Friday, September 17, 2021

Enabling Innovation from Idea to Impact

Here is an excellent article on innovation by Dan Breznitz and Daniel Trefler (paywall alert). In it, they correctly state the clear difference between invention and innovation. Canada is good at the former but lags at the latter. Where Canada lags is in what I've earlier called the transit of Intellectual Property (IP) - how to we manage the process to go from idea to invoice. This is about enabling innovation through public+private R&D partnerships. It is about being intentional about supporting the development of ideas through applied research and experimental development, two key areas of research, the latter of which is very often is overlooked.

The Ontario IP Action Plan is putting place needed resources to help disambiguate the distinction between invention and innovation, and to ensure that we have an economy of IP and innovation literate population skilled in all aspects of the continuum of R&D. This is a core plank in the system.

I have elsewhere outlined some work on Capacity and Contribution for Intentional Innovation, where we articulate the connections and the continuum from idea to invoice. A logic model depicting how we might start to think about how partners can enable intentional innovation is below. This is one way to start thinking about how we can scaffold research performers in the public and private sectors to play to their strengths and support inventions to achieve impact.

Here is an example of this in action, using the eCampuOntario platform mission model to put in place engagement models, and support partnerships for transformative effect:

Last year we piloted a model with the City of Toronto that connected City research needs with Toronto area colleges and universities. We worked with our research funding partners at Mitacs, OCI, NRC-IRAP, Magnet and SOSCIP to fast track the process. This successful model for municipal innovation is now a permanent feature of the City, as announced by Mayor Tory last November. The success of this was entirely because of the joint effort of a dedicated group of professionals who came together to make this happen.

And we're not done yet. Watch this space for more to come on platforms that enable innovation, from idea to impact


Research-Innovation: Capacity & Contribution Logic Model


Monday, August 9, 2021

Platform Mission Model

The eCampusOntario strategic framework is an integrated approach to providing the sector with the tools, resources and engagement needed for excellence in virtual learning and support for sector transformation. We are supporting the Ontario postsecondary education sector with a platform mission model that will lead to sustained and significant change in Ontario PSE. Our platform mission model is comprised of three components:

  • Transmission: Access to systems and shared services 
  • Transaction: Opportunity for engagement, collaboration and partnerships
  • Transformation: Vision and driving sector transformation to realize global leadership 

The eCampusOntario Platform Model is comprised of three interrelated components: 1.Transmission - Access to systems and shared services; 2. Transaction: Opportunity for engagement, collaboration and partnerships; 3. Transformation: Vision and driving sector transformation to realize global leadership


The eCampusOntario platform mission model accounts for the sudden and enormous shift in post-secondary education due to the COVID-19 pandemic, but also considers the longer-term evolution of virtual learning. 

Fundamentally, we are creating, in collaboration with our member institutions, the necessary learner and educator supports to foster rich, humanized, inclusive and successful educational experiences within the realm of virtual learning. In practice this means developing new programs, frameworks, services and support systems – our platforms – that address sector-wide challenges and provide creative opportunities for addressing these challenges. 

eCampusOntario’s central role and ‘honest broker’ status means we are extremely well positioned to lead and coordinate the development of these platforms for the benefit of all Ontarians.


Monday, May 17, 2021

The Virtual Learning Strategy Funds PSE Innovation

eCampusOntario is excited to be part of today's announcement about the Virtual Learning Strategy (VLS). The VLS is helping to chart a new path in postsecondary education at a time when online education has become so critically important.

Through our work together, our sector is preparing Ontario postsecondary institutions not just to succeed now, but also for the future. This investment is accelerating the transition from Emergency Remote Teaching that we saw at the beginning of the pandemic, to a future of high quality, purposeful digital learning that will ensure learners have access to education anytime, from anywhere. 

This important transition requires innovation and curriculum that is digital by design. This means designing for the 21st century learner and ensuring that content and community are accessible to all Ontarians, wherever they are, and whenever they want to learn. 

The future of learning is about supporting options for learners. Whether this be fully online or hybrid, and we want each semester to be the best one yet. 

