Childs, Elizabeth
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Elizabeth Childs is interested in the design, creation and implementation of flexible learning environments that incorporate the affordances of information and communication technology (ICT) and provide learners with increased choice, flexibility and opportunities for co-creation. With expertise in educational technology, instructional design, adult education and online learning, her research interests include topics such as the changing face of distance education; models for online synchronous problem based learning; creation of online communities and digital habitats; the use of social media in problem based learning environments; and, models for professional development. Childs consults nationally and internationally in the areas of online and blended learning, online communities, professional learning, instructional design, and capacity development for technology enabled learning environments. She has worked with client groups across K-12, post secondary, government and industry to develop and implement blended learning environments and online learning communities in their organizations. The majority of projects that she has been involved in were done at a distance and online project teams are the predominant way in which Elizabeth collaborates with others to complete projects. She is looking forward to her role as core faculty in SET for the MA in Learning and Technology program. Childs holds a PhD in Educational Technologyfrom the University of Calgary. Her dissertation topic was The Impact of Online Professional Development on Teaching Practice: A Case Study. She holds a master of education in Educational Technology from the University of Calgary. Her master’s topic was A Learning Centre: On the Path to a Learning Organization: A Conceptual Framework for Development. She also holds a Bachelor of Education (junior-intermediate science education and art) and a Bachelor of Science from Queen’s University.
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Recent Submissions
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Developing a university learning, teaching and research framework through practice conversations
(Journal of Applied Research in Higher Education, 2021)This project engaged faculty, students, alumni, and staff in re-visioning their university’s learning, teaching, and research framework. An extensive consultation process allowed participants to explore, discuss, and ... -
Fostering openness within a higher education institution: Tensions, opportunities and a work in progress
(Brill | Sense Publishers, 2020)At our institution, the authors have engaged in open practices and have sought to promote a culture of openness. In this chapter, we discuss factors that we have identified as fostering a culture of openness at school, ... -
Exploring social immediacy/intimacy in fully online learning communities through synchronous tools
(EdMedia+ Innovate Learning, 2018)Facial expressions and body language lie at the heart of the way we convey the emotional content of our interactions. The degree to which these aspects are negated in online learning environments is currently a point of ... -
Learning outcomes and program mapping: Tools for transparent assessment
(EdMedia+ Innovate Learning, 2018)Program mapping (PM) provides a method to examine curriculum alignment, the assessment of learning outcomes, and to determine if program goals are aligned to learning activities and assessments. At a higher education ... -
Self-assessment of online participation: Using a reflective approach to enhancing student experience
(E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2017)The use of online technology in education continues to grow (Canadian Virtual University, 2012; Kanuka, 2008; White, Warren, Faughnan, & Manton, 2010) and student engagement is critical to their successful achievement of ... -
Team and community building online: Using technology to enhance the student experience
(EdMedia: World Conference on Educational Media and Technology, 2016)With the ongoing move toward blended and team-based learning in post secondary education, there is a need for greater understanding of how to support virtual teams in their work and as they build learning communities online. ...