Elizabeth Childs

Professor, Royal Roads University, Canada | Associate Researcher

Email: elizabeth.childs@royalroads.ca

Dr. Elizabeth Childs is Professor, Education and Technology at Royal Roads University, Canada.

Summary

Elizabeth Childs is interested in the design, creation and implementation of flexible learning environments that incorporate the affordances of information and communication technology (ICT) and provide learners with increased choice, flexibility and opportunities for co-creation. With expertise in educational technology, instructional design, adult education and online learning, her research interests include open educational practices and pedagogies; creation of online communities and digital habitats; the use of social media in contemporary learning environments; design thinking, and models for immersive professional development.

Experience

Dr. Childs consults nationally and internationally in the areas of online and blended learning, online communities, professional learning, instructional design, and capacity development for technology enabled learning environments. She has worked with client groups across K-12, post secondary, government and industry to develop and implement blended learning environments and online learning communities in their organizations. The majority of projects that she has been involved in were done at a distance and online project teams are the predominant way in which Elizabeth collaborates with others to complete projects.

Credentials

Dr. Childs holds a PhD in Educational Technology from the University of Calgary. Her dissertation topic was The Impact of Online Professional Development on Teaching Practice: A Case Study. She holds a master of education in Educational Technology from the University of Calgary. Her master’s topic was A Learning Centre: On the Path to a Learning Organization: A Conceptual Framework for Development. She also holds a Bachelor of Education (junior-intermediate science education and art) and a Bachelor of Science from Queen’s University.

