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Multimedia instruction to enhance learning in multigrade education in the Western Cape. A Proposal<br />Adrienne van As<br...
Outline<br /><ul><li> Western Cape context
 Centre for Multigrade Education
Multimedia instruction
 Design-based research
 Conclusion
Questions</li></li></ul><li>South Africa<br />
Western Cape<br />
MGE in the Western Cape<br /><ul><li> ± 300 multigrade schools.
 Situated in 3 rural education districts.
 Teacher training in MGE (ACE) via CPUT.
 Multigrade Rural Schools Intervention (2002 - 2005).
 Limited support, training, etc. from departmental</li></ul>  officials.<br /><ul><li> Low literacy and numeracy levels.
 “Pedagogy of poverty”.
≠ 21st Century skills.
 High drop out rate.
 Inequality.</li></li></ul><li><ul><li> Social, economic and</li></ul>  cultural isolation<br /><ul><li> Low level of expe...
 Low prior knowledge
 Influence on cognitive  </li></ul>  development <br />
Foundation phase<br />
Intermediate phase<br />
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Multimedia Instruction to enhance learning in Multigrade Education in the Western Cape.

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Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis.

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  • The Western Cape is one of the well-known provinces of South Africa.
  • The Western Cape is one of the well-known provinces of South Africa.
  • The Western Cape is well-known for Cape Town, Table Mountain, the Waterfrontm, the beaches and wineyards.
  • But it is only when you turn off on the gravel roads that you find the real South Africa. Rural setting (What is going on outside the classroom?)
  • Inside the classroom
  • Only then you know more about this child sitting in front of you in die classroom. Example?
  • Challenge in the multigrade classroom: Administration, competencies of the teacher, mismanagement, disorganization, pedagogy of poverty, etc.
  • The schools in the Western Cape are lucky. Some of them do have computer room and interactive whiteboards.
  • Most of these technology were/are provided by TheKhanya Project.
  • Transcript of "Multimedia Instruction to enhance learning in Multigrade Education in the Western Cape. "

