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Presentation at THE DIGITAL UNIVERSITY
A SYMPOSIUM IN CELEBRATION OF CHEC’S 20TH ANNIVERSARY

30 OCTOBER 2013


CO-HOSTED BY THE UNIVERSITY OF THE WESTERN CAPE

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  • 1. Emerging  Technologies  and  Changing  Teaching   and  Learning  Prac4ces     Prof  Viv  Bozalek,  UWC   Daniela  Gachago,  CPUT  
  • 2. Structure  of  presenta4on   Current  context  and  challenges  in  HE     The  promise  of  Emerging  Technologies     NRF  project  on  Emerging  Technologies   Prac=ce  examples  using  Emerging  Technologies    for   teaching  and  learning  prac=ce   •  Lessons  learnt…   •  •  •  • 
  • 3. Current  context  
  • 4. Johnson  &  Adams  (2011:3)  
  • 5. Challenges  con4nued…   •  Lack  of  ins=tu=onal  engagement     •  Educa=on’s  own  prac=ces  which  limit  uptake  of  new   technologies   •  Demand  for  personalised  learning  is  not  adequately   supported   •  Most  academics  are  not  using  new  technologies  for   learning  and  teaching  or  research   Johnson  et  al.  (2013)  
  • 6. ‘schools,  colleges  and  universi=es  are   aUemp=ng  to  teach  knowledge  and   skills  for  jobs  that  no  longer  exist,  and   …teachers  are  not  fully  involved  in   educa=onal  innova=on  and  curriculum   development’.     Open  University  Innova=ng  Pedagogy  (2012:7)  
  • 7. “Although  lecturers  and  students  are  seemingly  embracing  emerging  technologies   enthusias=cally,  it  is  taking  longer  for  ins=tu=ons  and  policy  makers  to  adopt  and  implement   them.  Ins4tu4ons  and  policy  makers  are  not  yet  fully  engaging  with  these  technologies  to   understand  the  usefulness  of  these  technologies  and  therefore  administra=ve  policies  may  slow   down  or  halt  adop=on.”   COL  2008,  16  
  • 8. The  promise  of  emerging  technologies  
  • 9. Johnson,  L.,  Adams  Becker,  S.,  Estrada,  V.,  and  Marbn,  S  (2013).  Technology  Outlook  for  STEM+  Educa=on    2013-­‐2018:  An  NMC  Horizon  Project   Sector  Analysis.  Aus=n,  Texas:  The  New  Media  Consor=um.    
  • 10. •  table  on  top  trends   table  on  top  trends  
  • 11. Although  the  use  of  emerging  technologies   is  on  the  rise  in  Higher  Educa=on  globally   and  locally,  it  is  seldom  used  in  a  way  that   facilitates  transforma=ve  teaching  and   learning.   Ng’ambi,  Bozalek  &  Gachago  (in  press)    
  • 12. Emerging  pedagogies  
  • 13. Open   University   Innova=ng   Pedagogy   2012  and   2013  report   hUp://www.open.ac.uk/blogs/innova=ng/  
  • 14. the  innova=ons  are   not  independent,  but   fit  together  into  a  new   and  disrup=ve  form  of   educa=on  that   transcends  boundaries   between  formal  and   informal  seings,   ins=tu=onal  and  self-­‐ directed  learning,  and   tradi=onal  educa=on   providers  and   commercial   organisa=ons     Sharples  et  al  (2012:6)  
  • 15. E-­‐books  
  • 16. Publisher-­‐led  short  courses  
  • 17. Badges  to  accredit  learning  
  • 18. MOOCs  
  • 19. Open  access   eurobasin.dtuaqua.dk  
  • 20. Seamless  learning  
  • 21. Learning  analy=cs  
  • 22. Personal  inquiry  learning   www.bris.ac.uk  
  • 23. Emerging  Technologies  in  South   African  Higher  Educa4on  
  • 24.   ‘ICTs  in  South  African  HE’  NRF  project  
  • 25. How  could  qualita=ve   outcomes  in  educa=on   be  realised  by  using   emerging  technologies   to  transform  teaching   and  learning   interac=ons  and   paradigms  across   higher  educa=on   ins=tu=ons  in  South   Africa?      
