https://cjlt.ca/index.php/cjlt/issue/feedCanadian Journal of Learning and Technology2024-02-06T14:18:04-07:00CJLT Managing Editorcjlt@ualberta.caOpen Journal Systems<p>The <em>Canadian Journal of Learning and Technology</em> (CJLT) is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process. Manuscripts may be submitted either in English or in French. CJLT is available free-of-charge to anyone with access to the Internet and there are no artcle submission or access charges for publication.</p> <p>CJLT is indexed in Scopus, Web of Science (ESCI), ERIC, DOAJ, Ulrichs, Google Scholar, EBSCO, and others.</p>https://cjlt.ca/index.php/cjlt/article/view/28601Editorial2024-01-18T10:07:33-07:00Simon CollinNicolas Guichon<p style="font-weight: 400;">This special issue follows the RUNED 22 conference: <em>Critical Perspectives on Digital Technology in Education and Training – Political, Social, and Economic Issues</em>, which took place in May 2022 at the Université du Québec à Montréal. This scholarly event aimed to examine the current state and trends of critical approaches to digital technology in education and training. The objective of this special issue is to engage in a dialogue on current trends and interests in critical perspectives within the field of digital technology in education and training, spanning from its design to its applications, while examining this process from the perspective of the political, social, and economic issues that underlie it. In doing so, the term "digital" (a comprehensive term requiring grounding in epistemological, disciplinary, and theoretical traditions) is understood as a heterogeneous phenomenon, intersecting the technical and the social, the material and the symbolic, the individual and the collective, the contemporary and the historical.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Simon Collin, Nicolas Guichonhttps://cjlt.ca/index.php/cjlt/article/view/28558Editorial 2023-11-18T15:20:13-07:00Martha Cleveland-Innes<p style="font-weight: 400;">This next Canadian Journal of Learning and Technology issue is published on the heels of the well-attended ICDE (International Council for Open and Distance Education) conference. The Conference’s overlapping topics and attendant researchers, well-known to this journal, remind us that our field is important, well-subscribed, growing, and changing. An excellent overview of this ICDE Conference and information about the state of education transformation in the current global context can be found <a href="https://www.tonybates.ca/2023/11/10/some-reflections-on-the-future-of-open-and-distance-education-following-icde-conference/">here</a> in recent blog posts by the well-known expert and author on the topic of education and technology, Dr. Tony Bates.</p> <p style="font-weight: 400;">Learning and technology, the focus of research published by CJLT, is a microcosm in the much larger fields of open, distance, and digital education. Research spans all sectors: primary, secondary, post-secondary, higher education, and lifelong learning. Across issues and years, we seek to touch on the research, theory, and practice in these areas, particularly those where authors are in, or research topics are relevant to, Canada. Canadian researchers were well-represented at the recent ICDE conference, and a Canadian researcher received the conference’s best paper award!</p>2023-11-28T00:00:00-07:00Copyright (c) 2023 Martha Cleveland-Inneshttps://cjlt.ca/index.php/cjlt/article/view/28532A Framework for Teaching Music Online. By Carol Johnson. Bloomsbury Academic.2023-09-20T14:22:24-06:00Sandra Duggleby<p>In <em>A Framework for Teaching Music Online</em>, Carol Johnson formulates a clear and precise framework for teaching music online that is supported by 17 peer-reviewed articles she has authored on this topic. Well-known for her scholarship, Johnson’s framework is designed to guide online teachers of music through a well-reasoned and logical step-by-step process using clear communication, authentic design, and quality assessment. The three-part process explores her framework starting with design and assessment of case studies. She then focuses on practical application of designing an online teaching space using technology tools and approaches as supporting learning mechanisms. In the final section of the framework, Johnson capitalizes on future innovations that delve into sharing knowledge and creating professional learning networks. The framework masterfully allows for discipline specificity in an arts-based discipline with niche areas such as music performance, theory, history, and composition. Johnson ensures that authentic supports are in place for all.