    1. 1. Multimedia instruction to enhance learning in multigrade education in the Western Cape. A Proposal<br />Adrienne van As<br />Centre for Multigrade Education, CPUT<br />ICICTE July 2011<br />Rhodes, Greece<br />
    2. 2. Outline<br /><ul><li> Western Cape context
    3. 3. Centre for Multigrade Education
    4. 4. Multimedia instruction
    5. 5. Design-based research
    6. 6. Conclusion
    7. 7. Questions</li></li></ul><li>South Africa<br />
    8. 8. Western Cape<br />
    9. 9.
    10. 10.
    11. 11.
    12. 12.
    13. 13. MGE in the Western Cape<br /><ul><li> ± 300 multigrade schools.
    14. 14. Situated in 3 rural education districts.
    15. 15. Teacher training in MGE (ACE) via CPUT.
    16. 16. Multigrade Rural Schools Intervention (2002 - 2005).
    17. 17. Limited support, training, etc. from departmental</li></ul> officials.<br /><ul><li> Low literacy and numeracy levels.
    18. 18. “Pedagogy of poverty”.
    19. 19. ≠ 21st Century skills.
    20. 20. High drop out rate.
    21. 21. Inequality.</li></li></ul><li><ul><li> Social, economic and</li></ul> cultural isolation<br /><ul><li> Low level of experiences
    22. 22. Low prior knowledge
    23. 23. Influence on cognitive </li></ul> development <br />
    24. 24. Foundation phase<br />
    25. 25. Intermediate phase<br />
    26. 26.
    27. 27. Centre for Multigrade Education<br /><ul><li> Established in 2009 through a grant from the Dutch </li></ul> Government. <br /><ul><li> Develop frameworks and policies for quality </li></ul> instruction and learning in MGE. <br /><ul><li> Develop capacity to make a difference in the</li></ul> chances of success for rural primary school children.<br /><ul><li> Combat poverty in the world by means of the</li></ul> establishment of an expert centre which will improve,<br /> develop and distribute the knowledge of MGE.<br /><ul><li> Based on research and good practices and </li></ul> distributed and supported through ICT.<br />
    28. 28.
    29. 29. The Khanya Project<br />Up-to-date reflection of the achievements of Khanya:<br /><ul><li> 1 339 schools have been helped to use technology</li></ul> (total 1 542, including MG schools).<br /><ul><li>133 schools are in various stages of preparation for </li></ul> the next wave of implementation.<br /><ul><li>45 381 computers are used in Khanya schools
    30. 30. 27 970 Educators empowered to use technology for </li></ul> curriculum delivery.<br /><ul><li> 903 598 learners reaping the benefits.</li></li></ul><li>Multimedia Instruction<br /><ul><li>Integration of two or more media such as text, </li></ul> graphics, still images, animation, audio and video. <br /><ul><li> Multisensory presentation.
    31. 31. Cognitive Theory of Multimedia Learning </li></ul>People learn more deeply from words <br />and pictures than from words alone.<br />
    32. 32. Multimedia Instruction<br />Cognitive Theory of Multimedia Learning draws on: <br />Dual Coding Theory<br />Conditions for use<br />Cognitive Load Theory<br />Individual differences<br /><ul><li>Benefits and challenges</li></ul>Best for learners who are low rather than high <br />in prior knowledge about subject matter.<br />
    33. 33. Mayer’s SOI model of meaningful learning <br />Multimedia Presentation<br />Pictures<br />Words<br />Sensory Memory<br />Ears<br />Eyes<br />Selecting words<br />Selecting pictures<br />Working Memory<br />Words<br />Sound Base<br />Visual <br />Image Base<br />Organizing words<br />Organizing pictures<br />Verbal Mental Model<br />Pictorial Mental Model<br />Integrating<br />Long-term Memory<br />Prior Knowledge<br />
    34. 34. Role of ICT<br />ICT = Vehicle for multimedia instruction and learning<br /> = Vehicle for quality education (Conditions!)<br />?<br />etc!<br />Where do we want to go?<br />Why do we want to go there?<br />When will we go there?<br />How will we get there?<br />How will we know when we get there?<br />
    35. 35. Design-Based Research<br /><ul><li> Systematic study of designing, developing and </li></ul> evaluating educational interventions. <br /><ul><li> Solutions for complex problems in educational </li></ul> practice.<br /><ul><li> Aims at advancing our knowledge about the </li></ul> characteristics of these interventions and the<br /> processes of designing and developing it. <br /><ul><li> Transform and reform instead of inform. </li></li></ul><li>Phases in Design-based Research<br />
    36. 36. Sample<br /><ul><li> 8 Multigrade schools from 3 rural education </li></ul> districts. <br /><ul><li> Variety of contexts.
    37. 37. Intermediate phase (Gr. 4, 5 & 6; ages 9 - 12).
    38. 38. Total between 25 and 47 learners in phase.
    39. 39. 1 or 2 teachers per phase.
    40. 40. Difference grade combinations.
    41. 41. Involvement depends on phase and stage. </li></li></ul><li>TPACK Framework<br />Technological Pedagogical Knowledge<br />Technological Content Knowledge<br />Contexts<br />Technological Pedagogical Content Knowledge (TPCK)<br />Pedagogical Content Knowledge<br />
    42. 42. Conclusion<br /><ul><li> “After climbing a great hill, one only finds that</li></ul> there are many more hills to climb.” <br /><ul><li> “It always seems impossible until its done.”
    43. 43. “Education is the most powerful weapon which you</li></ul> can use to change the world.” <br />All three quotes by Nelson Mandela<br />
    44. 44. Adrienne van As<br />Centre for Multigrade Education<br />Cape Peninsula University of Technology<br />Western Cape<br />South Africa<br />Email: vanasa@cput.ac.za<br />Website: www.cmge.co.za<br />Twitter account: @CMGE1<br />Facebook page: ww.facebook.com/cmge<br />

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