CADE: The First Ten Years |
VOL. 8, No. 1, 113-118
How many things, too, are looked upon as quite impossible until they have been actually effected?
Pliny the Elder, Natural History, bk VII, 6
Enthusiastic, daring, creative, and resourceful were the characteristics of the small, diverse group that envisioned the possibilities for a Canadian Association for Distance Education and that organized its inaugural meeting. In its first ten years, CADE has achieved an amazing number of innovations with the leadership and vision of many dedicated distance educators. Names will not be mentioned in this brief snapshot; there are so many who have contributed enormously of their time and talents; the accomplishments are a credit to all who have initiated, managed, and/or participated in events of the organization.
It is ironic to reflect upon the event that precipitated the beginning of the organization - a meeting of 13 Canadians attending a distance education conference in Washington, D.C. on April 1, 1983. Realizing that they had much to share with each other and were, in some ways, more experienced in the field than their hosts, they planned the development of a new association.
"Qu'est-ce qu'on va faire?" "What are we going to do?"
Final lines in Balconville (1979) by David Fennario
What was novel about the organization from the beginning was the effort and attention given to include all educational sectors and levels in the association, as well as government, technical, and private enterprise individuals involved in the planning, design, production, organization, promotion, funding, and distribution of distance education hardware and materials. Also, from the beginning, it was decided that CADE would operate (albeit imperfectly) in both of Canada's official languages.
It is far from coincidental that Canada and Canadians have been at the cutting edge of virtually every major technological innovation in this domain in the modern era. From the earlier inventions of Bell and Marconi to the more recent inventions in broadcast and satellite communications, Canadians have been at the centre of most of the breath-taking breakthroughs that have taken place in communication in the Twentieth Century.
D. Paul Schafer, Director, World Culture Project, Canadian Cultural Sovereignty: Myth or Reality?
Although cross-country audioconferencing may seem routine today, in 1983 it was still quite new and unknown to many. If fools rush in where angels fear to tread, then the organizers of the inaugural meeting had a comedic bent to attempt the untried, and to do something. In retrospect, it becomes obvious that this became the habit of the organization - to do what had never been done before. Under the umbrella of the Canadian Association for University Continuing Education (CAUCE), CADE arranged the first meeting of the organization. It originated from the Chateau Halifax but took place at 24 sites all across the country. No one present had experience with this level of multiple site interaction. CADE just did it.
Only those who dare truly live.
Victor Davis, champion swimmer, quoted by James
Christie in The Globe and Mail, 13 Nov. 1989
While we now had one experience with multi-site audioconferencing, the next precipitous event of the organization was to offer professional development at a distance. Once again, there was no history to follow or experience to lean on in managing such an event. What was originally envisaged was a five or six site focused discussion on instructional design with about 30 participants; what occurred was a 30 site, 280 participant learning event. Not just the technical aspects were formidable, but there were few guidelines for managing such an activity. This unprecedented event was organized mainly by a different group of CADE members than the inaugural audioconference, demonstrating the wealth of talent and ability attracted to the new distance education organization.
During the next year, 1983–84, CADE produced the first issues of a newsletter, later called "Communique," as a service to the membership.
Following this, in 1984–85, two additional professional development workshops were held by audioconference. Audioconferencing was also the means used to conduct the monthly meetings of the CADE Board. The second annual general meeting and conference (the first for CADE as an independent organization) was held at a distance in 1985. By this time, members were familiar with, and were expert in, using audioconferencing effectively.
In 1986, after three years of existence, CADE had its first face-to-face meeting at York University in Toronto. Members who had never met in person recognized each other by voice, thanks to their participation in CADE activities. Remarkable at the time was that although many of us had never met in person, CADE members from all parts of Canada had worked closely on some major activities at a distance, accomplishing effective workshops, instituting a newsletter, and preparing and finalizing a constitution for the organization in two languages. The energy of CADE was evident in its members who enthusiastically discussed a host of issues, developments, and opportunities for distance education.
In 1986–87, CADE came of age as an educational and research organization by issuing the first edition of the Journal, the format for which included scholarly articles, research findings, practitioners' reports, and book reviews.
Establishing the precedent of distance meetings on alternate years, the 1987 annual meeting was again at a distance, a multi-site audioconference discussion with a linkup to a guest speaker from the U.K.
There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
Niccolo Machiavelli, The Prince, ch. 6
In the mid 1980s distance education was still perceived as marginal by many traditionalists in education, who saw a group of technical wizards and zealots involved in this "fringe" activity. However, distance education was expanding rapidly and was attracting the interest of federal government departments and agencies. For instance, CADE was consulted by the Department of Communications, Employment, and Immigration Canada, the House of Commons Standing Committee on Accessibility in Post-Secondary Education, and the Science Council of Canada. Part of this interest focused on the role of distance education in training and maintaining an educated labour force.
