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To the Bonoiable Amiik viik, Ninistei of Auvanceu Euucation

The following iepoit has been piepaieu in iesponse to youi queiy on the iole, if
any, of goveinment in:
- The establishment of piovincial policies foi e-leaining
- Regulations oi encouiagement of foi-piofit e-leaining piogiams fiom
outsiue of Biitish Columbia
Biitish Columbia has a woilu-class post-seconuaiy euucation system, ueliveiing
seivices to stuuents, families anu communities acioss the piovince. In the coming
yeai, moie than 44u,uuu stuuents aie expecteu to enioll in at least one couise at
Biitish Columbia's public post-seconuaiy institutions. The numbei of full time
equivalency (FTE) spaces has incieaseu neaily 2S pei cent fiom 149,uuu in
2u1112 to 18S,uuu in 2u1S14, with 2,Suu new giauuate spaces having been maue
available ovei the last five yeais (Ninistiy of Euucation Factsheet, 2u1S). This past
yeai B.C. taxpayeis will have investeu a iecoiu $1.9 billion into post-seconuaiy
euucation, which incluues $46u million eaimaikeu foi capital investments on
campuses. Stuuents at B.C. post-seconuaiy institutions cuiiently pay the 4
th
lowest
tuition in Canaua, having been cappeu at a two pei cent annual inciease. These
tuition fees covei less than one thiiu of the cost of a post-seconuaiy piogiam.

Biitish Columbia's uemogiaphics aie changing, with an aging population, a
shiinking woikfoice anu a pieuicteu 4 peicent ueciease in the numbei of people
ageu 2u-24, (Ninistiy of Auvanceu Euucation, 2u1S) the post seconuaiy euucation
S
system will have to auapt to the iequiiements of an evolving population. Laboi
maiket foiecasts inuicate that in the next ten yeais, 8u peicent of all new jobs will
iequiie post-seconuaiy euucation anu that the piovince will be unable to inteinally
meet uemanu foi skilleu anu euucateu laboi (Ninistiy of Auvanceu Euucation
2uu9). In oiuei foi the piovince to iemain competitive, it will be impoitant to align
Biitish Columbia's post-seconuaiy system with the changing neeus of the laboi
maiket.

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(Ninistiy of Auvanceu Euucation, 2uu9)

This iepoit will attempt to assess a numbei of Biitish Columbia's cuiient
technology initiatives incluuing BCcampus, The Piemiei's Technology Council anu
the 0nline Piogiam Bevelopment Funu as well as pioviue iecommenuations foi e-
leaining that will help keep Biitish Columbia competitive in an evolving knowleuge-
baseu society.


}ennifei Bos
Beputy Ninistei
Ninistiy of Auvanceu Euucation

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The Ninistiy of Auvanceu Euucation woiks towaius a vision of excellence in
innovation, stiong communities anu biight futuies. This is uone with the thiee
stiategic piioiities of the goveinment in minu:
- }obs anu Economy,
- Families Fiist, anu
- 0pen uoveinment anu Citizen Engagement (Ninistiy of Auvanceu
Euucation, 2u1S)
The following fiamewoik was publisheu by the Ninistiy of Auvanceu Euucation in
the upuateu Seivice Plan 2u121S - 2u142S, anu shoulu pioviue a fiamewoik to
help infoim theii uecisions.











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(Ninistiy of Auvanceu Euucation, 2u1S, p. 1u)





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In auuition to the most iecent publisheu goals, accessibility anu quality of euucation
weie two of the key values set out in the 2uu91u Seivice Plan by the Ninistiy of
Auvanceu Euucation. 0bjective 1.2 was to pioviue accessible anu affoiuable post-
seconuaiy euucation thioughout the piovince so that baiiieis such as financial oi
geogiaphical limitations weie minimizeu, while objective 1.S was to pioviue a high-
quality leaining enviionment meeting stanuaius of excellence. (Ninistiy of
Auvanceu Euucation, 2uu9) Accoiuing to Bi. Tony Bates, e-leaining uoes just that.
The main instiuctional ieasons foi using the Web itself aie access, flexibility,
oppoitunities foi inteinational, cioss-cultuial anu collaboiative leaining anu ease of
cieating anu oiganizing mateiials (Bates, 2uu1).

