Slides for the workshop on 29 November 2018, with UJ's Centre for Academic Technologies.

1. By Carina van Rooyen
UJ’S CAT workshop on 29 November 2018
COMPLEXITY & LEARNING
AND TEACHING WITH
TECHNOLOGY AT UJ
Imagesource:https://gdcf-0916001bcltd.netdna-ssl.com/wp-content/
uploads/2015/02/sprocket-bulb.jpg

2. IN THE CONTEXT OF L&T,
DOES THE 4IR DISCOURSE
PRESENT SOMETHING NEW?

3. VISION OF L&T AT UJ
Educating students “as African world citizens
for life, work, and leadership in the dynamic
and complex world of the 21st century, and as
knowledge practitioners in professional
domains” (UJ 2014:4)

4. Source: Arvanitakis & Hornsby 2016

5. CONTEXT

6. Changes in L&T related to
technology
1. Outcomes: multi-disciplinary, skills & values
2. Packages: more disaggregated & personally assembled,
flexibly paced rather than fixed, differently sized & context-
specific packages, distributed accreditation
3. Actors: increase of other role-players in HE; unbundling to
networks of dispersed learning centres
4. Delivery medium: purpose of lectures, online & blended
learning
5. Pedagogical approaches

7. UJ - technology enabled, pedagogy
light in practice
L&T philosophy of ‘learning to be’
Blended learning approach, with supportive technology
infrastructure
Compulsory handheld devices for 1st years since 2014
Staff survey on use of tablets show majority use of information
sharing & communication, with shift over last three years towards use
of collaborative tools
E-textbook initiative
4IR?

8. UJ - technology enabled, pedagogy
light in practice
L&T philosophy of ‘learning to be’
Blended learning approach, with supportive technology
infrastructure
Compulsory handheld devices for 1st years since 2014
Staff survey on use of tablets show majority use of information
sharing & communication, with shift over last three years towards use
of collaborative tools
E-textbook initiative
4IR

9. Technology is a tool for learning
Learner centred
Ensure social justice, equity & inclusivity
Relevance to context
Encourage collaboration
Reflection, research & scholarship

10. Source: https://thesystemsthinker.com/learning-and-leading-through-the-badlands/
Source:https://www.pinterest.co.uk/pin/82331499413581526/

11. COMPLEX ADAPTIVE
SYSTEMS

12. Source: http://i.huffpost.com/gen/2534202/images/o-COMPLEXITY-facebook.jpg

13. (Siemens et al 2018:28)
“The integrative approaches and
core principles of complexity
science can provide a framework to
address these [higher education]
challenges and [help us] understand
the role of rapidly changing…
universities in a society that has long
been experiencing disruption and
transformation.”

14. Source:https://za.pinterest.com/pin/125256433369838443/

15. Principles of complex adaptive systems
Principle Description
Emergence
What appear as random interactions between agents in the system
are patterns that inform the actions of the agents and system itself.
Requisite variety
Ambiguity, paradox and contradictions to create new possibilities;
so variety is essential for ingenuity and creativity.
Iteration
Small changes can have significant impact through the emergence
of feedback loops.
Contextually sensitive
co-evolution
Systems exist within environments; to ensure fit they must change
with the environment that in turn adapts to the system.
Sub-optimal
The system should be good enough, not perfect, as the goal is
efficiency within constant change.
Connectivity within
nested systems
Relationships between agents are critical to the system’s survival;
these represent the patterns that ensure the survival of the system.
Systems are nested in other systems with systems often being
smaller sub-systems within larger systems.
Edge of chaos
The systems exist on a spectrum ranging from equilibrium to
chaos, with the edge of chaos representing the most variety and
creativity. Rules and restrictions ensure some predictability.
Self-organising
No hierarchy, command or control, just constant organising to find
the best fit.
Simple rules The rules governing system functioning are simple even if the
patterns are varied and rich.

16. Networks
Source:https://www.offset.com/photos/an-illustration-of-
people-creating-a-human-network-267934

17. Source: https://www.youtube.com/watch?v=-SeV9GcI0g0

18. Self-organisation
Source:https://medium.com/open-participatory-organized/an-open-architecture-
for-self-organization-4e85d4413e09

19. Feedback sensitivity
Source: https://dribbble.com/shots/273830-Feedback-Loop

20. Agility
Source: https://giphy.com/gifs/yoga-lN8z6A7lhayDC

21. UJ’S L&T WITH TECH AS
COMPLEX ADAPTIVE
SYSTEM

22. Action areas for UJ; Which for CAT?
Principle Action area Sub-areas
Emergence Student
engagement &
self-directness
Digital capabilities
Requisite variety Student personalisation
Iteration Individual quality assurance
Contextually sensitive
co-evolution
Agility and
agency
Technology & digital
infrastructure
Sub-optimal
Academic analytics
Spaces for staff
personalisation & innovation
Connectivity within
nested systems
System stability
Institutional quality assurance
Edge of chaos
System design & integration
Systems security
Self-organising
Institutional
cultural change
Professional staff development
Leadership
Simple rules Create ones for each action

23. People Processes Tools

24. FURTHER ACTION?
Source: https://www.theoryofchange.org/what-is-theory-of-change/
Source:http://lowres.jantoo.com/science-scientists-formulas-equations-math-
science-09501236_low.jpg

25. • Arvanitakis J & Hornsby DJ 2016 Are universities
redundant? In Arvanitakis J & Hornsby DJ (eds)
Universities, citizen scholars and the future of higher education.
Palgrave MacMillan: 7-20
• Siemens G, Dawson S & Eshleman K 2018 Complexity:
A leader’s framework for understanding and managing
change in higher education. EduCause Review November/
December: 27-42
References