Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Joining the Hi-Tech Bandwagon on Low Bandwidth<br />NADEOSA keynote, 17 Aug 2009<br />Gabi Witthaus, Teaching Fellow in Di...
The vision<br />Vision needed on many levels:<br /><ul><li> National
 Institutional
 Personal</li></ul>ODL policy making and implementation: vision & reality <br />
The outcome<br />Tapestry by ‘Suddenlysheturned’ on Flickr<br />Threads represent landscape of ODL in 21st century<br />
The design<br />Turning vision into reality through design<br />The clearer our vision, the easier it is<br />Presentation...
The infrastructure<br />Low-bandwidth infrastructure can enable a beautiful product<br />Key is to tailor the design to th...
The action<br /><ul><li> Threads show key characteristics of landscape of ODL in 21st century
We need to respond in appropriate ways</li></li></ul><li>This is where the action’s at!<br />Tutors/ trainers and learners...
Emerging technologies<br />We need to take back control!<br />
Not only for digital natives...<br />Take some time to play...<br />
The ‘low bandwidth’ option...<br /><ul><li> Huge proportion of our learners have cell phones
UNISA – using MXit for learner support
 Mobile phones for podcasts
SA can lead the way here</li></li></ul><li>Social learning<br /><ul><li> Sub-theme: integration of ICT and social networking
 Henning & vdWesthuizen (2004) – ‘The social context becomes the facilitator & the scaffold for e-learning’</li></li></ul>...
Fuzzy boundaries<br /><ul><li>Crossing borders – geographically, culturally, across disciplines
Maggie’s community: Ireland, India, Philippines, Puerto Rico, China, Egypt, New Zealand, US Minor Outlying Islands...</li>...
Don’t reinvent when you can mix up or mash up!<br />OERs<br /><ul><li>This presentation is an OER
Creative Commons licence</li></li></ul><li>A low-bandwidth OER-based lesson in Malawi<br />Extracting DNA from bananas<br />
Rapid information flow<br />Problem for everyone, especially teachers with large class sizes<br />
Manage it; don’t drown in it!<br />Scanning<br />Filtering<br />Making connections<br />Synthesising<br />
Conversations about learning<br />Asking questions, thinking, writing (blogging?), going public<br />Explore students’ per...
Reflective practice...<br />International move towards a more constructivist approach to ODL<br />
Upcoming SlideShare
Loading in …5
×

Joining the high-tech bandwagon on low bandwidth

906 views

Published on

Keynote address given to the National Association of Distance Education and Open Learning in South Africa, presented via video conference on 17 Aug 2009.