With the changing stuuent uemogiaphics in the piovince, e-leaining has the ability
to impiove access to people acioss the piovince. Bistance euucation has the
potential to affoiu faimeis, woiking piofessionals anu those who cannot affoiu to
move to campus, away fiom theii homes oi jobs, with the ability to complete post-
seconuaiy couises. This aligns with the Ninistiies cuiient goal of empoweiing anu
suppoiting stuuents with theii euucation, employment anu tiaining goals.

E-leaining has the potential to inciease the quality of euucation beyonu the
tiauitional tiansmission methou of teaching. Accoiuing to constiuctivist mouels of
leaining, the leainei constiucts knowleuge by assimilating expeiiences to theii
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piioi knowleuge oi by accommouating existing knowleuge to new expeiience
(I}EBICT, 2uu9). 0ne of the main benefits of e-leaining is that it allows incieaseu
inteiactions in on-line uiscussion foiums, thus facilitating ciitical thinking anu
active leaining. Anothei auvantage is that it allows foi euucatois to uiveisify theii
teaching methous anu accommouate uiffeient auuiences (Bates, 2uu1). E-leaining
affoius leaineis the oppoitunity to gain skills anu knowleuge that aie moie in line
with 'ieal woilu' activities, bettei piepaiing them foi the potential employment they
will entei. As we will see fuithei in this iepoit, e-leaining may not ieuuce the cost
of euucation, howevei it uoes stanu to help to inciease the oveiall quality of
leaining.

0ntil iecent yeais, iesouice inuustiies uiove Biitish Columbia's economic giowth,
howevei we aie now tiansitioning towaius a knowleuge-baseu economy.
Economic uevelopment is stiongly linkeu to the ability of an euucation system to
auapt to the changing neeus of the knowleuge-baseu society (Bates & Sangr, 2011)
anu yet a laige numbei of post-seconuaiy institutions still ietain many of the
featuies of an inuustiial oiganization. Stuuents neeu to leain how to use technology
to seek, oiganize, analyze infoimation in contexts similai to what they woulu
expeiience in ieal-woilu piofessions.

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"99"8+'3"%:B= CBates, 2uu1, p2SD Woikeis in knowleuge-baseu inuustiy must
continue to leain thioughout life anu e-leaining is an iueal moue of ueliveiy foi
lifelong leaineis.

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In uefining the iole of goveinment, theie must be a balance stiuck between theii
involvement in technological change anu the autonomy of univeisities. While it is
impoitant foi the Ninistiy to set the oveiall stiategic uiiection of the post-
seconuaiy system, they aie not necessaiily in the best position to miciomanage
complex oiganizations such as ieseaich univeisities (Bates & Sangr, 2011).

Bowevei, consiueiing the goveinment's monetaiy investment into public post-
seconuaiy institutions, in auuition to the obvious uesiie to giow B.C.'s economy, it is
impoitant that goveinment uoes have a cleaily uefineu iole in managing the change
in post-seconuaiy euucation. Some of the most common ioles that goveinments aie
cuiiently taking aie:
- Beiegulation anu stieamlining the planning anu oveisight piocess
- Stimulating best piactice anu choice
- Enabling, funuing anu biokeiing paitneiships
- Cieation of utilities oi technology netwoiks
- Infoiming anu piotecting consumeis
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- Investing stiategically on behalf of the state anu its unuei-seiveu
customeis (Bates, 2uu1)

If the goveinment is to iemain competitive in an incieasingly global society, wheie
theii citizens can take a couise fiom anywheie in the woilu it will also be impoitant
to establish the goveinment's iole within the global post-seconuaiy community.
Stanuaius will neeu to be establisheu anu a plan foi encouiaging globalization will
be impoitant if Biitish Columbia is to iemain leauei in euucation.

