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Purpose - To set up a protocol for electronic thesis and dissertation (ETD) submission for the electronic thesis initiative pilot project at McGill University in Montreal, Canada. Design/methodology/approach - An electronic thesis and dissertation submission protocol was implemented and tested. To test authoring tools, we had 50 students submit their theses or dissertations using one of four style sheets. Word-processed files were converted to PDF and XML formats. The pilot project team evaluated DigiTool's effectiveness in digital conversion, capture of metadata and cataloguing, digital content harvesting, digital preservation, and integration with the student information system. Findings - All theses experienced some degree of information loss during the conversion. DigiTool is still being tested for storage, cataloguing, and dissemination capability. For full implementation, three major issues need to be addresed further: conversion; metadata; and file formats. Practical implications - Most of the issues that have arisen during the McGill pilot project will be mirrored in other academic institutions that are considering electronic thesis submission. Originality/value - This paper provides insights into the procedures that will arise as institutions go through the process of introducing electronic thesis and dissertation submission. [ABSTRACT FROM AUTHOR]

Over the last decade, the Social Sciences and Humanities Research Council has been actively working to encourage interdisciplinary and collaborative approaches to acquiring and disseminating knowledge in Canada. How interdisciplinarity is understood and how it is translated into practice has been a source of debate, however. In this paper, we examine how we problematised interdisciplinarity and collaboration and how we learned from this process as a student group in the context of Hidden Costs / Invisible Contributions, a large multi-university research project based at the University of Alberta. Students have been involved at a number of levels in this project: our MA, MSc and doctoral research have become intertwined with and integral to the project; we have authored and co-authored papers and presentations, we have assisted in other members' research, and we have been involved in the SSHRC mid-term review. As emerging scholars, in a project which has combined the research and knowledge of both the social sciences and the humanities, we have had to develop our own strategies for negotiating differences. In this paper, we will investigate four key areas that we have identified as potential challenges to successful collaboration: conceptual, methodological, pragmatic and personal differences. In our examination of the difficulties and rewards that we faced as students in each area, we will argue that successful collaborative and interdisciplinary work across the social sciences and humanities requires a reconfiguration of the ways that we are taught to "see" our particular disciplines. We have had to challenge how we understand the language, practice and function of our disciplines and the manner in which we approach this work as individuals. This has been a transformative process for each of us, but also one that has lent a renewed rigour and expanded scope in our own individual work. [ABSTRACT FROM AUTHOR]

Multiliterate Education in a Small Canadian Rural Elementary School Does the Web. 2.0 world give students marginalized by geography new opportunities to participate in their world? This session examines exemplary new multiliterate teaching and learning practices being explored by an Award- winning Canadian K-5 school. Botha School, a small rural school in the Canadian province of Alberta, has embarked on a three-year project based in action research, to engage students in developing the 21st literacy skills they will need to meet the social and linguistic demands they will face. Botha School worked as the lead school in the Clearview School Division #71's Alberta Initiative for School Improvement (AISI) project: "Real World Literacy", a project designed to explore ways to connect students' in-school literacy practices with those needed and expected in the 21st century global community. In 2008 the school was recognized Provincially for excellence. In describing the process of planning, teaching and reflection, this paper will highlight how project-based, cross-curricular, cross-grade inquiry learning is allowing students traditionally disadvantaged by demographics and geography to learn to compete, cooperate and collaborate. [ABSTRACT FROM AUTHOR]

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Classic medical education pedagogy typically involves the model of an active teacher and a passive student. There has been a shift in education theory to a more student-centred approach, and this is being reflected in resident education. Concepts, such as "competencies," "curricula" and "objectives," are becoming part of the fabric of the residency training equation. The University of British Columbia Department of Urologic Sciences had previously created a urology residency curriculum for its 15 residents in 2000. This curriculum was based on competencies and objectives outlined by the Royal College of Physicians and Surgeons of Canada. In an attempt to address a required change in the formal curriculum, an "accidental" student-centred curriculum emerged. This paper outlines this active learning approach, its benefits and challenges in implementation. [ABSTRACT FROM AUTHOR]

The article focuses on the role played by undergraduate research on the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) for the 2006 to 2009 CASTL Leadership Program in the U.S., Canada and Great Britain. The project's definition is as an investigation conducted by an undergraduate student that makes an original intellectual to the discipline. It is noted that while the main purpose of undergraduate research is to foster student learning, the developmental process might start in the first year of college until such time that the student will be capable to do independent research under a faculty mentor's supervision.

The article cites the study to determine the factors influencing Estonian college student in course management systems (CMC) in Canada. The research aims to examine the relation of the proposed model CMS via WebCT among the group pupils which will provide a variety of learning opportunities. Regarding the impact of antecedents on the continuance intention for the use of technology resulted to pupils intention go forward on the use of WebCT to be able to navigate. The result shows that ease of finding is related to perceive relief for being used, in which suggested navigating through WebCT's contents.

The article focuses on the experiment that exposed school children in Forest Hill Village in Canada to a unique experience of free interaction designed to aid them in understanding their ownselves, their peers and the environment where they live. Special educators were trained to handle classroom discussions with the school children. The primarily role of teachers in this experiment was to listen to the answers of the students about particular questions. The teachers were only allowed to intervene if the child's statement needed clarification.