Barber, W., Harrison, R., vanOostveen, R., & Childs, E. (2021). Building better online communities in the post pandemic world. 59–XIII. https://www.researchgate.net/publication/353843661_Building_Better_Online_Communities_in_the_Post_Pandemic_World
vanOostveen, R., Hunter, B., Childs, E., Barber, W., & Gerbrandt, J. (2021). Collaborative learning in co-created digital space: The fully online learning community model. In Dhir, H. K. (Ed.), Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization (pp. 197–214). IGI Global. https://doi.org/10.4018/978-1-7998-6967-2
vanOostveen, R., Gagnon, C., Barber, W., McGuckin, D., & Childs, E. (2020, November 20). Pedagogical paradigms: Transformational professional online learning. Knowledge Building Summer Institute 2020 (Virtual Event), Toronto, ON Canada. https://www.researchgate.net/publication/349443263_Pedagogical_Paradigms_Transformational_Professional_Online_Learning
vanOostveen, R., & Childs, E. (2020, September 17). Preparing students to self-assess their own readiness for online learning. Contact North Webinar. https://doi.org/10.13140/RG.2.2.20336.79367
vanOostveen, R., Barber, W., & Childs, E. (2020, May 18). GELO and GreX: A framework and dashboard to investigate technology competency and culture. https://doi.org/10.13140/RG.2.2.35855.71840
vanOostveen, R., Barber, W., & Childs, E. (2020, May 1). Introducing GELO and GREx: Tools to study digital technology competencies and cultural orientations. Fourth International Symposium on Higher Education in Transformation, Oshawa, ON Canada.
Barber, W., vanOostveen, R., Childs, E., McGuckin, D., & Vohra, S. (2020). Developing online courses through university professional partnerships. 613–620. https://doi.org/10.21125/edulearn.2020.0243
vanOostveen, R., Barber, W., Childs, E., DiGiuseppe, M., & Colquhoun, K. (2019). Exploring the fully online learning community model: Comparing digital technology competence and observed performance on PBL tasks. In Advances in Web-Based Learning (pp. 348–351). https://doi.org/10.1007/978-3-030-35758-0_36
vanOostveen, R., Childs, E., Barber, W., DiGiuseppe, M., Percival, J., & Desjardins, C. (2019). Introducing the global educational learning observatory (GELO) and the global readiness explorer (GREx): A framework and dashboard to investigate tech competence and culture. 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 1–6. https://doi.org/10.1109/ITHET46829.2019.8937340
Webb, S., vanOostveen, R., Barber, W., Percival, J., & Childs, E. (2019). Co-creation of the digital space: Examining the use of web-based tools in fully online learning community (FOLC) environments. 1255–1260. https://www.learntechlib.org/primary/p/210135/
Barber, W., vanOostveen, R., Childs, E., & Harvey, J. (2019, June 12). Situating resilience, grit and growth mindset as constructs of social presence in the fully online learning community model (FOLC). ECEL 2019, Aalborg University, Copenhagen, Denmark. https://www.researchgate.net/publication/333729780_Situating_Resilience_Grit_and_Growth_Mindset_as_Constructs_of_Social_Presence_in_the_Fully_Online_Learning_Community_Model_FOLC
Webb, S., vanOostveen, R., Barber, W., & Childs, E. (2018, October 30). Examining the use of web-based tools in fully online learning community environments. https://www.researchgate.net/publication/323994803_Examining_the_use_of_Web-based_Tools_in_Fully_Online_Learning_Community_Environments
vanOostveen, R., Childs, E., Gerbrandt, J., & Awwadah, K. (2018). Exploring social immediacy/intimacy in fully online learning communities through synchronous tools. 2138–2141. https://www.learntechlib.org/primary/p/184455/
vanOostveen, R., Digiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2018, February 11). Exploring cross-cultural digital competencies: Building the global educational learning observatory, GELO. EdMedia + Innovate Learning, Amsterdam. https://www.researchgate.net/publication/323113981_Exploring_cross-cultural_digital_competencies_Building_the_Global_Educational_Learning_Observatory_GELO
Gerbrandt, J., vanOostveen, R., Childs, E., & DiGiuseppe, M. (2018). Investigating transactional distance in fully online learning community (FOLC) environments. The Universal Design & Higher Education in Transformation Congress, Dublin, Ireland.
DiGiuseppe, M., vanOostveen, R., Childs, E., Blayone, T., & Barber, W. (2017, October 17). Assessing readiness for online learning via the digital competency profiler. 27th International Council for Open and Distance Education (ICDE) World Conference, Toronto, Ontario, Canada. https://www.researchgate.net/publication/318277193_Assessing_Readiness_for_Online_Learning_via_the_Digital_Competency_Profiler
Digiuseppe, M., vanOostveen, R., Childs, E., Blayone, T., & Barber, W. (2017, June 22). Are you ready? Assessing digital competencies for online learning via the general technology confidence and use (GTCU) instrument. EdMedia: World Conference on Educational Media and Technology, Washington, D.C. https://www.researchgate.net/publication/318278069_Are_you_ready_Assessing_Digital_Competencies_for_Online_Learning_via_the_General_Technology_Confidence_and_Use_GTCU_Instrument
Blayone, T., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: Theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(13), 1–16. https://doi.org/10.1186/s41239-017-0051-4
vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2017). Chapter 15 New conceptions for digital technology sandboxes: Developing a fully online learning communities (FOLC) model. In Education and Information Technology Annual 2017: A Selection of AACE Award Papers (pp. 143–150). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/180392/
vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). New conceptions for digital technology sandboxes: Developing a fully online learning communities (FOLC) model. 665–673. https://www.learntechlib.org/primary/p/173015/
vanOostveen, R., & Childs, E. (2016, June 1). Moving beyond read, post, repeat in online courses: the integration of PBL methodologies into online learning courses and programs. Canadian Society for the Study of Education, 44th CSSE Conference, University of Calgary, Calgary, AB Canada. https://www.researchgate.net/publication/303837992_MOVING_BEYOND_READ_POST_REPEAT_IN_ONLINE_COURSES_THE_INTEGRATION_OF_PBL_METHODOLOGIES_INTO_ONLINE_LEARNING_COURSES_AND_PROGRAMS
vanOostveen, R., Childs, E., Clarkson, J., & Flynn, K. (2016). Becoming close with others online: Distributed community building in online PBL courses • College Quarterly. College Quarterly, 19(1). http://collegequarterly.ca/2016-vol19-num01-winter/becoming-close-with-others-online.html
vanOostveen, R., Childs, E., Flynn, K., & Trinier, J. (2015, April 1). Community building in online PBL courses: instigating criticality. Higher Education in Transformation Symposium, Dublin, Ireland. https://doi.org/10.13140/RG.2.1.3141.0080
vanOostveen, R., Childs, E., Flynn, K., & Trinier, J. (2014, July 18). Integration of PBL methodologies into online learning courses and programs. 8th International Conference on e-Learning 2014, Lisbon, Portugal. https://doi.org/10.13140/2.1.3930.6880