The Virtual Learning Strategy enables lifelong learning so that learners can meet the needs of our rapidly evolving labour market at any stage of their careers. This means building digital fluency and the ability to navigate a digital learning and teaching environment. 

For the future of learning is the future of work. And that future is now.

We are collectively poised to help prepare Ontario for the next phase of virtual learning where what was born out of necessity now becomes an advantage.

eCampusOntario looks forward to working with Ontario’s Indigenous institutes, colleges, and universities and our partners over the coming months to create what will become an unprecedented wealth of virtual learning content. 

Check out vls.ecampusontario.ca and have a look at the almost 400 projects that have been funded to date under the Virtual Learning Strategy. You will find:

  • Innovative approaches to support our faculty and our learners and their success in digital learning;
  • Investments in the Digital Capacity of our Indigenous institutes, colleges and universities to create meaningful online learning;
  • Support for partnerships with Ontario educational technology companies to help them achieve the pedagogical proof points for their solutions to realize global markets; 
  • Digital Content that is using virtual reality and simulation for teaching complex skills in critical areas of the economy like healthcare and engineering; 
  • Wrap around supports for supporting Digital Fluency for diversity and inclusion, and student and faculty mental health; 
  • Content to teach Ontario students about Entrepreneurship, including Indigenous and Black Youth Entrepreneurship, and an Entrepreneurship for Creatives Micro-credential Program. These are great links to the provincial Intellectual Property Action Plan
  • Courses on Indigenous knowledge and language, and support for Francophone learners across Ontario; 
  • and Collaborative efforts to market Ontario postsecondary education as a destination, to the world. 

And there is more to come: Digital Delivery supports for system software licenses leveraging a collaborative common license; and ongoing Digital Capacity supports through the eCampusOntario Central Virtual Learning Platform to help our institutions continue to build best in class digital learning.

As we strengthen Ontario’s reputation as a global leader and testbed for innovation in teaching and learning, we also expand access for Ontario’s institutions to the global marketplace. In supporting our growing education technology sector here at home, we are sending the message: Buy Local. Think Global. 

When we support Ontario educational technology, whether this is emerging from our innovative faculty or our colleagues in industry, we are supporting excellence in teaching and learning. We are supporting the future of learning for Ontario. 

This generous funding from the Ministry could not come at a more opportune moment to provide new and innovative ways for Ontarians to access the education and training they need for jobs in the pandemic and post-pandemic economies.

The Virtual Learning Strategy has brought our sector together, to collaborate on the future of learning, for all learners.

We at eCampusOntario look forward to the considerable benefit that Ontario’s learners will gain from this important work.


Image of the Virtual Learning Strategy Project Results Lookbook






Monday, March 1, 2021

Micro-credentials: Education with no wrong door, no dead end

Friday saw over 530 people gather for the fourth annual eCampusOntario Micro-Credential Forum

This year’s Forum theme, Opening Doors for all Learners, featured a series of cross-sector conversations and perspectives focused on the voice of the learner. Our goal was to explore how we can support a flexible and accessible micro-credential ecosystem that ensures education access and opportunity for those in any stage of learning.


Micro-credentials offer “bite-sized” learning – stackable, short-duration, lower-cost, and adaptable learning that breaks down obstacles and improves access to education for all. A more detailed description is as follows:

A flexible and granular form of postsecondary education training of specific skills and competencies that are developed and offered in a partnership between one or more postsecondary institutions and one or more employers, that may be tailored towards a specific need or may be stackable together, tracking towards a larger recognized credential or certificate.

The day was kicked off with a welcome message from eCampusOntario Board Co-Chairs, Dr. Ann Marie Vaughan, President and CEO of Loyalist College and Dr. Steven Murphy, President & Vice-Chancellor of Ontario Tech University, and the Honourable Ross Romano, Minister of Colleges and Universities. 

Minister Romano emphasized that micro-credentials are evolving but here to stay, and they must be stackable and trackable: focusing on recognizable skill & knowledge development that tracks and building toward other credentials. They must meet the needs of Ontario learners and industry. Minister Romano outlined how micro-credentials offer lifelong learning opportunities for Ontarians who need to retrain and upskill, and allow lifelong learning to be delivered in ways that are realistic for those who need it, such as mid-career workers: where and when they need it, outside of the traditional 2 & 4 year fulltime enrolment model.