Even as a young organization, CADE and its members were viewed as innovators, on the leading edge of developments that have had profound effects on education and access to knowledge. CADE was asked to organize and manage the distance discussion sites for the National Forum on Post-Secondary Education, which was sponsored by the Secretary of State and the Council of Ministers of Education. This Forum provided CADE with a significant national profile and contributed to the delegates' understanding of and respect for distance education.
Let us, then, be up and doing, With a heart for any fate, Still achieving, still pursuing, Learn to labour and to wait.
Henry Wadsworth Longfellow,
. Psalm of Life, st. 9
By the late 1980s, the organization consolidated its initiatives, produced a strategic plan to expand its membership and influence, and continued to meet its mandate for professional development with workshops at a distance in a variety of educational areas. The organization also continued with government relations activities, to promote distance education, and to speak to the related issues of tax reform and copyright legislation. CADE had the credibility to be consulted on Canada's role in the initiatives that set up the Commonwealth of Learning.
The face-to-face alternate year meetings in Banff in 1988 and Quebec in 1990 focused on the current issues in distance education and the future challenges in the field. The themes chosen were typical of the organization, to always test the assumptions of today, and to look ahead to where we would like to be tomorrow.
The 1989 conference at a distance with a bilingual host and the 1990 Quebec conference demonstrated the workability of bilingualism for the organization. In Quebec, even the unilingual anglophones learned a working knowledge of "le français," as they tried their luck in the evening casino.
The 1991 conference at a distance from St. John's once again tried a new format and new concept for linking members for a meaningful, educational activity, this time including a video transmission to sites across Canada.
Algonquin College in Ottawa hosted the 1992 conference, "New Alliances," highlighting the advantages of collaboration and sharing of resources, which is particularly important in difficult times.
From the outset, CADE has expressed interest in the varied roles that distance education plays in our society. In 1991 CADE made a submission to the Citizen's Forum on Canada's Future, outlining the contributions of distance education to Canadian society since Confederation, the role that governments have played, and the relevance of distance education to economic competitiveness, social justice, and sense of nation.
What has been unique and noteworthy about CADE in its first 10 years?
its unusual beginning and immediate attractiveness to new members the diversity of its membership its remarkable growth to over 600 members in the first decade its innovative use of distance education in the organization's activities (meetings, workshops, other professional development activities) its collaborative achievements with other organizations and agencies its development into an organization, respected nationally and internationally for its dedication, organization, and the expertise of its members
The commitment and hard work of many members has made CADE the respected and dynamic organization that it is today. The first 10 years are just the beginning, but few organizations have had such an accomplished, exciting first decade. CADE members, however, do not look back - they look ahead to the challenges in using technology and principles of design to improve access and success for the students in distance education programs. CADE will continue to be a vibrant, successful, relevant organization as members continue to share their experiences, learn from others, and experiment and try new ideas in education. What has distinguished all those who participated in the development of the organization has been their positive attitude and their willingness to learn, to risk, to try new methods and new ideas, and to believe new things are possible.
"There's no use trying," she said, "one can't believe impossible things."
"I daresay you haven't had much practice," said the Queen. "When I was your age, I always did it for half-an-hour a day. Why, sometimes, I've believed as many as six impossible things before breakfast."
Lewis Carol, Alice in Wonderland
Maannamit
Inuktitut, "From now on, it is the future"
Diana Carl - Mount St. Vincent University Doug Connolly - Magic Lantern Marian Croft - Wilfrid Laurier University Sam Jackson - Seneca College Margaret Landstrom - University of Windsor Bob Leitch - Magic Lantern Fred Little - Wilfrid Laurier University Esio Marzotto - University of Windsor William Nassau - Wilfrid Laurier University Marilyn Noble - University of New Brunswick Mike Reddington - Knowledge Network Kathleen (Kay) Rogers - Carleton University Sam Shaw - Inter Universities North
Chairperson: Kathleen (Kay) Rogers, Carleton University Co-host: Marian Croft, CAUCE President
1983–84 Kathleen (Kay) Rogers, Carleton University (interim chairperson) 1984–85 Kathleen (Kay) Rogers, Carleton University 1985–86 Charles Shobe, ACCESS Alberta 1986–87 Arlene Zuckernick, University of Victoria 1987–88 Margaret Landstrom, University of Windsor 1988–89 John Daniel, Laurentian University 1989–90 Lucille Pacey, Knowledge Network 1990–91 Erin Keough, Memorial University 1991–92 Norman McKinnon, Ontario Ministry of Education 1992–93 Margaret Haughey, University of Alberta 1993– Thérèse Lamy, Consultant in Distance Education
1988 Kathleen (Kay) Rogers 1990 John Daniel 1991 Terry Kerr
As Director of Credit Program at the University of Windsor, Margaret Landstrom manages the University’s distance education program. She also teaches in the University’s Communication Studies Department. Margaret was Secretary/Treasurer and President of CADE and President of the Ontario Council for University Continuing Education.