Published in: Education, Business
  • Be the first to like this

Joining the high-tech bandwagon on low bandwidth

  1. 1. Joining the Hi-Tech Bandwagon on Low Bandwidth<br />NADEOSA keynote, 17 Aug 2009<br />Gabi Witthaus, Teaching Fellow in Distance Learning with Technologies, University of Leicester<br />
  2. 2. The vision<br />Vision needed on many levels:<br /><ul><li> National
  3. 3. Institutional
  4. 4. Personal</li></ul>ODL policy making and implementation: vision & reality <br />
  5. 5. The outcome<br />Tapestry by ‘Suddenlysheturned’ on Flickr<br />Threads represent landscape of ODL in 21st century<br />
  6. 6. The design<br />Turning vision into reality through design<br />The clearer our vision, the easier it is<br />Presentation about the elements that go into that design<br />
  7. 7. The infrastructure<br />Low-bandwidth infrastructure can enable a beautiful product<br />Key is to tailor the design to the nature of the infrastructure<br />
  8. 8. The action<br /><ul><li> Threads show key characteristics of landscape of ODL in 21st century
  9. 9. We need to respond in appropriate ways</li></li></ul><li>This is where the action’s at!<br />Tutors/ trainers and learners are all in this together<br />
  10. 10. Emerging technologies<br />We need to take back control!<br />
  11. 11. Not only for digital natives...<br />Take some time to play...<br />
  12. 12. The ‘low bandwidth’ option...<br /><ul><li> Huge proportion of our learners have cell phones
  13. 13. UNISA – using MXit for learner support
  14. 14. Mobile phones for podcasts
  15. 15. SA can lead the way here</li></li></ul><li>Social learning<br /><ul><li> Sub-theme: integration of ICT and social networking
  16. 16. Henning & vdWesthuizen (2004) – ‘The social context becomes the facilitator & the scaffold for e-learning’</li></li></ul><li>Learning in communities of practice<br />Many learners use ‘unofficial’ social networks<br />
  17. 17. Fuzzy boundaries<br /><ul><li>Crossing borders – geographically, culturally, across disciplines
  18. 18. Maggie’s community: Ireland, India, Philippines, Puerto Rico, China, Egypt, New Zealand, US Minor Outlying Islands...</li></li></ul><li>From Pretoria to Khartoum...<br />J. Cronje (2006) – Sudan Uni of Science & Technology<br />Rohleder et al (2004) – UWC and SUN – diversity <br />
  19. 19. Don’t reinvent when you can mix up or mash up!<br />OERs<br /><ul><li>This presentation is an OER
  20. 20. Creative Commons licence</li></li></ul><li>A low-bandwidth OER-based lesson in Malawi<br />Extracting DNA from bananas<br />
  21. 21. Rapid information flow<br />Problem for everyone, especially teachers with large class sizes<br />
  22. 22. Manage it; don’t drown in it!<br />Scanning<br />Filtering<br />Making connections<br />Synthesising<br />
  23. 23. Conversations about learning<br />Asking questions, thinking, writing (blogging?), going public<br />Explore students’ perceptions of online learning<br />
  24. 24. Reflective practice...<br />International move towards a more constructivist approach to ODL<br />
  25. 25. The sum of the whole...<br />
  26. 26. ... is greater than the parts.<br />
  27. 27. References and acknowledgements<br />References<br />Cronjé, J.C., 2006. Pretoria to Khartoum - how we taught an Internet-supported Masters&apos; programme across national, religious, cultural and linguistic barriers. Educational Technology & Society, 9(1), 276-288.  <br />Henning, E. & Van derWesthuizen, D., 2004. Crossing the digital divide safely and trustingly: how ecologies of learning scaffold the journey. Computers & Education, 42(4), 333-352.  <br />Jarche, H., 2009. Skills for learning professionals. Learning & Working on the Web. Available at: http://www.jarche.com/2009/07/skills-for-learning-professionals/ [Accessed July 29, 2009].<br />Rohleder, P. et al., 2008. Students&apos; evaluations of the use of e-learning in a collaborative project between two South African Universities. Higher Education, 56(1), 95-107.<br />Picture attributions:<br />Slides 2, 3, 4, 5, 7, 10, 12, 14, 16, 18, 20 and 21 (labyrinth and tapestry pictures) by slowlysheturned: http://www.flickr.com/photos/slowlysheturned/tags/labyrinth/<br />Slide 8 (Picture of Web 2.0) by Media Culpa: http://www.flickr.com/photos/28825825@N00/2923997128/ <br />Slide 9 (Picture of Rachel WambuiKung&apos;u from the Peace Caravan in Kenya with mobile phone) by whiteafrican: http://www.flickr.com/photos/whiteafrican/2736558918/in/set-72157605424701325/<br />Slide 12 (Picture of Maggie Verster’s ‘Learn with Maggie’ website): http://learnwithmaggie.ning.com/<br />Slide 13 (fishbowl) by Fearless: http://www.flickr.com/photos/78993837@N00/2884060406/<br />Slide 15 (Extracting DNA from bananas): http://www.le.ac.uk/ge/genie/vgec/sc/bananas.html<br />Slide 17 (Picture of Ochiai Power Dam in Japan) by kakaya: http://www.flickr.com/photos/kayakaya/3749705150/in/pool-damsdamsdams<br />Slide 19 (Picture of two people having a conversation) by Mickipedia: http://www.flickr.com/photos/62137160@N00/172429850/ <br />

×