</p>2023-11-28T00:00:00-07:00Copyright (c) 2023 Sandra Dugglebyhttps://cjlt.ca/index.php/cjlt/article/view/28496Editorial Volume 49 Issue 12023-07-07T19:53:10-06:00Michael DabrowskiMartha Cleveland-Innes<p>The spectre of COVID-19 and its global transformational legacy on all aspects of teaching and learning overshadows this issue of the Canadian Journal of Learning and Technology. The near-universal demand for remote learning and the reliance on learning technologies not only transformed the educational environment but also shifted many preconceived notions about the interplay between the dissemination of knowledge and technology. The surge in technology's prominence in education and the quick pedagogical pivot impacted all aspects of teaching and learning with both short- and long-term consequences. This issue explores the impact of this shift, the slow recovery and the permanent transformation of the learning landscape from the institutional, teacher, and student perspectives. We invite you to review the content summary of this journal issue.</p>2023-07-17T00:00:00-06:00Copyright (c) 2023 Michael Dabrowski, Martha Cleveland-Inneshttps://cjlt.ca/index.php/cjlt/article/view/28490Metaphors of Ed Tech, 2022. By Martin Weller. Athabasca University Press. 192 pages. ISBN 97817719935002023-06-14T09:27:58-06:00Brian Lamb<p>In <em>Metaphors of Ed Tech</em>, Martin Weller explores the field of learning technology in both the broadest and deepest senses. Weller chooses the application of metaphors as a method, and the resulting book reads more like an enjoyable set of ruminations than rigorous investigation. Weller has long employed metaphors and analogies on his blog, going back to 2006, and in this book he sets out to apply this “more playful aspect of thinking and writing about educational technology (ed tech)” across its practice and culture (p. 3).</p>2023-07-17T00:00:00-06:00Copyright (c) 2023 Brian Lambhttps://cjlt.ca/index.php/cjlt/article/view/28465Editorial2023-04-10T19:39:38-06:00Martha Cleveland-Innes<p>In this issue of the Canadian Journal of Learning and Technology, evidence-based practice continues to be emphasized, in addition to providing information reflecting trends in a rapidly evolving education space. According to the most recent Horizon Report, multiple trends overlap specifically with topics addressed in our journal: the widespread adoption of hybrid learning models, increased use of learning technologies, online faculty development, and quality online learning. We invite you to review the content summary of this journal issue.</p>2023-04-20T00:00:00-06:00Copyright (c) 2023 Martha Cleveland-Inneshttps://cjlt.ca/index.php/cjlt/article/view/28463Digital Technology as a Total Social Fact 2023-05-23T13:01:01-06:00Pascal PlantardMatthieu Serreau<p style="font-weight: 400;">This article questions personal and collective dimensions of the appropriate <em>processes</em> of digital technologies used by teachers, students, and families by focusing on the evolution of their digital practices during the COVID-19 lockdowns of 2020 to 2022 in France. A qualitative approach by ethnographic interviews and participant observations supplements the quantitative data collected from five surveys. The results present different dynamics of appropriation and question the relationships between the different actors. By studying the uses of digital technologies, we can grasp the three essential dimensions of the total social fact: its historical depth, particularly at the level of techno-imaginaries; the weak signals that emerge from numerous usage studies; and finally, the psychodynamic transformations, both individual and collective, in the construction of social norms for the use of digital technology, particularly noticeable in education since the pandemic. These works shed light on and question the representations, uses, and imaginaries linked to digital technology in education and, in particular, the very questionable notion of “digital native”. The analysis of the weak signals and the psychodynamic transformations at work during lockdowns attests to a contagion of parental divestiture vis-à-vis digital technology toward educational divestiture and calls for collective reorganisation.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Pascal Plantard, Matthieu Serreauhttps://cjlt.ca/index.php/cjlt/article/view/28456Using Google Classroom as Assistive Technology in Universally Designed Classrooms2023-04-21T10:10:43-06:00Stephen SharpeGabrielle Young<p>This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.