Spring 2012 - President Samarasekera establishes a digital learning visioning committee in order to determine how the University of Alberta fits into the post-secondary digital learning landscape and to seek opportunities for growth.
January 2013 - The president established the Digital Learning Pilots: Research & Development Project Committee (DLP: R&D) in order to manage a select number of MOOC and blended classroom pilots that would “offer the highest quality digital learning environment to enhance in-class experience and create a strong online learning presence."
May 2013 - The Provost’s Digital Learning Committee (PDLC) is established to capture and translate the innovations and outcomes being achieved by the Digital Learning Pilots: Research & Development Project Committee (DLP: R&D) throughout the broader teaching and learning community across campus. The PDLC builds close collaboration with the Centre for Teaching and Learning, Information Services and Technology, as well as other digital learning experts across the academy.
November 2013 - The Provost’s Digital Learning Committee (PDLC) hosts a conference on blended learning.
January 2014 - The Provost’s Digital Learning Committee (PDLC) provides funding to nine blended learning pilots.
September 2013 - The university launches its first MOOC Dino 101.
September 2013 - Digital Learning Pilots: Research & Development Project Committee (DLP: R&D) oversees the development and implementation of blended courses, including a series of core blended courses in the Faculty of Education, and establishes innovations in digital learning pedagogy and the field of automated assessment. This work significantly strengthens the university’s national and international leadership in the field of digital learning.
March 2014 - Outcomes indicate that Dino 101 and its associated on-campus courses, Paleo 200 and 201, have performed very well, with excellent participation and completion rates.
March 2014 - Pilots of blended courses developed and tested a selection of pedagogical strategies for both online and face-to-face portions of the courses. Various types of course design and delivery models (e.g., courses that were team taught, media intensive, more practical than theoretical, or had high enrollment) have met with success.