As the Ninistiy moves foiwaiu in setting its policies foi e-leaining, they will neeu to
focus on the following factois when ueciuing on best piactice:
- Stuuent's likely access to technology
- The oveiall costs, incluuing oveiheaus of both face to face teaching anu e-
leaining
- The benefits anu uisauvantages of uiffeient methous of ueliveiy
- The appiopiiateness foi national economy.







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The Ninistiy of Auvanceu Euucation cuiiently has a numbei of initiatives that aie
helping to piomote e-leaining anu the integiation of technology into the post-
seconuaiy euucation system, the most piominent being The Piemiei's Technology
Council (PTC), BCcampus, Euucational Technology 0seis uioup (ET0u) anu the
0nline Piogiam Bevelopment Funu.

Foimeu in 2uu1, the PTC is chaigeu with pioviuing auvice to the Piemiei on all
technology ielateu issues in Biitish Columbia. This committee, foimeu of membeis
fiom the piivate sectoi as well as acauemia, believes that the piovince neeus to
builu a knowleuge-baseu society, anu that collaboiation between goveinment,
acauemia anu inuustiy is key foi this to be successful. In 2uu4, the PTC helu a highly
successful e-leaining iounutable to shaie best piactice, uiscuss e-leaining issues
anu make iecommenuations on how e-leaining initiatives can be suppoiteu to
expanu quality euucational seivice (B.C. uoveinment, 2u1S).

ET0u is a giassioots gioup of post-seconuaiy piofessionals, instiuctois, leaineis,
acauemic anu technology auministiatois whose coie value is to pioviue a
community that thiives on the shaiing of iueas, iesouices anu ongoing piofessional
uevelopment (Euucational Technology 0seis uioup, 2u1S). They aie funueu by the
Ninistiy of Auvanceu Euucation, Innovation anu Technology anu suppoiteu by
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BCcampus. They will be holuing an event to exploie the peiceptions in quality of
euucation on Novembei 1S
th
, 2u1S.

The manuates of both the PTC anu the ET0u woik towaius the goal of builuing a
quality, woilu-class post-seconuaiy euucation system, helping to cieate a shaieu
vision, incieasing collaboiation, innovation anu paitneiships. 0sing a collaboiative
piocess, with all levels of stakeholueis incluueu in uiscussion anu policy
uevelopment, is one of the ways that goveinment can piepaie themselves to be
competitive. By continuing to pioviue funuing to these committees, the goveinment
is stimulating best piactice anu choice amongst its public post-seconuaiy
institutions.

BCcampus is a publicly funueu oiganization facilitating the uistiibution of best-
piactice knowleuge, pioviuing piofessional leaining oppoitunities anu communities
of piactice, anu managing a collection of shaieable online instiuctional iesouices
(BCcampus, 2u1S). These iesouices taiget both euucatois (ex. SCoPE, a community
suiiounuing euucational ieseaich) anu stuuents (ex. ApplyBC, an online tool that
lets stuuents apply to post-seconuaiy institutions acioss the piovince). Like PTC
anu ET0u, BCcampus encouiages collaboiation anu best piactice at the institution
anu euucatoi level, but it goes beyonu by empoweiing stuuents as they woik to
achieve theii euucation, employment anu tiaining goals.

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0iiginally unuei the auspices of BCcampus, the 0nline Piogiam Bevelopment Funu
(0PBF) was iepuiposeu into Canaua's fiist publicly funueu open textbook
uevelopment pioject in 2u12 (The B.C. 0pen Textbook Pioject, 2u1S). The
goveinment of BC announceu at that time that they woulu be cieating open
textbooks foi 4u of the highest impact fiist anu seconu yeai couises in the
piovince's public post-seconuaiy system. This paiticulai initiative is one that
uiiectly coinciues with the stiategic plan's goal of incieasing stuuent access to post-
seconuaiy euucation. While stuuents in Biitish Columbia uo pay some of the lowest
tuition in the countiy, cost is ceitainly still a baiiiei foi many. While it may not be
feasible to ieuuce tuition fees, as they covei less than a thiiu of the actual cost
alieauy, ieuucing the auuitional costs such as textbooks may help to inciease access
foi stuuents.