</p>2023-07-17T00:00:00-06:00Copyright (c) 2023 Stephen Sharpe, Gabrielle Younghttps://cjlt.ca/index.php/cjlt/article/view/28455Political Issues of “All-Digital” in Schools and Teacher’s Power to Act2023-04-30T10:46:01-06:00Carine AillerieThéo Martineaud<p style="font-weight: 400;">From the viewpoint of information and communication sciences and in line with the sociocritical approach proposing to analyze digital uses in education with regard to their sociocultural contexts of production (Collin et al., 2015; Denouël, 2019), this study raises the question of the reality of the teacher’s empowerment with the available sociotechnical devices and what the specific episode of “emergency distance education” (Bozkurt et al., 2020) linked to the COVID-19 pandemic reveals. This study involved identifying the technical objects actually used for teaching purposes. We question the pedagogical possibilities associated with these devices: what do they actually allow teachers to do, and what don’t they allow them to do, from the point of view of their pedagogical intentions? This study is based on 50 individual semi-directive interviews with elementary school teachers in France, recently equipped by the Ministry of Education. Our results underline the strong technical materiality of the teaching work, both in class and at home, as well as the tendency of our participants to hypertrophy the potentialities of digital devices (in the sense of benefits for learning as well as dangers for children) to the detriment of their own pedagogical creativity.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Carine Aillerie, Théo Martineaudhttps://cjlt.ca/index.php/cjlt/article/view/28448Ethical and Critical Issues of Artificial Intelligence in Education: A Systematic Review of the Literature2023-03-14T17:19:56-06:00Simon CollinAlexandre LepageLéo Nebel<p style="font-weight: 400;">Although studied since the 2000s, the issues raised by artificial intelligence (AI) systems in education are currently receiving increasing attention in the scientific literature. However, obtaining a comprehensive overview is challenging due to researchers approaching them through diverse educational contexts, computational techniques, and heterogeneous analytical perspectives. Therefore, the objective of this study was to conduct a systematic review of the literature on the ethical and critical issues of AI systems in education to gain a better picture of them. An analysis of 58 scientific documents led us to identify 70 ethical and critical issues of AI systems in education, which were organized under 6 tensions: complexity of educational situations vs. technical standardization; agentivity of educational actors vs. technical automation; educational justice vs. technical rationality; school governance vs. technical design; need for intelligibility of educational actors vs. technical opacity; and dignity of educational actors vs. exploitation of data.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Simon Collin, Alexandre Lepage, Léo Nebelhttps://cjlt.ca/index.php/cjlt/article/view/28445The Encyclopedia of Female Pioneers in Online Learning, 2023.2023-02-16T16:09:16-07:00Diane P. Janes<div><em>The Encyclopedia of Female Pioneers in Online Learning </em>by Drs. Susan Bainbridge and Norine Wark is an overview of the work and experiences of 30 women - early adopters of online (OL) and distance education (DE) in their countries (although even they struggle with what to call their focus of study and practice, as discussed in Chapter 32). Building on the use of “…career profiles, original interviews, and research analysis…” (p. 1), the book is a testament to the space that women in this field, have occupied and continue to occupy in the modern-day world of technology enhanced global education. The book is divided into two parts.</div>2023-04-20T00:00:00-06:00Copyright (c) 2023 Diane P. Janeshttps://cjlt.ca/index.php/cjlt/article/view/28423Teenagers and Homework: Representations, Practices, and the Place of Digital Technology2023-02-14T11:55:15-07:00Élisabeth SchneiderNicolas Guichon<p style="font-weight: 400;">Homework is an ordinary activity in teenagers’ lives and epitomises the permanence of the school form in France. To understand how digitalisation is impacting students’ homework, a sample of adolescents were surveyed to elucidate the spatial, cultural, symbolic, and cognitive dimensions of homework given by teachers. The discourse analysis carried out on the data uncovers students’ disarray and the lack of meaning of this activity which remains nevertheless at the heart of the school equation.