Centre for Teaching, Learning & Innovation (CTLI)

CTLI adopts a flexible, team-based approach to program, course, resource, and faculty development for both internal JIBC programs and specialized contract or client interfacing training and education projects. CTLI is recognized as a highly knowledgeable innovator of educational technologies in support of teaching and learning.

Digital learners in higher education: generation is not the issue
Generation 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.
Online classroom or community-in-the-making? Instructor conceptualizations and teaching presence in international online contexts
The 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.
Research skills and the real world [poster]
The purpose of this study was to establish a baseline for future years and to: 1. Determine if the JIBC Bachelor of Law Enforcement Studies (BLES) Program students feel they are graduating with the research skills necessary to succeed in their chosen profession. 2. Examine students’ perceptions of how they develop research skills. 3. Inform faculty on the extent to which the JIBC SRSDF has clarified research expectations. 4. Determine the role that students felt the Library has played in developing their research skills
What the camera sees [poster]
What you see is a function of where you stand and what you look at. This project explores what the camera sees in an immersive simulation setting. Specifically, this applied research project compares the data provided by video from cameras using differing points of view against evaluation criteria representing different types of learning outcomes in a simulation involving paramedic, police, and fire recruits.