Some highlights of the day:

  • A panel of learners started the day and articulated how micro-credentials offer important ways to demonstrate their job-ready skills and versatile access to education. 
  • This was followed by an industry perspective panel in which discussion focused on the importance of education that is responsive to the labour market and how micro-credentials create value for lifelong learning and labour mobility. In creating micro-credentials and educational pathways we need to be intentional about not creating any ‘dead ends’ – this is the stackable component that enables learners to continually build on their skills and competencies. 
  • Representatives from Indigenous institutes, colleges and universities outlined the need for transparent connection points across the ecosystem. In this new realm of education, learners are curators of their experience; educators are stewards of that experience. 
  • The faculty perspective emphasized the role of contextual knowledge and the need to provide education that is both transactional and transformational. 
  • An overview of research that eCampusOntario is conducting with the Diversity Institute unpacked what unbundling might look like vis-à-vis our traditional structure of diplomas and degrees. In looking at this we need to dislocate ourselves from the past in order to allow ourselves to visualize what education could be in the future.
  • An overview of connected systems and the policy landscape featured panelists outlining the competency approach to education and reinforcing how micro-credentials enable access: there can be different entry points to learning.
  • The final panel on Equity, Access and Lifelong Learning emphasized the disruptive nature of the moment that micro-credentials are ushering in, and the importance of Open credentials, open frameworks, and open recognition.

Over the past four years, eCampusOntario has funded 36 pilots and developed a Micro-credential Framework – a nimble skills recognition model that supports the development of verifiable, labour market relevant micro-credentials that support lifelong learning.

Micro-credentials will be essential in the post-pandemic effort to retrain and support displaced workers, and to sustain the dramatically changing needs of Ontario industry.

What has struck me most about the multiple perspectives that were shared is the sense of shared interests, and our capacity to work together to build educational options. Whether micro-credentials are delivered online or in person, the future needs to be about access and options.  Learners need access to education that leads to meaningful lives and full social and economic participation in society. Learners need the option to pursue learning when and where they need or want to. To have access to learning that recognizes and builds on what they know. To be able to choose learning opportunities that will help prepare them for what will come next.

The necessity of today is the potential of tomorrow: Education for access, equity, and opportunity.


Head on over to micro.ecampusontario.ca for more information on our framework, the pilots, and our ongoing research. And check out our video: Micro-credentials: Opening Doors for all learners.








Monday, November 9, 2020

Connecting Partners for COVID-19 Response and Recovery

Today marked the announcement of a new research partnership model developed in partnership with the City of Toronto, the 8 Higher Education Institutions (HEIs) in the Greater Toronto Area, eCampus Ontario, along with our research funding partners Mitacs, OCE, NSERC, NRC-IRAP and Magnet. The announcement was conducted by Mayor John Tory, Parliamentary Secretary to the Minister of Research and Innovation Ali Ehsassi, and Minister of Colleges and Universities Ross Romano. 

When COVID-19 struck the City of Toronto and the eight Higher Education Institutions (HEIs) in Toronto started working together to support Toronto rebuild and recovery efforts. This includes mobilizing the capacity of the faculty and students at GTA HEIs to support capacity development for the City of Toronto and GTA businesses. The City of Toronto Mayor’s Task Force for Economic Support & Recovery — HEIs, led by Councillor Jennifer McKelvie, convened the Academic Institutions Task Force. One key remit of this Task Force was to develop partnerships between HEIs and the City of Toronto to support local businesses and organizations. In order to meet this objective, the partnership model was put forward as a solution to rapidly connect the expertise in the HEIs to City of Toronto COVID-19 research needs.

Under the direction of Manjit Jheeta, Director, Toronto Office of Partnerships, the eight GTA HEIs established the Toronto Collaboration Platform (TOCP) to support City of Toronto recovery and rebuild efforts, leveraging the design work conducted to date. The Collaborative helped to source faculty and student experts from across the eight HEIs to support City of Toronto staff in addressing important and urgent project needs.

