Education Development Unit, FHS
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/)
Access to current, relevant global information that is
Adapting to a new generation of technologically
E-learning offers students access to a variety of
Mash up / integration
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.
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.
Effective Learning Environments (Bransford, Brown &
(on the next slide are examples
and tools one can use) Anderson & Elloumi, 2004
Innovators- The adoption process begins with a tiny number of visionary,
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
Blogging (e.g. Blogger, Word Press, Live journal)
Concept and Mindmapping (e.g. Bubbl.us, CMap, Freemind,
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)
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)
As is reflected by the definition of e-learning, the perception of e-learning is highly context
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/
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:
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.
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