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  • 1. Gregory.Doyle@uct.ac.za Education Development Unit, FHS
  • 2. E-learning enhances the learning and teaching experience through the use of on-line communication tools that encourage an interactive learning process, acting as an enabler for alternative training methods. (adapted from http://www1.imperial.ac.uk/medicine/elearning/what_is_elearning/)
  • 3.  Access to current, relevant global information that is immediately accessible.  Adapting to a new generation of technologically savvy learners  E-learning offers students access to a variety of learning experiences  Mash up / integration
  • 4.  The interactive nature of e-learning encourages openness and flexibility  E-learning encourages collaboration and sharing amongst students  They go through hype cycles: Today’s e-learning may be tomorrow’s fad (trend) ◦ The hype cycles, or life cycles, of e-learning may include euphoria, adoption, use, impact, enthusiasm or even infatuation ◦ While some e-learning technologies will continue to be relevant and remain in use, there will be others that become irrelevant and fade into the background with time.  Some technologies are new while others are existing or emerging technologies ◦ It should be noted that in the context of e-learning the terms ‘emerging’ and ‘new’ are not always synonymous. Technology which might be new to you could have been established years ago.
  • 5.  Mobility/ubiquitous learning  The control over teaching and learning has shifted from the institution to the students and lecturers themselves  Recent literature has attributed the following positive attributes to e- learning: (Johnson, 2011) - Openness - Independence of institutional systems - Student ownership - Real-life connection - Focus on collaboration  E-learning promises a radical transformation of education, facilitating new and innovative ways of both teaching and learning.
  • 6.  Effective Learning Environments (Bransford, Brown & Cocking, 1999)  Learner/Learning centered  Knowledge centered  Assessment centered  Community centered (on the next slide are examples and tools one can use) Anderson & Elloumi, 2004
  • 7. Watters, Bozalek, Ng’ambi, Gachago & Ivala, 2012
  • 8. Bozalek, Ng’ambi & Gachago, 2011-2013
  • 9.  Improved interaction  Communication/feedback (30%)  Improved student engagement (27%)  Improved skills (9%)  Better course organization (7%)  Integration theory/practice (6%)  Independent learning (5%)  Providing a diverse learning experience (2%)  Direct/tangible: better grades (2%) and better attendance (7%)  Indirect: cutting cost (2%), research opportunity (1%) Bozalek, Ng’ambi & Gachago, 2011-2013
  • 10.  Institutionally (53%): ◦ Lack of equipment, inadequate Internet access  Lecturers attitudes and time (25%)  Students skills and motivation (22%) Bozalek, Ng’ambi & Gachago, 2011-2013
  • 11. http://tomfishburne.com/?s=new+product+adoption&x=0&y=0
  • 12.  Innovators- The adoption process begins with a tiny number of visionary, imaginative innovators  Early adopters: Once the benefits start to become apparent, early adopters leap in. They love getting an advantage over their peers and they have time and money to invest  Early majority: They are followers who are influenced by mainstream fashions and wary of fads. They are looking for simple, proven, better ways of doing what they already do.  Late majority: They are conservative people who hate risk and are uncomfortable your new idea.  Laggards: They hold out to the bitter end. They are people who see a high risk in adopting a particular product or behavior Source: http://mediaexposure1.blogspot.com/2011_07_01_archive.html
  • 13.  Blogging (e.g. Blogger, Word Press, Live journal)  Concept and Mindmapping (e.g. Bubbl.us, CMap, Freemind, Inspiration)  Digital stories (e.g. using an iPad)  Electronic portfolios (e.g. Mahara)  Instant messaging (e.g. MSN, GoogleTalk, Mxit)  Internet phone (e.g. Skype)  Learning analytics (e.g. Google analytics, Vula’s Site Stats)  Lecture capturing (e.g. Matterhorn)  LMS / CMS (e.g. Vula)  Microblogging (e.g. Twitter, Statusnet)
  • 14.  Open Educational Resources (e.g. MIT OpenCourseWare)  Personal response systems / Clickers (e.g. Turning Point)  Podcasting (e.g. Audacity)  Screencasting (e.g. Camtasia, Camstudio)  Social bookmarking (e.g. Delicious)  Social media (e.g. Flickr, YouTube, Slideshare)  Social networking (e.g. Facebook, MySpace)  Virtual worlds / Immersive technologies (e.g. Second Life)  Web-based documents (e.g. Google Docs, Google Forms)  Webconferencing (e.g. Adobe Connect)  Wikis (e.g. MediaWiki, Wikispaces, PBWiki)
  • 15.  As is reflected by the definition of e-learning, the perception of e-learning is highly context based.  E-learning does not necessarily result in achieving innovative practices that transform teaching and learning  The use of emerging technologies appears to broaden the range of learning events that lecturers engage with, particularly in relation to dialogical and collaborative learning events  The ‘disruptive nature’ of e-learning is seen in that it opens up boundaries, transfers control and responsibility to the students and provides students with exciting learning opportunities and enthusiasm!  Acknowledging ‘champions’ who use e-learning creatively and in so doing the application of technology in teaching and learning is widened  Creating opportunities for dialogue with regard to institutional and non-institutional technologies, advocating comprehensive use of ICTs in teaching and learning  More information at http://emergingicts.blogspot.com/
  • 16.  Anderson, T., & Elloumi, F. (2004). Theory and practice of online learning. (T. Anderson & F. Elloumi, Eds.) British Journal of Educational Technology, Vol. 36. Athabasca, Canada: Athabasca University.  Bozalek, V., Ng’ambi, D. and Gachago, D. (2011-2013). “Emerging ICTs in Higher Education” NRF project, 2011-2013: Emerging Technologies in South Africa, Institutional enablers and constraints. Blog: http://emergingicts.blogspot.com/  Johnson, L. & Adams, S., 2011. Technology Outlook UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis, Austin, Texas.  Watters, K., Bozalek, V., Ng’ambi, D., Gachago, D. and Ivala, E. (2012). Emerging Technologies in SA HEIs: Towards Transformative Teaching and Learning Practice. UWC, UCT and CPUT.