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Élisabeth Schneider, Nicolas Guichonhttps://cjlt.ca/index.php/cjlt/article/view/28420Heuristic and Practical Resources of Ruwen Ogien’s Minimalism for the Critical Approach of Contemporary Digital Mutations in Education2023-07-12T10:36:52-06:00Camille Roelens<p style="font-weight: 400;">This contribution of a theoretical, conceptual, and intertextual nature is written from the political philosophy of education and interdisciplinary ethics, in a practical and applied perspective to the digital, or more specifically to the digitalization of the hypermodern democratic world. We begin by sketching a panorama of the different ways in which the notion of a critical approach to digital education can be understood, and by positioning our own approach within it. We then ask how it might be possible to think of public policies for digital education that would bring to life the ambition of a humanist education in a problematic world and to consider the close intertwining of normative links between democratization and digitalization. First, we present the resources contained in Ogien’s work and then go on to show the interest of re-examining the links between education and humanism from a critical and minimalist perspective and from the point of view of the digital mutations of the world. Finally, we discuss what would constitute a digital perfectionism within public education and training institutions and try to discern the conditions under which the promotion of a digital humanism can be exempted.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Camille Roelenshttps://cjlt.ca/index.php/cjlt/article/view/28415Digital Inequalities in Education: A Narrative Literature Review2023-07-12T09:38:26-06:00Prisca Fenoglio<p style="font-weight: 400;">This study is a narrative literature review resulting from a scientific mediation synthesis on digital inequalities in education, with the aim of (1) extending our first synthesis with the following questions: what are the avenues for research? and what are the heuristic concepts? and (2) reflecting on the links between scientific research and mediation. Our theoretical anchoring is at the crossroads of the sociocritical approach to educational digital uses, didactics, and scientific mediation. Our corpus, the inclusion criteria of which are made explicit, is composed of 80 studies from European and North American works published between 2002 and 2022. In response to our questions, this study brings to light a number of issues that are still in progress – a mapping of inequalities in teacher use that need to be completed, links with educational pathways that need to be clarified, design biases that need to be examined, and notions of participation in (or exclusion from) digital environments that need to be explored – and heuristically fruitful concepts, as well as for practice, such as digital capital and literacy.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Prisca Fenogliohttps://cjlt.ca/index.php/cjlt/article/view/28413Mobilizing a Socio-Semiotic Approach to Educational Platforms in a Training Context2023-05-16T11:11:22-06:00Nolwenn TréhondartTiphaine Carton<p style="font-weight: 400;">Following Pierre Mœglin's work (2006, 2016) on the industrialization of education, this paper is set in the context of the growing diffusion of a conception of digital education promoted by the French educational technology (EdTech) sector. We present the socio-economic context in which EdTech companies operate, and then introduce elements of reflection on the concept of “educational platform” in relation to existing works. The methodology, inspired by French social semiotics (Saemmer et al., 2022), mobilizes critical concepts from the semiotics of screen writing, coupled with research training with teachers, to whom we proposed to question the design choices of educational artifacts during a training course. Using the Lalilo platform as an object of study, we show how an introduction to social semiotics can lead teachers to reflect not only on the values, norms, and representations of the world modeled in the design of educational platforms, but also on their own representations of digital education.