Educator-in-Residence Programme

About EiRP

The international higher education landscape is becoming more complex because of factors such as ever greater internationalisation, the increasing diversity in and numbers of students, exponential growth in the use of information technology in education, the insights of the learning sciences as to how learning works, and increased governmental demands for accountability and productivity. In a global, research-intensive university such as NUS, which values high quality education, it is important that faculty members, students, and administrators get the opportunity to engage with internationally recognised thinkers and practitioners of higher education.

The Educator-in-Residence Programme (EiRP) is a CDTL initiative that aims to foster dialogue between the NUS academic community and distinguished educators from around the world. Through this programme, CDTL aims periodically to invite esteemed educators to NUS for extended periods of time and have them interact with academics, graduate and undergraduate students, and educational leaders on matters that are of interest to them. The EiRP features a public lecture that is funded by the Ruth Wong Memorial Fund; staff and student seminars, roundtables, and workshops; as well as informal small-group discussions.

CDTL hopes that the NUS community will strongly support the EiRP and benefit from these evidence-based discussions on learning and teaching. In this way, NUS will be able to maintain and indeed enhance its position at the cutting edge of educational practice, research and innovation.

Educator-in-Residence 2022

Professor Martha Cleveland-Innes

Martha CLEVELAND-INNES, Professor of Open, Digital, and Distance Education at Athabasca University, Editor-in-Chief of the bilingual Canadian Journal of Learning and Technology, is this year’s Educator-in-Residence (EiR) Scholar. Martha is instructor, co-designer, and researcher for the open online courses Blended Learning Practice and Leading Change for Teaching and Learning in a Digital World. She will engage with CDTL and NUS from 12 September to 9 December 2022. The activities for this EiRP will be conducted fully online.

During her residence, Martha will deliver the EiRP-Ruth Wong Memorial Lecture on Education on 18 November 2022 and a keynote at the Higher Education Campus Conference on 7 December 2022. She will also conduct a workshop for NUS colleagues. More details about the lecture, keynote and workshop will be announced via email in the weeks ahead.

In addition to offering the lecture, keynote and workshop, Martha will participate in a range of activities on campus. Besides meeting with members of NUS senior management, Martha is happy to meet groups of colleagues who may wish to engage her on specific issues relating to education.

If you wish to engage Dr Martha CLEVELAND-INNES as a group or on an individual basis, please contact our EiRP coordinators, Mr Alan SOONG and Ms NG Cheng Cheng.

Educator-in-Residence Programme - Ruth Wong Memorial Lecture on Education 2022

The story of blended learning: An evolution of higher education through teaching, learning, and technology

18 Nov 2022 (Friday) | 9.30am – 10.30am

The session will be conducted fully online via Zoom

Synopsis

Blended learning can be seen as either simple or complex. At its simplest, blended or hybrid learning is the combination and integration of classroom face-to-face learning experiences with virtual, technology-enabled learning experiences. Combining the strengths of synchronous (either in-person or online) and asynchronous (text-based interaction and access to digital materials) provides an attractive range of teaching and learning activities. More complex is considering the additional pedagogical approaches that serve as the foundation of online learning. This public lecture will provide a review of how definition and design of blended learning have evolved, with information about the range of pedagogical choices available in this blend of in-person and virtual teaching and learning opportunities. Just as no two blended courses are alike, there are many design possibilities and applications. In this presentation and discussion, you will hear of a framework for making decisions based on constructivist and collaborative approaches that provide authentic learning experiences for knowledge review and application. Blended learning, supported by pedagogy and technology, can create high levels of engagement, interaction, relationality, and learning outcomes.

About Martha CLEVELAND-INNES

Dr. Martha Cleveland-Innes is Professor of Open, Digital, and Distance Education at Athabasca University. She is the Editor-in-Chief of the bilingual Canadian Journal of Learning and Technology and the author of The Guide to Blended Learning. Martha is instructor, co-designer, and researcher for the open online courses Blended Learning Practice and Leading Change for Teaching and Learning in a Digital World. The 2^nd edition of Introduction to Distance Education: Teaching and Learning in a New Era, which she co-edited, was released by Taylor & Francis in 2021. This same publisher will release The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry, co-edited by Martha, in late 2022. She has held major research grants supporting research on the digital technology-enabled student experience. In 2019 Martha received an Honorary Doctorate from Mid-Sweden University and the Leadership Award from the Canadian Network for Innovation in Education. She is currently a member of the Advisory Group for Digital Literacy with the B.C. Ministry of Advanced Education and Visiting Professor of Pedagogy at Mid-Sweden University. For more information, see https://www.athabascau.ca/humanities-and-social-sciences/our-people/martha-cleveland-innes.html

Education:
Martha received her Ph.D. in Education with a specialization in higher education administration. Her dissertation research topic was Socialization and Approaches to Learning. She also holds a Master of Arts in Sociology (thesis title: Adult Student Attrition).

