â v irtual Â media Â lab, Â which Â is Â c urrently Â being Â developed Â using Â K nowledge Â Infrastructure Â Program Â money. Â Evelyn Â Ellerman, Â who Â is Â leading Â the Â lab Â project, Â said: Â â€œOne Â of Â t he Â t hings Â t hat Â we Â wanted Â to Â do Â w ith Â t he Â lab Â was Â to Â have Â a Â research Â space. Â Jayne Â is Â using Â t he Â lab Â as Â a Â base Â for Â conducting Â t his Â project. â€œWe Â want Â to Â demonstrate Â to Â t he Â world Â what Â AU Â is Â doing Â in Â learning Â research Â using Â digital Â techniques Â and Â we Â are Â hoping Â to Â work Â w ith Â other Â researchers Â in Â similar Â ways.â€? Gackenbach Â is Â keen Â to Â stress Â t hat Â people Â who Â are Â c urrently Â suffering Â f rom Â forms Â of Â trauma Â c annot Â t ake Â part Â in Â t he Â study. Â Some Â past Â and Â former Â military Â personnel Â have Â not Â been Â able Â to Â complete Â t he Â survey Â because Â the Â questions Â asked Â have Â shown Â t hat Â t hey Â are Â experiencing Â such Â stresses. Â However, Â Gackenbach Â says Â t hat Â in Â general, Â military Â personnel Â have Â been Â very Â supportive. â€œWe Â spoke Â to Â one Â Canadian Â commandant Â who Â says Â t hat Â he Â plays Â games Â a ll Â t he Â t ime Â
â€œI Â donâ€™t Â t hink Â anyone Â has Â as Â yet Â looked Â at Â whether Â t here Â is Â a Â protective Â f unction,â€? Â she Â continued. Â â€œIt Â does Â sound Â logical Â but Â itâ€™s Â still Â a Â hypothesis. â€œI Â k now Â t here Â are Â counter-Ââ€?arguments Â to Â gaming Â such Â as Â t he Â r isk Â of Â obesity Â and Â problems Â w ith Â addiction. Â A lso, Â Iâ€™m Â not Â saying Â that Â gamers Â do Â not Â get Â aggressive Â but Â I Â am Â saying Â t hat Â t here Â is Â a Â balance Â to Â be Â struck.â€? In Â short, Â dreaming Â is Â something Â t hat Â a ll Â of Â us Â do Â â€“ Â r ich Â or Â poor, Â men Â and Â women, Â and Â young Â and Â old. Â Similarly, Â most Â of Â us Â w ill Â have Â experienced Â nightmares Â at Â some Â point Â in Â our Â lives. Â However, Â t his Â AU Â study Â may Â just Â help Â to Â ensure Â t hat Â more Â of Â us Â â€“ Â particularly Â members Â of Â t he Â military Â â€“ Â have Â more Â control Â of Â t he Â dream Â world Â when Â t he Â lights Â go Â out Â at Â night. Â?Â›Â…Â—Â”Â”Â‡Â?Â–Â‘Â”ÂˆÂ‘Â”Â?Â‡Â”Â?Â‹ÂŽÂ‹Â–ÂƒÂ”Â›Â’Â‡Â”Â•Â‘Â?Â?Â‡ÂŽÂ™ÂŠÂ‘ÂƒÂ”Â‡ Â‹Â?Â–Â‡Â”Â‡Â•Â–Â‡Â†Â‹Â?Â–ÂƒÂ?Â‹Â?Â‰Â’ÂƒÂ”Â–Â‹Â?Â–ÂŠÂ‡Â•Â–Â—Â†Â›Â•ÂŠÂ‘Â—ÂŽÂ†Â…Â‘Â?Â–ÂƒÂ…Â– ÂŒÂƒÂ›Â?Â‡Â‰ĚťÂƒÂ–ÂŠÂƒÂ„ÂƒÂ•Â…ÂƒÂ—Ç¤Â…ÂƒÂˆÂ‘Â”Â?Â‘Â”Â‡Â‹Â?ÂˆÂ‘Â”Â?ÂƒÂ–Â‹Â‘Â?Ç¤
AUâ€™s first writer-in-residence: Joseph Boyden Internationally known novelist and short-story writer Joseph Boyden will share his perspectives with students and community writers as Athabasca Universityâ€™s first writer-in-residence. A Canadian of MĂŠtis, Irish and Scottish descent, Boydenâ€™s experiences in northern Ontario aboriginal communities sparked his 2005 debut novel, the Governor Generalâ€™s Literary Award-nominated Three Day Road, and 2008â€™s Through Black Spruce, which won the Scotiabank Giller Prize. Writing on the third instalment of the trilogy is under way. â€œThe sharing and analyzing of creativity is a wonderful two-way street,â€? Boyden says of the one-year appointment, which began July 1, 2010. â€œHaving taught creative writing for 15 years, I believe there are so many vital pieces of knowledge a writer in his mid-career can share with hungry young artists. Iâ€™m passionate about my own work and think itâ€™s absolutely vital to pass on this passion to others.â€? Photo: University of New Orleans
Boyden will continue to reside in New Orleans while working online with AU students from across Canada and beyond, primarily through the Centre for Language and Literature. Heâ€™ll also travel to Alberta to present readings and lectures in Athabasca, Calgary and Edmonton, and to meet with community writers. The one-on-one exchange of ideas and mentorship via virtual visits, online forums and in person will enhance studentsâ€™ communication skills. It is expected to facilitate partnerships with local and national playwrights, writers and writersâ€™ organizations and programs, and to increase knowledge and appreciation of Canadian authors through the Canadian writers electronic resource housed at AU. Funding for the writer-in-residence has been provided by the Canada Council for the Arts.