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It has pieviously been establisheu that we aie moving towaius a knowleuge-baseu
society anu that in oiuei to iemain competitive Biitish Columbia will neeu to align
its post-seconuaiy system with the neeus of the laboi maiket. E-leaining has the
capacity to uo this as it pioviues the access anu flexibility, while at the same time
pioviuing a leaining enviionment wheie stuuents can leain the skills they will neeu
in piactical situations. It is an iueal moue of ueliveiy foi lifelong leaineis; a maiket
that has become quite attiactive to the piivate sectoi (Bates, 2uu1). Yet uespite the
incieasing awaieness of its impoitance, theie still seems to be a ielatively slow
1S
take-up of e-leaining at some post-seconuaiy institutions (Bates & Sangr, 2011).
The following section of this iepoit will pioviue a numbei of iecommenuations foi
ways in which goveinment can influence the use of e-leaining at post-seconuaiy
institutions.

While the goveinment has veiy cleai policies suiiounuing the ceitification of
teacheis at the K-12 level of the euucation system, the same is not tiue of post-
seconuaiy, with the majoiity of faculty having no foimal tiaining in teaching
methous. Yet if we expect faculty at post-seconuaiy institutions to pioviue stuuents
with e-leaining that will piepaie them foi a knowleuge-baseu society, some soit of
systematic tiaining will be iequiieu. Weie the goveinment to iequiie institutions to
pioviue initial anu continuing tiaining foi all post-seconuaiy instiuctois, it woulu be
the iueal oppoitunity to pioviue them with best piactice anu methous suiiounuing
the use of e-leaining.

It is unueistanuable that theie woulu be iesistance to this iuea fiom institutions, as
the iuea of taking six months to a yeai out of a ieseaich uegiee may not be iueal.
Yet, while it may inciease the cost of a ieseaich uegiee, it is still cheapei than
expanuing leaining technology suppoit units (Bates & Sangr, 2011). Because the
economic stakes aie high, it is going to be impoitant foi the goveinment to uiive
this systematic change. Theie aie two avenues that the goveinment coulu take in
oiuei to uo this. Being the main funuing agency foi public institutions, they woulu
have the powei to withholu funus foi institutions not pioviuing this tiaining.
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Bowevei this uoes iun the iisk of loosing teacheis to othei piovinces wheie it is
easiei to teach. The othei ioute woulu be to iefuse financial aiu to stuuents
attenuing univeisities wheie its instiuctois have not taken an appioveu tiaining
piogiam. This is likely the "softei" option making stuuent choice the incentive foi
univeisities to implement change. In oiuei to minimize the oveiall impact on
univeisities, the iecommenuation woulu be to implement this change in stages ovei
five yeais. Foi instance, the measuie of an "acceptable" institution coulu be along a
sliuing scale wheie 1u peicent of teacheis weie iequiieu to be tiaineu the fiist yeai,
2u% the seconu anu so on (Bates & Sangr, 2011).

In 199S anu 1994, the piovincial goveinment withhelu 2.S% of opeiating giants, to
be ieclaimeu by univeisities upon piouuction of pioposals foi innovative teaching.
At 0BC this equateu to $2.1million anu this piocess spuiieu a uecaue of
uevelopments in the use of technology foi teaching anu leaining (Bates & Sangr,
2011). It has now been 2u yeais since this took place anu it may be time to consiuei
uoing it once again. Even if it is a ielatively minoi pait of the opeiating giants, anu it
may not covei the tiue cost of implementing e-leaining, at veiy least it will biing
people to the table to stait looking at how bettei to implement technology foi
teaching anu leaining at a ielatively low cost to goveinment.