Research Interests:

Martha’s research interest areas include (1) online and blended learning, (2) communities of inquiry, (3) higher education reform and lifelong learning, and (4) leadership in digital education.

Awards

Awards:

Co-applicant with Dr. Nathaniel Ostashewski 2022

“Community of Inquiry Assessment in Open Digital Spaces”

Athabasca University IDEA Laboratory Research ($7,000).

Co-applicant with Dr. Connie Blomgren 2022

“Global viewpoints on Open Educational Resources for Blended Learning”

Athabasca University IDEA Laboratory Research ($7,000).

Honorary Doctorate 2019

Mid-Sweden University

Best Paper Award Nomination 2019

Cleveland-Innes, M., Feng, X., Garner, A., Jaldemark, J., & McKenzie, G. (November, 2019). Assessing emotional presence in Communities of Inquiry: From the instructors point of view. Paper resented at the International Consortium of Distance Education Conference, Dublin, Ireland.

Leadership Award - Canadian Network for Innovation in Education, 2019

Co-researcher with Drs. Jennifer Lock and Sawsen Lakhal 2019

“The heutagogical bridge: Blended study to technology-enabled lifelong learning”

Academic Research Fund Athabasca University ($8000)

SSHRC Impact Award Nomination – Athabasca University, 2017

Co- researcher with Dr. Anna McLeod and Olga Kits 2016

"Becoming a professional through distributed learning: A sociomaterial ethnography"

Social Sciences and Humanities Research Council of Canada ($314,474)

Visiting Researcher , KTH Royal Institute of Technology, Stockholm, Sweden 2011-2013

Finalist – Best Paper Award 2014

Cleveland-Innes, M. & Gauvreau, S. (October, 2014). Faculty role change: Adjustment to the influence of online teaching and learning. Paper presented at the European Distance Education Network Research Workshop, Oxford, England.

Finalist – Best Paper Award 2014

Cleveland-Innes, M., Stenbom, S., & Hrastinski, S. (October, 2014). The influence of emotion on cognitive presence in a case of online math coaching. Paper presented at the European Distance Education Network Research Workshop, Oxford, England.

Co-researcher with Drs. Parker and Ostashewski 2014

“Understanding the experience of learning to learn online: A MOOC designed for novices.”

Athabasca University Mission Critical Research Fund ($6,000)

Co-researcher with Drs. Briton, Gismondi, and Ives 2013

“MOOC instructional design principles: ensuring quality across scale and diversity.”

Bill and Melinda Gates Foundation ($13,846)

Research Principal 2013

“Community of Inquiry research integration and practice alliance.”

Athabasca University Mission Critical Research Fund ($6,000)

Finalist – Best Paper Award 2012

Cleveland-Innes, M., Ally, M., Wark, N., & Fung, T. (October, 2012). Emotional presence and mobile learning: Learner-driven responses in a wireless world. Paper presented at the European Distance Education Network Research Workshop, Leuven, Belgium.

Guest Professor, KTH Royal Institute of Technology, Stockholm, Sweden 2011-2013

Craig Cunningham Memorial Award for Teaching Excellence 2011

Athabasca University

Research Principal 2011

“Faculty perspectives on teaching with new technology: Uncovering a possible case of unrealistic expectations.”

Social Sciences and Humanities Research Council of Canada ($39,015)

Co-researcher with Dr. Mohamed Ally 2010

“Using mobile communication devices to support online learning communities”

Social Sciences and Humanities Research Council of Canada ($62,687)

Finalist – Best Paper Award 2010

Cleveland-Innes, M. & Gauvreau, S. (October, 2010). Online support for online graduate students. 6th European Distance Education Network Research Workshop, Budapest, Hungary.

Research Principal 2010

“Leadership in open and distance higher education.”

Athabasca University Mission Critical Research Fund ($6,000).

President’s Award for Research and Scholarly Excellence 2010

Athabasca University

Selected Publications

Books

Cleveland-Innes, M., Stenbom, S., & Garrison, R., Eds. (in process). The design of digital learning environments: Online and blended applications of the Community of Inquiry. Routledge.