â€ŚIn the open By Eva von Buchenroder
Copyright complications. Bill C-32 promises to make writing research papers even less fun Copyright Â has Â been Â a Â hot Â topic Â at Â Athabasca Â University Â the Â last Â few Â months. Â As Â copyright Â legislation Â isnâ€™t Â everyoneâ€™s Â idea Â of Â enjoyable Â reading, Â
Â–ÂŠÂ‘Â—Â‰ÂŠÂ– ÇŻÂ†Â–ÂƒÂ?Â‡ÂƒÂŽÂ‘Â‘Â?ÂƒÂ–Â‹ÂŽÂŽÇŚÍľÍ´Â–Â‘Ď?Â‹Â?Â†Â‘Â—Â–Â™ÂŠÂƒÂ– it Â means Â for Â AU Â students. Â W hile Â Bill Â C-Ââ€?32 Â has Â many Â implications Â for Â this Â group, Â one Â of Â the Â things Â it Â Â™Â‹ÂŽÂŽÂ†Â‘Â‹ÂˆÂ’ÂƒÂ•Â•Â‡Â†Â‹Â•Â?ÂƒÂ?Â‡Â‹Â–Â“Â—Â‹Â–Â‡Â†Â‹ÂˆĎ?Â‹Â…Â—ÂŽÂ–Â–Â‘Â™Â”Â‹Â–Â‡ research Â papers. Â The Â bill Â would Â restrict Â studentsâ€™ Â ability Â to Â reference Â readings Â f rom Â completed Â courses. Â Under Â the Â legislation, Â electronic Â copyrighted Â course Â material Â must Â be Â destroyed Â by Â the Â school Â and Â students Â 30 Â days Â after Â the Â course Â end Â date. Â Say Â you Â took Â a Â literary Â theory Â course Â last Â year. Â Now Â youâ€™re Â Â–ÂƒÂ?Â‹Â?Â‰ÂƒĎ?Â‹ÂŽÂ?ÂƒÂ?Â†Â‰Â‡Â?Â”Â‡Â…Â‘Â—Â”Â•Â‡Ç¤Â‘Â—Â–ÂŠÂ‹Â?Â?Â”Â‡ÂƒÂ†Â‹Â?Â‰Â• ÂˆÂ”Â‘Â?Â–ÂŠÂ‡Ď?Â‹Â”Â•Â–Â…Â‘Â—Â”Â•Â‡Â…Â‘Â—ÂŽÂ†ÂŠÂ‡ÂŽÂ’Â›Â‘Â—Â—Â?Â†Â‡Â”Â•Â–ÂƒÂ?Â†ÇĄ and Â complete Â assignments Â for, Â the Â second. Â Thatâ€™s Â unfortunate, Â because Â you Â wonâ€™t Â have Â those Â readings Â anymore. Â K ind Â of Â ironic, Â isnâ€™t Â it Â â€“ Â arenâ€™t Â students Â supposed Â to Â constantly Â build Â on Â their Â k nowledge? Â The Â rules Â w ill Â also Â set Â up Â roadblocks Â for Â students Â who Â download Â online Â articles. Â The Â bill Â lets Â students Â receive Â digital Â copies Â of Â documents Â such Â as Â journal Â articles Â through Â interlibrary Â loans. Â But Â thereâ€™s Â a Â catch. Â The Â library Â must Â prevent Â you Â f rom, Â among Â other Â things, Â using Â the Â digital Â copy Â for Â more Â than Â Ď?Â‹Â˜Â‡Â†ÂƒÂ›Â•Ç¤Â‘Â•Â–Â’ÂƒÂ’Â‡Â”Â•ÂƒÂ?Â†Â’Â”Â‡Â•Â‡Â?Â–ÂƒÂ–Â‹Â‘Â?Â•Â–ÂƒÂ?Â‡ longer Â to Â prepare, Â so Â if Â youâ€™re Â gathering Â source Â material, Â youâ€™re Â going Â to Â have Â to Â make Â paper Â copies Â of Â everything. Â If Â you Â travel Â regularly, Â say Â for Â work, Â youâ€™ll Â have Â to Â carry Â around Â a Â backpack Â f ull Â Â‘ÂˆÂ’ÂƒÂ’Â‡Â”Ç¤ÂŽÂ—Â•Â›Â‘Â—ÂŽÂ‘Â•Â‡Â–ÂŠÂ‡Â„Â‡Â?Â‡Ď?Â‹Â–Â•Â‘ÂˆÂ–ÂŠÂ‡Â†Â‹Â‰Â‹Â–ÂƒÂŽ format. Â Forget Â about Â doing Â keyword Â searches Â or Â copying Â and Â pasting Â quotes. Â The Â Canadian Â Library Â Association Â has Â expressed Â doubt Â as Â to Â whether Â it Â can Â even Â â€œapply Â the Â unreasonable Â restrictions Â requiredâ€? Â by Â Bill Â C-Ââ€?32. For Â these Â reasons Â alone, Â the Â bill Â sounds Â impractical. Â We Â need Â copyright Â legislation Â that Â balances Â the Â rights Â of Â intellectual Â property Â owners Â w ith Â those Â of Â students; Â unfortunately, Â Bill Â C-Ââ€?32 Â doesnâ€™t Â do Â that.
donâ€™t be left in the dark... 36
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AU student Karmen in Grande Prairie, AB
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Published on Oct 15, 2010
Open magazine is all about Athabasca University (AU). We want to share with our cross-country community how AU contributes to life-long lear...