  • 26. Research  ques4ons   1.  What  are  the  technologies  academics  are  using?   2.  How  are  SA  lecturers  using  these  technologies?     3.  Is  the  use  of  these  technologies  transforming  teaching   and  learning  prac=ces?   4.  Are  they  leading  to  qualita=ve  outcomes  for  students?    
  • 27. Phase 1 of Project - Survey In  what  ways  are   emerging   technologies  used  in   innova4ve   pedagogical  prac4ces   to  transform  teaching   and  learning  across   South  African  HEIs?     August  –  Sept  2011   Phase  1:  Survey  
  • 28. RLO   Use  of  emerging  technologies  in  SA   (n=262,  22  ins4tu4ons)  
  • 29. Most  innova4ve  T&L  prac4ce  with  technologies  
  • 30. So  what  is   emerging  in   Paris  may  be   some  years   off  emerging   in  Parys…  
  • 31. Emerging Technologies ’tools,  concepts,   innova=ons,  and   advancements   u=lized  in  diverse   educa=onal   seings  to  serve   varied  educa=on-­‐ related  purposes’   Veletsianos (2010:3) George  Veletsianos  defini4on  of  ET  
  • 32. Mo4vators  for  use  
  • 33. Challenges  
  • 34. “…posi=ve  impact…  students   like  ducks  to  water….”   “Feedback  needs  to  be  regular  and  fresh  and  in  a   style  that  the  student  appreciate.  No  slacking  on   pos=ng  aner  hours,  no  maUer  what’s  happening   in  my  personal  or  professional  life.  If  students  see   your  commitment  to  staying  in  touch,  they  will   match  that  commitment  –  equal  or  beUer!”    
  • 35. Learners  to  be   engaged  in  an   inven=ve  and   realis=c  task   that  provides   opportuni=es   for  complex   collabora=ve   ac=vi=es   Herrington  et  al.  2010     Authen4c  learning  
  • 36. by  Arthur40A  (CC)  
  • 37. •  Shortlisted  to  70  case   studies  that  could   poten=ally  be  classified  as   authen=c  learning   •  21  interviews  highest   poten=al   •  Interviews  along  9   elements,  summary  of   data   •  Presented  as  case  studies     Phase  2:  Interviews    
  • 38. 1.  Ci=zen  journalism   2.  Collabora=ve  women’s   health  programme   3.  Digital  storytelling  in   educa=on   4.  Adap=ve  management  of   resources  /  Biodiversity   5.  Cri=cal  thinking  in   Physiotherapy  
  • 39. Herrington’s  nine  elements  of   authen=c  learning   •  •  •  •  •  •  •  •  •  Authen'c  context   Authen'c  task     Expert  performance     Mul'ple  perspec'ves   Collabora'on     Reflec'on     Ar'cula'on   Coaching  and  scaffolding   Assessment    
  • 40. ….a  digital  story,  it’s   synthesised.  The  paper-­‐ Digital  storytelling   based  porsolios  were   big  files,  but  now  they   had  to  really  synthesise   all  that  informa=on,   categorise  it,  write  a   story  about  it  in  300  to   500  words;  so  they  had   to  really  pull  out  the  core learning  experiences….  
  • 41. Blogging…     We  had  a  blog  and  people  felt  it   was  very  informal,  so  they  used   SMS  talk.  And  then  we  tried  to   translate  SMS  into  another   language  using  Google  translator   and  I  showed  them  it  didn’t  work.   And  then  I  said,  but  if  you  used   English  and  you  use  a  Google   translator  it  might  actually  work   and  so  what  you’re  doing  is  you’re   increasing  the  understanding  to  a   larger  number  of  the  popula=on   by  using  simple  but  structured   English.      
  • 42. Social  media  
  • 43. ….because  the  students  find  safety   and  security  in  the  course  reader   and  knowing  in  inverted  commas   that  ‘these  are  all  the  answers’;  if   can  just  memorise  all  of  these  facts   then  I’m  going  to  be  okay.  And  what   we  are  saying  to  them,  now  there’s   no  more  facts,  now  what?  Because   when  they  graduate  they’ve  got  no   one  to  give  them  all  the  facts  and  we   need  to  give  them  the  skills  now  for   them  to  be  able  to  go  out  into  the   real  world  and  say,  oh,  I  don’t  have   this  answer.  Now  what  do  I  know?   What  do  I  need  to  find  out?  How  will   I  find  it  out?    