An important facet of this partnership is that students are participating in all aspects of projects, from conducting the R&D activities under the supervision of our expert faculty, to project management, teamwork and communications. Students are paid as research assistants, and also receive a micro-credential as part of their participation.

It was a natural fit for eCampusOntario to help coordinate this important technology-enabled effort between three levels of government and Toronto’s colleges and universities. We are connecting our city’s best expertise to help mitigate the impact of COVID 19 on its citizens.

eCampusOntario not only helps bring together partnerships like these, but also designs and manages the technology that connects our brightest higher education researchers with our municipal leaders.

As the convenor for Ontario post-secondary education, eCampusOntario helps connect and support this kind of research and experiential learning that is essential to help in our province’s pandemic recovery.

Together we can build effective solutions for our current challenges that will help create jobs and keep people safe.

Read more about these projects on the City of Toronto website.

More information on the innovative Toronto Collaboration Platform is at this website.





Tuesday, October 20, 2020

Virtual learning is real learning

Sharing my TESS 2020 opening remarks as we kicked off TESS2020 today. If you missed day 1 you can catch some of the presentations on our social – it was an exemplary day.

Image of TESS Conference logo

Thank you for joining us at The Technology and Education Seminar and Showcase 2020!

We at eCampusOntario are delighted you’ve taken the time to be part of TESS this year. I’d like to extend a special welcome to our colleagues from Kenjgewin Teg, who recently joined eCampusOntario as our 46th member and, significantly, our first member Indigenous Institute. 

As Lutfiyya and Daniel have said we have a great lineup – discussions, panel presentations, and breaks with a variety of entertainment. We have benefitted from support and help from many people – not the least of which is our fantastic team who have worked behind the scenes to make this event what it will be. We are also indebted to Jennifer Gordon from Humber College who provided key input and advice on running a virtual conference – thanks Jennifer. 

In this virtual conference we are all convening from different places. This is one of the things that makes the online environment special. The land acknowledgement Daniel read is an important way for us to begin our proceedings-- and we can build on today’s acknowledgement. Each of us can acknowledge the traditional territories from which we join the event today. To do this, I’ll ask you to go to the site posted in the chat

https://native-land.ca/territory-acknowledgement/

and find out which traditional territories you are on. Then please share this with everyone through the chat. 

I happen to be in east Toronto: the traditional territories of the Haudenosaunee, the Anishinabewaki, the Mississaugas of the Credit First Nation, part of the larger Mississauga nation. I’ve lived in many places in Canada, and was born in Saskatchewan, on Treaty 4 territory, traditional home of the Cree, Blackfoot and Sioux. 

It is important to acknowledge our relationship to the land and those that have lived here before us. Doing so is an important reminder of our responsibility to the Truth and Reconciliation Commission Calls To Action.

This social context informs our work. It includes the imperative to join the fight against anti-Black racism and anti-BIPOC racism, and to support Equity, Decolonization, Diversity and Inclusion in everything we do. 

Above all, we can seize this moment to rebuild and support an environment that prioritizes inclusion, representation and voice. 

Taking time to remember and invoke the land outside is an important way to remind ourselves that our lives are so much more than technology at a time when so much (including this conference) is mediated by screens. 

This is a significant time for all of us. We collectively have been navigating unprecedented changes due to COVID 19. We know that the pandemic has disproportionately affected those already experiencing marginalization. And so our theme this year – Humanizing Learning – is an appropriate way to think about the ways in which we can work together to make learning as human as it can be.

Because most of us are now teaching and learning online as our default mode, we are navigating the different tools and approaches we can use to help ensure our online courses are as engaging as our face to face ones. 

We have to remember a very important point: Virtual learning is real learning

Many of you joining us today are leaders in creating innovative, interactive and above all high-quality online learning experiences that result in meaningful learner engagement. We have the ability to ensure not only that our learners can access these quality experiences, but they can do so as part of their lifelong learning journey.

