Emerging technologies


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Presentation of prototype for Emerging Technology course

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Emerging technologies

  1. 1. Developing e-Mentoring for Student Engagement NAJWA NORODIEN-FATAAR 6 JUNE 2012
  2. 2. e-Mentoring Mentoring, students volunteer,Co- Curriculum lecturers encourage studentsFocus t0 participate and select mentors Knowledge of academic conventions such as referencing, report writing,Student Needs academic reading and general socialization. how to use, IM and blogs in mentoring e-Mentoring training programme, include use of social media, IM and MXit,Lecturer Needs more auditory and visual aspects, and use of blogs in training
  3. 3. Rationale for e-Mentoring ProgrammeProblems in mentoring – persistence and engagementMentors and Mentors andmentees do not have mentees struggle tosufficient time to maintainmeet face to face, contact. (Terrion and Leonard (2007)(Terrion and Leonard , IM would ensure that ,Johnson, 2007)2007) they maintain contact and will deal with time constraints, e.g. ‘nightshift’- Vodacom, Blogs will encourage engagement
  4. 4. CONTEXT Fundani CHED Nature of mentoring Mentor Training Workshop• Mentorship Training (FtF) • One day initial training, •Departmental • Ongoing training of mentors via based blog, • The blog would give us time and •Residence based space to continue the training mentoring • Use of IM, (Brown, Czerniewicz, 2007) •Student peer mentoring •Blended mentoring approach
  5. 5. Outcomes and IntentionsLecturer and mentors: Mentors and Mentees CommunicationOngoing training between mentors, menteesthrough blogging and lecturer via IM, form ‘What’s App group, collaborative blog betw. mentors and mentees Social Presence Awareness, (Kekwaletswe, 2007 ; Kekwaletswe & Ng’ambi, 2006a;
  6. 6. Pedagogical strategies: Facilitative approach from lecturer Interactive Participatory Workshop based-group discussions, Oral presentation of ideas Dialogue
  7. 7. Theoretical underpinningsConceptual and Theoretical framework Reflective practice by Schon( 1983, 1987) Reflection-in-action: think of what we are dong while we are doing it, reflect on what is working, what is not working Reflection-0n-action: thinking about our behaviour after we have acted, conscious thoughtful manner, to change or improve, on going dialogue
  8. 8. Theoretical underpinnings Wheeler and Lambert –Heggs (2009): Blogs in Mentoring: Reflexivity Immediacy Persistence Provisionality
  9. 9. Wheeler and Lambert- Heggs (2009) Immediacy: approachability, warmth, availability, reciprocal Persistence: entire history, record, learning progress, maintain reflective record Provisionality: no content is permanent, can be edited, copied and pasted, edit prior to posting
  10. 10. Boud (2001) Boud (2001) lens to consider how students engage in the e-mentoring programme Reflection –on-action process consist of three processes: (1) return to experience (2) attending to feelings (3) re-evaluation of experience
  11. 11. Process Blog Topics: questionsMentors, mentee s , lecturer form pose a group on Mentors reflect‘What’s App’ and by writing reflect on the mentoring responses IM- SMS, MXi t, mentors Lecturer and Collaborative feedback mentees blog between mentors, ment ees and lectturer, stud y tips, e.g.,
  12. 12. Formative Evaluation Lecturer - assess  Students reflect on their responses of mentors the topics discussed on weekly on blog, weekly the blog weekly by feedback posting reflections Lecturer poses key  Final Blog: Students questions for the final reflect on their blog: Evaluation of the experience as mentors mentoring and what they have learnt from the training
  13. 13. References Bierema, L. L. and S. B. Merriam. 2002. E-mentoring: Using computer mediated communication to enhance the mentoring process. Innovative Higher Education, 26(3): 211— 227. Bower, M (2008) Affordance Analysis – matching learning tasks with learning technologies, Education Media International, 45(1), 3–15. Brown, C. L. and Czerniewicz, L. 2007. If we build it will they come? Investigating the relationship between students’ access to and use of ICTs for learning. South African Journal of Higher education, 22(6): 730-745 Johnson, W. B. 2007. On being a mentor. A guide for higher education faculty, New York, Lawrence Erlbaum Associates. Kekwaletswe, R. M. 2007. Social presence awareness for knowledge transformation in a mobile learning environment. International Journal of Education and Development using Information and Communication Technology, 3 (4): 102-109. Terrion, J. L. and D. Leonard. 2007. A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring and Tutoring 15(2): 149-- 164.
  14. 14. Kekwaletswe, R. M. 2007. Social presence awareness for knowledge transformation in amobile learning environment. International Journal of Education and Developmentusing Information and Communication Technology, 3 (4): 102-109.Terrion, J. L. and D. Leonard. 2007. A taxonomy of the characteristics of student peermentors in higher education: Findings from a literature review. Mentoring and Tutoring15(2): 149--164.Terrion. J.L. and Philion. R. 2008. The electronic journal as reflection-on action: aqualitative analysis of communication and learning in an peer mentoring programme.Studies in Higher Education 33 (5): 583-597.Thompson, L., Jefferies, M. and Topping, K. 2010. E-mentoring for e-learningdevelopment. Innovations in Education and Teaching International. 47(3): 05-315Williams JB, Jacobs J. 2004, Exploring the use of blogs as learning spaces in the highereducation sector. Australasian Journal of Educational Technology. 20(2): 232-247Wheeler, S. and Lambert-Heggs , W.2009. Connecting distance learners. The QuarterlyReview of Distance Education, 10(4): 323–331Case study from the University of Edinburgh: Engaging learners in critical reflectionthrough the use of blogs, http://www.jisc.ac.uk/blog/engage-students-through-blogging/