Cleveland-Innes, M. & Garrison, D. R. (2021). An introduction to distance education: Understanding teaching and learning in a new era, 2^nd edition. New York, N.Y.: Routledge. Retrieved from https://www.routledge.com/An-Introduction-to-Distance-Education-Understanding-Teaching-and-Learning/Cleveland-Innes-Garrison/p/book/9781138054417

Cleveland-Innes, M. (2018). Guide to blended learning. Vancouver, BC: Commonwealth of Learning. Retrieved from http://hdl.handle.net/11599/3095

Ostashewski, N., Cleveland-Innes, M., & Howell, J., Editors. (2016). Handbook of research on optimizing K-12 education through online and blended learning. Hershey, PA.: IGI Global. DOI: 10.4018/978-1-5225-0507-5

Vaughan, N., Cleveland-Innes, M. & Garrison, R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Alberta, Canada: AU Press. Retrieved from https://www.aupress.ca/books/120229-teaching-in-blended-learning-environments/

Book chapters

Telli, E., Sarsar, F. & Cleveland-Innes, M. (2022). Emotional presence in online learning. In Durak, G. & Çankaya, S. (Eds), Managing and Designing Online Courses in Synchronous and Asynchronous Environments. Hershey, PA: IGI Global. DOI: 10.4018/978-1-7998-8701-0.ch017

Cleveland-Innes, M., Ostashewski, N., & Wilton, D. (2020). Understanding TELMOOC design and the learner experience. In Technology-Enabled Learning: Policy, Pedagogy and Practice, Vancouver, BC: Commonwealth of Learning. Retrieved from http://hdl.handle.net/11599/3655

Cleveland-Innes, M. (2020). The Community of Inquiry theoretical framework: Designing collaborative online and blended learning. In Helen Beetham and Rhona Sharpe (Eds.). Rethinking pedagogy for a digital age: Designing for 21st century learning, Chapter 5. Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781351252805-6/community-inquiry-theoretical-framework-martha-cleveland-innes

Cleveland-Innes, M. (2020). Student demographic change and pedagogical issues in higher education. In Slowey, M., Schuetze, H., Zubrzycki, T. (Eds)., Inequality, Innovation and Reform in Higher Education. Lifelong Learning Book Series, Vol 25. Springer, Cham. DOI: https://doi.org/10.1007/978-3-030-28227-1_11

Cleveland-Innes, M. & Ostashewski, N. (2019). MOOCs: Past, present, future. In M. Ally, Ed. MOOCs of Malaysia. New York, NY: Routledge. Retrieved from https://www.routledge.com/The-Impact-of-MOOCs-on-Distance-Education-in-Malaysia-and-Beyond/Ally-Embi-Norman/p/book/9780367661281

Mishra, S., Cleveland-Innes, M., & Ostashewski, N. (2019). Capacity building of teachers: A case study of the technology-enabled learning massive open online courses. In K. Zhang & C. Bonk (Eds.), MOOCs and open education across emerging economies: Challenges, successes, and opportunities. New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780429398919-17/capacity-building-teachers-sanjaya-mishra-martha-cleveland-innes-nathaniel-ostashewski

Cleveland-Innes, M., Garrison, D.R., & Vaughan, N., (2018). The Community of Inquiry theoretical framework: Implications for distance education and beyond. In Michael G. Moore (Ed.), Handbook of Distance Education. New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315296135-6/community-inquiry-theoretical-framework-martha-cleveland-innes-randy-garrison-norman-vaughan

Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Online coaching as teacher training: Using a relationship of inquiry framework. In Ostashewski, N., Cleveland-Innes, M., & Howell, J. (Eds.), Handbook of research on optimizing K-12 education through online and blended learning. Hershey, PA. IGI Global. DOI: 10.4018/978-1-5225-0507-5.ch001

Cleveland-Innes, M., Hrastinski, S., Balter, O., & Wiseman, C. (2015). Faculty, teaching with technology, and leadership. In Ally, M. (Ed.), International Handbook of eLearning. Hershey, PA., IGI Global. DOI: https://doi-org.libproxy1.nus.edu.sg/10.4324/9781315760933

Cleveland-Innes, M. (2013). Teaching in an online community of inquiry: Student, faculty, and institutional adjustment in the new higher education. In Akyol, Z. & Garrison, R.D. (Eds.) Educational communities of inquiry: Theoretical framework, research and practice, (pp. 389-400). Hershey, PA, USA: IGI Global. DOI: 10.4018/978-1-4666-2110-7.ch019