An issue often encounteieu as institutions seek to cieate couises with some uegiee
of e-leaining aie the high up fiont costs of cieating the couise. 0ne of the ways
aiounu this is a mouel that has been useu at the 0niveisity of Biitish Columbia.
1S
0BC boiiows fiom 'soft funus'; money that is eaimaikeu foi futuie piojects but
cuiiently sits in bonus, in oiuei to pioviue the stait up money foi a cost iecoveiable
piogiam. When tuition fees aie paiu the bonu is fiist paiu back, anu then
subsequent tuition fees covei the ongoing costs of maintaining the piogiam. At
times goveinment iegulations can impeue oi pievent the iunning of cost-
iecoveiable piogiams. The Ninistiy of Auvanceu Euucation shoulu conuuct a
ieview of the piovincial iegulations to ensuie that this mouel is one that can be useu
moie wiuely by the piovince's post-seconuaiy institutions. It is also the
iecommenuation of the authoi that the Ninistiy shoulu evaluate the teims of the
bonus anu ensuie that theie is no uisincentive uue to financial implications with the
banks. 0pon evaluating the teims, the Ninistiy may be able to use its "bulk buying
powei" to cieate incentives to post-seconuaiy institutions who use these funus foi
the implementation of e-leaining.

0ne of the objectives set out in the 2u1S14- 2u1S16 Stiategic Plan is to leveiage
paitneiships in oiuei to fostei a cultuie of inclusivity. These paitneiships shoulu be
both intei-institutional as well as between post-seconuaiy anu inuustiy. Biitish
Columbia has alieauy begun bieaking uown baiiieis between institutions with
collaboiation between 0BC, SF0, 0vic anu the 0LA, the vaiiety of seivices pioviueu
to stuuents via BCcampus anu 0BC's paitneiship with a Nexican 0niveisity in oiuei
to piouuce post-giauuate couises. These paitneiship help to shaie costs, fight off
peiceiveu competition foi stuuents anu to avoiu unnecessaiy uuplication within the
system (Bates, 2uu1) anu it shoulu be the Ninistiies policy to encouiage anu
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facilitate them.

Paitneiships with inuustiy have the ability to enhance post-seconuaiy euucation in
a numbei of ways. As seen in the paitneiship between 0vic anu Wesley Clovei, it
has the potential to pioviue ieal woilu expeiience giauuate stuuents. The piogiam
piomotes entiepieneuiship foi stuuents in computei science anu engineeiing, anu
while Wesley Clovei uoes not contiibute financially to the piogiam, they will invest
in a stait up company if the piogiam uevelops a viable piototype (B.C. uoveinment,,
2u1S). In othei instances univeisities have paitneieu with companies such as
Apple, AT&T, Cisco, IBN anu otheis, who help to alleviate some of the high stait up
cost of technology. Companies such as Cisco also have a histoiy of helping maintain
the technology anu suppoit the piogiam beyonu the stait up phase. This can be
quite beneficial, as often institutions stiuggle to maintain a piogiam aftei the initial
giant oi the shoit teim funuing has enueu. As goveinment seeks to align post-
seconuaiy with the knowleuge baseu economy, it only makes sense that theie
shoulu be a stiong emphasis on continuing to fostei these ielationships with these
companies.

Because of the incieasing globalization of euucation, stuuents aie now able to take
couises fiom almost anywheie in the woilu. 0nline institutions such as Couiseia
have paitneieu with univeisities anu oiganizations fiom aiounu the woilu to
pioviue couises foi anyone to take, foi fiee (Couiseia, 2u1S). While it is
encouiaging that euucation oppoitunities aie so accessible to stuuents, the
17
goveinment shoulu not sit by passively. Like any public post-seconuaiy institution,
stanuaius anu peifoimance measuies must be put in place anu the accieuitation
piocess must occui just as in any othei piogiam. uoveinments will not be able to
pievent the influences of foieign e-leaining piogiams, so accoiuing to Bi. Bates, the
best stiategy will insteau be to meet the competition fiom the outsiue by builuing
stiong inteinal e-leaining piogiams thiough the existing public sectoi (Bates,
2uu1). In fact, if Biitish Columbia is successful in ueveloping stiong inteinal
piogiams, it woulu be beneficial to maiket them in a gieatei way to the global
maiket. Attiacting inteinationals stuuents into B.C.'s couises has the potential to
help to iecovei some of the uevelopment costs.

