Introducing the Canadian Association for Distance Education
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.010 | 0.004 |
| Scholarly communication | 0.013 | 0.005 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.005 | 0.008 |
| Insufficient payload (model declined to judge) | 0.105 | 0.033 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".