Reports

Cleveland-Innes, M., Ostashewski, N., Wilton, D., & Jensen-Tebb, C. (2022). Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World. Retrieved from http://oasis.col.org/bitstream/handle/11599/4060/2022_Cleveland-Innes_Ostashewski_MOOC_Leading_Change_Teaching_Learning_Digital_World_Report.pdf?sequence=1

Cleveland-Innes, M., Ostashewski, N., Wilton, D., & Jensen-Tebb, C. (2022). Report of the Massive Open Online Course on Blended Learning Practice. Retrieved from http://hdl.handle.net/11599/4050

Relevant peer reviewed journal articles

Håkansson Lindqvist, M. , Mozelius, P. , Jaldemark, J. & Cleveland-Innes, M. (submitted). Higher education transformation toward lifelong learning in a digital era - A systematic literature review. Higher Education and Lifelong Learning.

Lock, J., Lakhal, S., Cleveland‐Innes, M., Arancibia, P., Dell, D., & De Silva, N. (2021). Creating technology‐enabled lifelong learning: A heutagogical approach. British Journal of Educational Technology, 52(4), 1646-1662. DOI: https://doi.org/10.1111/bjet.13122

Cleveland-Innes, M., Gauvreau, S., Richardson, G., Mishra, S., & Ostashewski, N. (2019). Benefits and challenges of technology-enabled learning using the Community of Inquiry theoretical framework. International Journal of E-learning and Distance Education 34(1). Retrieved from: http://www.ijede.ca/index.php/jde/article/view/1108

Matheos, K., & Cleveland-Innes, M. (2018). Blended learning: Enabling higher education reform. Revista Eletrônica de Educação, 12(1), 238-244. DOI: https://doi.org/10.14244/198271992524

Hrastinski, S., Cleveland‐Innes, M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills. British Journal of Educational Technology, 49(1), 127-136. DOI: https://doi.org/10.1111/bjet.12525

Stenbom, S., Cleveland-Innes, M., & Hrastinski, S. (2016). Emotional presence in a relationship of inquiry: the case of one-to-one online math coaching. Journal of Online Learning, 20(1). Retrieved from http://www.learntechlib.org/p/193360/

Cleveland-Innes, M. & Gauvreau, S. (2015). Faculty role change: Adjustment to the influence of online teaching and learning. European Journal of Open, Distance, and eLearning, EDEN Special Issue, 134-144. Retrieved from https://www.eden-online.org/proc-2485/index.php/PROC/article/view/1296

Bälter, O., Cleveland-Innes, M., Pettersson, K., Scheja, M., & Svedin, M. (2013). Student approaches to learning in relation to online course completion. Canadian Journal of Higher Education, 43(3), 1-18. DOI: https://doi.org/10.47678/cjhe.v43i3.184673

Burkle, M., & Cleveland-Innes, M. (2013). Defining the role adjustment profile of learners and instructors online. Journal of Asynchronous Learning Networks, 17(1), 73-87. Retrieved from https://eric.ed.gov/?id=EJ1011383

Cleveland-Innes, M., Ally, M., Wark, N., & Fung, T. (2013). Emotional presence and mobile learning: Learner-driven responses in a wireless world. European Journal of Open and Distance eLearning. Retrieved from: https://old.eurodl.org/?p=special&sp=articles&inum=5&article=623

Hurst, D., Cleveland-Innes, M., Hawranik, P., & Gauvreau, S. (2013). Online graduate student identity and professional skills development. Canadian Journal of Higher Education, 43(3), 36-55. DOI: https://doi.org/10.47678/cjhe.v43i3.184674

Stenbom, S., Hranstinski, S. & Cleveland-Innes, M. (2012). Student-student online coaching as a relationship of inquiry: An exploratory study from the coach perspective. Journal of Asynchronous Learning Networks, 16(5). Retrieved from https://www.learntechlib.org/p/113587/

Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269-292. https://doi.org/10.19173/irrodl.v13i4.1234

Ally, M., Cleveland-Innes, M. & Wiseman, C. (2010). Managing innovative distance education projects in a telework environment. Canadian Journal of Distance Education, 24(1), 1-20. Retrieved from https://www.ijede.ca/index.php/jde/article/view/638

EiRP 2022: Events

Date	Event Details
5 Oct 2022 (Wed) 9.00am – 10.00am	Discussion with NUS Senior Management
18 Nov 2022 (Fri) Morning	EiRP-Ruth Wong Memorial Lecture on Education 2022
7 Dec 2022 (Thu) Morning	Higher Education Campus Conference (HECC) 2022 Keynote Lecture

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