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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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Emerging Technologies and Changing Teaching and Learning Prac4ces
Prof Viv Bozalek, UWC Daniela Gachago, CPUT
• 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…
Structure of presenta4on
Current context
Johnson & Adams (2011:3)
• 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
Challenges con4nued…
Johnson et al. (2013)
‘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)
“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
The promise of emerging technologies
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.
• table on top trends
table on top trends
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)
Emerging pedagogies
Open University Innova=ng Pedagogy 2012 and
2013 report
hUp://www.open.ac.uk/blogs/innova=ng/
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)
E-‐books
Publisher-‐led short courses
Badges to accredit learning
MOOCs
Open access
eurobasin.dtuaqua.dk
Seamless learning
Learning analy=cs
www.bris.ac.uk
Personal inquiry learning
Emerging Technologies in South African Higher Educa4on
‘ICTs in South African HE’ NRF project
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?
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?
Research ques4ons
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
RLO
Use of emerging technologies in SA (n=262, 22 ins4tu4ons)
Most innova4ve T&L prac4ce with technologies
So what is emerging in Paris may be some years off emerging in Parys…
Emerging Technologies
Veletsianos (2010:3)
’tools, concepts, innova=ons, and advancements u=lized in diverse educa=onal seings to serve varied educa=on-‐related purposes’
George Veletsianos defini4on of ET
Mo4vators for use
Challenges
“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!”
“…posi=ve impact… students like ducks to water….”
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
by Arthur40A (CC)
• 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
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
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
Digital storytelling
….a digital story, it’s synthesised. The paper-‐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….
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.
Social media
….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?
• 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
Emerging themes…
Emerging themes…
Cloud-‐based tools Generic tools become pedagogical tools when wrapped around pedagogy and learning strategies
Any ques4ons?
hUp://emergingicts.blogspot.com/
Thanks to the Na4onal Research Founda4on and the UWC Teaching and Learning Research Fund for funding this project
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.
References