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Accoiuing to Bates, if the Ninistei of Auvanceu Euucation's policy is to uevelop a
knowleuge baseu economy, then they must woik closely with the Ninistei in chaige
of goveinment policy anu iegulation foi telecommunications (Bates, 2uu1). If e-
leaining is to succeeu then theie must be an accessible anu low cost
telecommunications infiastiuctuie. Foitunately foi B.C. by 2uu8, 92 peicent of
iesiuents hau access to affoiuable, high-speeu bioaubanu seivices, making the
piovince one of the most connecteu juiisuictions in Noith Ameiica (B.C.
uoveinment, 2u1S). Compaieu to many othei places in the woilu, Biitish
Columbia's technology infiastiuctuie is uevelopeu enough that theii focus shoulu
not be on uevelopment, but insteau it shoulu be on moueiating the affoiuability.
18
The goveinment can use its "clout as a majoi coipoiate client" anu by seivices in
bulk fiom a single caiiiei. This has the effect of uiiving uown the cost of
telecommunications anu keeping it accessible foi Biitish Columbians. It also
affoius univeisities with the technical knowleuge to set themselves up as an ISP.

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Each of the iecommenuations in this iepoit helps to suppoit the Ninistiy of
Auvanceu Euucation's vision of innovation, stiong community anu biight futuies.
As oui economy shifts incieasingly towaius knowleuge-baseu, the Ninistiy will
neeu to make e-leaining a key piioiity if they aie to iemain competitive in global
maikets. By woiking collaboiatively between goveinment, post-seconuaiy
institutions anu inuustiy to uevelop stiong policies anu piogiams, Biitish Columbia
can expect to builu a stiong piesence in the global e-leaining community anu
iemain a leauei in inteinational maikets.







19
0'<'/'%6'"E

Bates, A.W. (2001). National Strategies for e-learning in post-secondary education and
training. Paris: UNESCO/International Institute for Educational Planning.


Bates, A.W. & Sangr, A. (2011). Managing Technology in Higher Educations:
Strategies for Transforming Teaching and Learning. San Francisco: Jossey Bass.


BCcampus (2u1S) Retiieveu fiom www.bccampus.ca


B.C. uoveinment (2u1S). !*"0'"*E, >"8-(#%#7: .#/(8'%= Retiieveu fiom
http://www.gov.bc.ca/premier/technology_council/


Couiseia (2u1S) Retiieveu fiom https://www.coursera.org/about


Educational Technology Users Group (2013) About us. Retrieved from
http://etug.ca/about/


Inteinational }ouinal of Euucation anu Bevelopment using Infoimation anu
Communication Technology (I}EBICT), 2uu9, vol. S, Issue 1, pp. S-12
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Ninistiy of Euucation (2u1S). F28+,-""+G )=.= $#,+A,"8#(62*: "6/82+'#(. Retiieveu
fiom: http://www.newsroom.gov.bc.ca/ministries/advanced-
education/factsheets/factsheet-bc-post-secondary-education-facts.html


Ninistiy of Auvanceu Euucation (2u1S). H"3',"6 IJKLMKN O IJKPMKQ R"*3'8" !%2(=
Retiieveu fiom
http:www.bcbuuget.gov.bc.ca2u1S_}une_0puatesppufministiyaveu.p
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Ministry of Advanced Education Innovation and Technology (2013). 2012/13 Annual
Service Plan Report. Retrieved from
http://www.bcbudget.gov.bc.ca/Annual_Reports/2012_2013/pdf/ministry/aved.pd
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2u
Ninistiy of Auvanceu Euucation anu Laboui Naiket Bevelopment (2uu9). IJJSMKJ
O IJKKMKI R"*3'8" !%2( T$62+"= Retiieveu fiom
http:www.bcbuuget.gov.bc.ca2uu9_Sept_0puatesppufministiyalmu.p
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The B.C. Open Textbook project (2013) Retrieved from http://open.bccampus.ca

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