</p>2024-02-06T00:00:00-07:00Copyright (c) 2024 Nolwenn Tréhondart, Tiphaine Cartonhttps://cjlt.ca/index.php/cjlt/article/view/28411Online Learning in the Context of the Fourth Industrial Revolution: The Case of a Connectivist Module in a University Context2023-03-29T10:12:25-06:00Emmanuel DuplàaBéatrice Crettenand PecoriniJonathan WeberMario Blouin<p>This article proposes a link between the different industrial revolutions, major learning theories, and online learning. We show that while learning theories have become progressively more learner-centred, systems of mass production and mass education increasingly separate consumers from the design of the products they use and likewise separate learners from the design of their learning and curricula. By introducing a connectivist element into a university course, we show how students are affected by a connectivist approach to education and discuss how such an approach could be used to develop essential skills for the fourth industrial revolution.</p>2023-07-17T00:00:00-06:00Copyright (c) 2023 Emmanuel Duplàa, Béatrice Crettenand Pecorini, Jonathan Weber, Mario Blouinhttps://cjlt.ca/index.php/cjlt/article/view/28399Editorial Volume 48 Issue 22023-01-12T15:36:51-07:00Martha Cleveland-Innes<p>The field of education technology, and related subject areas attendant to it, welcomed millions of new participants during the COVID-19 pandemic. According to UNESCO, the education experiences of more than 1.4 billion students were disrupted in ways that will impact them, and those around them, for years to come. This journal has a significant role to play for documenting these experiences and the research that followed. Evidence about the use of learning technologies for learning in many new education spaces and geographic places is now available. Interest in the topic of technology-enabled learning has increased exponentially and submissions documenting these new experiences, insights, research findings, and practice applications have continued to grow. Our journal supports scholars long involved in, or new to the topic of, technology-enabled learning design and delivery.</p>2023-01-21T00:00:00-07:00Copyright (c) 2022 Martha Cleveland-Inneshttps://cjlt.ca/index.php/cjlt/article/view/28388The Academic Integrity Technological Arms Race and its Impact on Learning, Teaching, and Assessment2022-12-09T10:12:21-07:00Sarah Elaine Eaton<p>This essay discusses the technological arms race that has developed in response to academic cheating. The author highlights three technological advances that impact academic integrity, from oldest to newest: a) text-matching software, b) online exam proctoring software, and c) artificial intelligence and Large Language Models (LLMs). This essay argues that there is no “silver bullet” to preventing or investigating academic misconduct and that our ethical obligations for learning, teaching, and assessment must include a human focus to promote student success.</p>2023-01-21T00:00:00-07:00Copyright (c) 2022 Sarah Elaine Eatonhttps://cjlt.ca/index.php/cjlt/article/view/28371Editorial2022-10-27T16:36:53-06:00Mohamed AllyWeiyuan Zhang<p>This special issue of the Canadian Journal of Learning Technology contains articles presented at the <em>Rethinking Online Education in the Knowledge Society with Emerging Technology Symposium</em> jointly hosted by Beijing Normal University, Athabasca University, and Chongqing Open University in November 2021. The symposium was organized by the Chongqing Open University, China.</p>2022-11-29T00:00:00-07:00Copyright (c) 2022 Mohamed Ally, Weiyuan Zhanghttps://cjlt.ca/index.php/cjlt/article/view/28357Time Scarcity and Student Performance: Instructional Strategies for Busy Adult Online Students2022-09-12T20:16:27-06:00Melanie Holmes<p>Adult online college students often suffer from time scarcity, which results in a drain on cognitive capacity and executive function, thus lowering their ability to plan, reason, and multitask. Busy students often engage in tunneling, ignoring everything but the most pressing concern. To support these students, educators should recommend timelines for task completion and divide larger assignments into smaller tasks. To reduce feelings of time scarcity, classrooms should have a predictable rhythm of regular assignments, a clear syllabus, meaningful assignments, and no busywork. Allocating points for preparatory tasks affirms their value and demonstrates respect for students’ time. Educators can help students build slack into their schedules so that they can better navigate disruptions by recommending multitasking strategies, suggesting rules of thumb, highlighting key points in instructions, and distinguishing essential from non-essential resources. Better understanding the challenges of the busy adult online student can help educators more effectively support their success.</p>2023-04-20T00:00:00-06:00Copyright (c) 2023 Melanie Holmes