• Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 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.