Introducing the Canadian Association for Distance Education
Notice bibliographique
Résumé
As President of the Canadian Association for Distance Education (CADE), I am very excited to introduce USDLA readers to CADE and to explore together some of the opportunities and challenges facing distance educators. I welcome readers’ feedback and look forward to facilitating this conversation between CADE and USDLA members.CADE is a national voice for innovators in learning. The organization was established in 1984 by a group of dedicated distance educators who saw the potential benefits of working collaboratively to support research while building an organization that could build capacity and support a community of practice. The goal of CADE is to embrace a pan-Canadian vision including members from our two official linguistic communities, both urban and rural members, and a broad mix of educators from diverse sectors. CADE’s membership includes university, college and K-12 educators as well as representatives from government, the private sector, and the international community. Increasingly, the diversity of CADE members reflects the changing landscape of the field of distance education nationally and globally.CADE members have repeatedly stated that the refereed Journal of Distance Education is a highly valued publication. Published twice annually, the journal has chronicled the growth of e-learning within the field of distance education and increased readers’ knowledge of new research and emerging trends. The journal is now available on the CADE Website as well as in a paper format.CADE hosts an annual conference every spring at a different location across Canada. The event attracts CADE members along with an increasing number of international delegates. The theme of the 2004 conference, “Pioneers in a New Age,” was evident in the numerous presentations that focused on the changing landscape of distance education as more and more educators embrace practices first pioneered in distance environments. In networking sessions, members described themselves as pioneers in a “familiar but different” world where concepts related to online technologies and distance education continue to evolve. As one recent participant noted in her evaluation “the sessions were fabulous—well presented” while another commented on the quality and applicability of the sessions within the conference program.CADE has undertaken a creative professional development program including “Wise and Witty Wednesday” teleconferences held on a monthly basis. The teleconferences average 2 hours and feature guest speakers from across the distance education spectrum. The teleconferences, linking sites across North America, provide members with an opportunity to hear from leaders in the field as they tackle the day-today issues common to many of us.A second innovative professional development program, “Virtual Vendor Sessions,” has proven to be very popular. Offered as monthly teleconferences, the sessions provide participants with an opportunity to learn from vendors about new products and/or services. Recent sessions have focused on emerging learning management systems, new Internet-based collaborative software, and conferencing software solutions. For additional information, visit our Website at http://www.cade-aced.ca/CADE is committed to addressing the needs of Canadian distance educators. Increasingly, the organization is focused on establishing synergistic partnerships and working collaboratively to build capacity within the field of distance education. CADE Board members seek new opportunities to work with USDLA on common goals and strategic directions. An initial “first step” resulted in the exchange of membership privileges among selected board members, and dialogue continues on possible next steps. The CADE Conference organizing committee is now working with USDLA executive members to plan sessions to be offered at the 2005 conference to be held in Vancouver, British Columbia (May 811).In closing, I welcome readers’ feedback on these initial comments and I look forward to your thoughts on how to build synergies between CADE and USDLA in the future.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,004 |
| Études des sciences et des technologies | 0,010 | 0,004 |
| Communication savante | 0,013 | 0,005 |
| Science ouverte | 0,003 | 0,007 |
| Intégrité de la recherche | 0,005 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,105 | 0,033 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».