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Morgan, Tannis
No full textotherDr. Tannis Morgan is the Director, CTLI (Centre for Teaching, Learning, & Innovation) at JIBC, where she is responsible for developing and implementing an e-learning strategy, and leads educational technology innovation and research projects. These include mobile learning, simulations, open education resources, and emerging delivery models
Future considerations in the adoption of educational technologies
Get PDFHigher education institutions are increasingly incorporating innovation in education into institutional strategic and academic plans. Yet, they grapple with defining and implementing the concept and articulating and measuring the results of their efforts and investments. Drawing from a research foundation and her experience, the author presents a perspective about what innovation is and isn’t in the context of higher education in Canada then provides considerations for creating a culture of innovation and some steps for ensuring that innovation is relevant and meaningful within an organization.Peer reviewedinnovation; educational technology; Canada; higher educatio
The future of ed tech in higher ed when open source is a radical solution
Get PDFOpen education practices is the umbrella term for teaching and learning activities that included creation, use, and reuse of open education resources such as open textbooks, open pedagogies and the sharing of teaching practices. Open textbooks are textbooks that have been funded, published, and licensed to be freely used, adapted, and distributed. Open Educational Resources (OER) are teaching, learning and research materials in any medium that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others. Open Education is part of a broader ecosystem of open (Open Education, yes, but also Open Access, Open Science, Open Data, Open Source, Open Government).Peer reviewedopen education; textbooks; cost; free; OE
Online classroom or community-in-the-making? Instructor conceptualizations and teaching presence in international online contexts
Get PDFThe community of inquiry framework (Garrison, Anderson, & Archer, 2000) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of "teaching presence". Teaching presence as described by the framework provides insight into the types of interactions instructors make in online teaching, but is less useful in helping to understand the why’s of instructors’ interactive decisions. In this study, activity theory (Engeström, 1999, 2001) was adopted as a theoretical framework to understand the why’s of teaching presence, revealing a complex negotiation between instructors as subjects and the mediating components of the activity system. The article suggests that a shift to understanding teaching presence within a sociocultural perspective has important implications for teaching and design, as well as the methodologies inherent in the community of inquiry framework. A sociocultural definition of teaching presence is provided in attempt to provide a broader understanding of this construct.Peer reviewedWinner 2011 Best Research Article Awardonline learning; teaching presence; community of inquiry; instructor rol
Digital learners in higher education: generation is not the issue
Get PDFGeneration is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.Peer reviewedlearning styles; higher education; digital learning; familiarity; acces
How we got to open
Get PDFOpen education at JIBC: 6 steps that got us there.Peer reviewedJIBC; OER; implementation; open education; succes
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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