The online learning experiences continue to get better and better, precisely because we convene at conferences like this and share our stories, our successes, and our failures. These events – virtual or otherwise, are important conduits for our own professional development, that in turn have positive effects on our collective ability to model learning as an active way of engaged living. 

Our sector – with rest of the world – went through a sudden pivot when the pandemic first hit. You are all to be commended for navigating this sudden turn. The work we have done together over the past five years provided our sector with guidance and leadership on creating quality online learning environments, which greatly benefited this sudden shift to remote learning.

We now turn to the challenge of scale: how do we build on the work we have done, to continue to provide high quality learning environments that generate enthusiasm, engagement, and a sense of connection in our learners. We can do this by embracing the principles of human centred design that remind us to put the needs of the learner and the social contexts in which we all live at the centre of our curriculum design. 

So welcome to TESS 2020 – I am certain you will enjoy the program!


Thursday, October 15, 2020

The Future is Micro: Learning that is developmental, iterative, and experiential

Micro-credentials are having their moment. For those of us who have been working with them for some time it seems like this has been a moment a long time coming. 

I’ve been giving micro-credentials a lot of thought lately as we here at eCampusOntario start to ramp up our work in the space. Our micro-credentials Framework offers a highly useful guide to implementing these, and has been used by the 36 pilots we have funded across a range of industries. And the eCampusOntario fourth annual micro-credential forum will take place in February 2021: have a look at the 2020 Forum re-cap page to learn more. 

Micro-credentials offer iterative and agile ways for learners to mark milestones in their learning journey. In an ideal world these will always ladder into successive credentials that enable learners to build on their knowledge and skills throughout their lifetime. We already have models of practice for this in the ways that we can transfer from diplomas to degrees.

If I think about the credentials I have earned that have formal recognition these are broken into two types: those that have been part of a laddered series of credentials (BA, MA, PhD) that form the basis for my formal education, and those that I have earned through professional development that I have earned throughout my career. These credentials have been developmental, and iterative

Formal credentials earned by (bottom left to right) UNBC, Queen's University, University of Toronto; (top left to right) MIT, University of Windsor, Kellogg School of Management
The path from formal credentials to professional development

But learning is much more than formal programming, as important as this is. Informal learning has played (and continues to play) a significant role in my developmental journey. In this sense my formal credentials are complemented by the experiential aspects of service to my community and my participation in communities of practice. This experiential learning is significant as it represents the wider constellation of experiences I have had that have all contributed in meaningful ways to my overall professional development, and my development as a human being. 

Image showing the logos from the universities where I have earned formal credentials surrounded by logos of institutions for whom I have done service, and so have learned from
The constellation of credentials and experiential learning

I had the occasion yesterday to catch up with a colleague with whom I worked many years ago. We were discussing micro-credentials and reminiscing about when we first connected on these back in 2012. And last week I was interviewed by my friend and colleague Laurie Harrison as part of our upcoming TESS conference (next week! Register here). We chatted about the work we used to do together (I worked for Laurie at the Adaptive Technology Resource Centre back in the early 2000s). This included creating short, online courses for teachers working to integrate people with special needs in the classroom as part of the Special Needs Opportunity Windows (SNOW). We didn’t call these micro-credentials at the time, but that’s what they were. 

The difference now is that we are working as a system (or set of systems) to more rigorously stand up micro-credentials as viable pathways to learning, be this for formal or informal learning, as well as for reskilling and retraining. This latter point is very key to helping our society in the pandemic rebuild and recovery. There have been many people laid off, furloughed or otherwise under- or unemployed, including due to changes being wrought because of automation. Micro-credentials offer a viable and valid model for ensuring that learners can access vital learning to support career progression and transition. Scaffolding learning in this way helps us ensure our recovery and rebuild is as inclusive as can be.

There is much work to be done on micro-credentials, and eCampusOntario is here to help. I am confident that we can work together to ensure access to education as part of our role in supporting the postsecondary system. As our SXD Lab puts it: our goal is to promote and enable purposeful learning for a meaningful life through the ongoing development of prepared citizens to participate meaningfully in the economy.