1 Audiences, Content, and Strategies for Distance Programming in Remote Alberta Communities A Vision and an Initial Assessment Pat Fahy & Nancy Steel Athabasca University ADETA Conference, Edmonton 18 October 2007 Mayfield Inn

2 Origin of the Learning Communities Project  Athabasca University model: distance education university offering supported online learning (with some “paced” elements).  Other models rejected; DE ideal for remote and rural communities, especially for camp residents.  Project funded by a donation from Canadian Natural. –Develop people, wants competitive advantage. –Do well while doing good.

3 Project chronology  April 2006 – initial planning meetings  November 2007 – Budget vetted, tentatively approved  April RF and PM hired  September 2007 – first “launch”  January 2008 – first report due  2010 – project ends

4 Project principles 1.Focus on 4 targeted audiences: camp workers, northern and rural residents, aboriginals 2.Develop partnerships to provide access to range of target groups, based on ongoing assessment of needs, interests, and preferences a. Partners must share “distance” philosophy a. Partners must share “distance” philosophy 3.Communities contribute access, time, expertise, and material support

5 Project objectives To transform the workplace and communities.To transform the workplace and communities. To address personal goals with respect to career advancement and achievement.To address personal goals with respect to career advancement and achievement. To work out new ways of creating learning communities in rural and remote areas.To work out new ways of creating learning communities in rural and remote areas. (For corporate sponsors): To address problems attracting and retaining skilled workforce.(For corporate sponsors): To address problems attracting and retaining skilled workforce.

6 Project Activities 1.Investigate and address learning needs of employees. 2.Investigate and address the learning needs and preferences of selected rural and remote communities. 3.Conduct on-going project evaluation, continuing needs analysis. 4.Conduct a literature review. 5.Report regularly on project outcomes. 6.Contribute to peer reviewed journals. 7.Pilot test mobile learning.

7 The labour market backdrop to the LCP  Urgent need for highly skilled workforce: –Current shortage of skilled workers, especially in the northern Alberta oil sands operations –Need to develop untapped labour pools – Aboriginals, immigrants –Need for young, highly skilled workers to replace retiring workers - mentorship –Labour force skill levels impact workplace productivity and Canada’s ability to compete in global market

8 Social backdrop to the LCP  Urgent need for highly skilled citizens: –Individuals’ skill levels affect their income levels, employment prospects, and ability to use technologies. –Individuals’ skill levels affect their ability to participate in formal and informal learning, adapt to change, and participate in their communities –In short, individuals’ skill levels affect their personal well being and the well being of society The aim of the LCP is to develop people in communities and the workplace. –Learning a Living: First results of the adult literacy and life skills survey XWE-part1.pdf XWE-part1.pdf XWE-part1.pdf

9 Distance education for LCP  Availability of Supernet at CAP sites in remote and rural communities  Internet connectivity at Canadian Natural, Horizon site  “Bloom where planted”

10 Current project progress  Literature review –Statistics Canada –Organization for Economic Cooperation and Development –Canadian Council on Learning  Chronology of events, inquiry tracking  Four “occasional reports” circulated

11 Recent activities  Project launches at 3 work camps at Canadian Natural, Horizon site –5 work camps housing approximately 500 – 2000 residents, each –Approximately 10,000 workers on site, mostly construction contractor workers and other trades people –Union & non-union workers, primary union is the Christian Labour Association of Canada

12 Recent activities  Study of current adult education learning opportunities in selected remote and rural communities –Baseline information (intended first paper)  M-learning planning

13 Key findings to date 1.Potential students’ needs and interests vary greatly, and are influenced by their occupation. 2.In camps, distance delivery is viewed positively. a.However, computer access among workers at the Horizon site is uneven. 3.So far, expressed learning interests are uniformly related to career enhancement or advancement.

14 Current challenges and issues  Tracking LCP registrations at AU and other education institutions  Educating some potential students about distance education  Need to create a customized “course catalogue” for the project  Determining the role, viability of m-learning for the target audiences

15  Pat Fahy –  Nancy Steel –

16  Learning a Living: First results of the adult literacy and life skills survey XIE/ /pdf/ XWE-part1.pdf XIE/ /pdf/ XWE-part1.pdf XIE/ /pdf/ XWE-part1.pdf  The Well Being of Nations, OECD

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