  • 44. Emerging  themes…   •  Context  maUers  –  some=mes  an  LMS  is  s=ll  emerging   •  Passionate  educators  /  agency  more  transforma=ve   impact  that  ins=tu=onal  support   •  We  are  learning  differently  –  focus  on  meaningful   learning  in  authen=c  contexts   •  Power  to  the  learners  &  community!   •  Connec=ng  /  Par=cipa=ng  /  Global  ci=zenship  
  • 45. Emerging  themes…  
  • 46. Cloud-­‐based  tools   tools   Generic   become   pedagogical  tools   when  wrapped   around  pedagogy   and  learning   strategies  
  • 47. Any  ques4ons?   Thanks  to  the  Na4onal  Research  Founda4on  and   the  UWC  Teaching  and  Learning  Research  Fund  for   funding  this  project     hUp://emergingicts.blogspot.com/  
  • 48. References     Bozalek,  V.,  Ng’ambi,  D.  and  Gachago,  D.  (in  press)  Transforming  teaching  with  emerging  technologies:  Implica=ons  for  Higher   Educa=on  Ins=tu=ons,  South  African  Journal  of  Higher  Educa'on.   Henschke,  J.  A.  (2010).  Bringing  Together  Personal  Learning,  Higher  Educa=on  Ins=tu=ons  Elements,  and  Global  Support  for  a  Re-­‐ Orienta=on  towards  a  Focus  on  Lifelong  Learning  and  Educa=on.  In  Wang,  V.,  (Ed.),  Encyclopedia  for  Using  Technology  in   Adult  and  Career  Educa'on.  IGI  Global,  Hershey,  PA.  June,  2010.   Herrington,  J.,  Reeves,  T.  and  Oliver,  R.  (2010)  A  Guide  to  Authen'c  e-­‐Learning.  New  York  &  London:  Routledge.   Johnson,  L.,  Adams,  S.,  and  Cummins,  M.  (2012).  Technology  Outlook  for  Australian  Ter=ary  Educa=on  2012-­‐  2017:  An  NMC  Horizon   Report  Regional  Analysis.  Aus=n,  Texas:  The  New  Media  Consor=um   Johnson,  L.,  Adams  Becker,  S.,  Cummins,  M.,  Estrada,  V.,  Freeman,  A.,  and  Ludgate,  H.  (2013).  NMC  Horizon  Report:  2013  Higher   Educa=on  Edi=on  Aus=n,  Texas:  The  New  Media  Consor=um.  hUp://www.nmc.org/publica=ons/  2013-­‐horizon-­‐ report-­‐  higher-­‐ed(Accessed  23  February  2013).   Ng’ambi,  D.,  Bozalek,  V.  &  Gachago,  D.  (in  press).  Empowering  educators  to  teach  using  emerging  technologies  in  higher  educa=on   –  A  case  of  facilita=ng  a  course  across  ins=tu=onal  boundaries.  Paper  to  be  presented  at  the  8th  Interna=onal  Conference  on   e-­‐Learning  ICEL  2013.   Sharples,  M.,  McAndrew,  P.,  Weller,  M.,  Ferguson,  R.,  Fitzgerald,  E.,  Hirst,  T.,  Mor,  Y.,  Gaved,  M.,  Whitelock,  D.  2012.  Innova'ng   pedagogy  2012:  Exploring  new  forms  of  teaching,  learning  and  assessment,  to  guide  educators  and  policy  makers.  Open   University  Innova=on  Report  1.  Milton  Keynes:The  Open  University.  Available  at  hUp://www.open.ac.uk/blogs/innova=ng/       Veletsianos,  G.  2010.  A  Defini=on  of  Emerging  Technologies  for  Educa=on.  .  In  G.  Veletsianos  (ed.)  Emerging  Technologies  in   Distance  Educa'on.  Theory  and  Prac'ce.  Edmonton:  AU  Press,  pp1-­‐22   Vygotsky,  L.  1978.  Mind  in  Society:  The  Development  of  Higher  Psychological  Processes.  Cambridge:  Harvard  University  Press.