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Emerging Technologies in Higher Education: A guide for HE practitioners
1.
2. Structure of presentation
1. Introduction / emerging technologies and
changing T&L practices in HE
2. NRF project ‘Emerging ICTs in HE’ – main findings
3. Emerging Technologies in HE guide
4. Three Case Studies
5. Authentic learning for ET
6. Key points for effective practice
6. ‘schools, colleges and universities are
attempting to teach knowledge and
skills for jobs that no longer exist, and
…teachers are not fully involved in
educational innovation and curriculum
development’.
Open University Innovating Pedagogy (2012:7)
7. “Although lecturers and students are seemingly embracing emerging technologies
enthusiastically, it is taking longer for institutions and policy makers to adopt and implement
them. Institutions and policy makers are not yet fully engaging with these technologies to
understand the usefulness of these technologies and therefore administrative policies may slow
down or halt adoption.”
COL 2008, 16
10. Johnson, L., Adams Becker, S., Estrada, V., and Martín, S (2013). Technology Outlook for STEM+ Education 2013-2018: An NMC Horizon Project
Sector Analysis. Austin, Texas: The New Media Consortium.
13. Although the use of emerging technologies
is on the rise in Higher Education globally
and locally, it is seldom used in a way that
facilitates transformative teaching and
learning.
Ng’ambi, Bozalek & Gachago (in press)
16. the innovations are
not independent, but
fit together into a new
and disruptive form of
education that
transcends boundaries
between formal and
informal settings,
institutional and selfdirected learning, and
traditional education
providers and
commercial
organisations
Sharples et al (2012:6)
21. How could qualitative
outcomes in education
be realised by using
emerging technologies
to transform teaching
and learning
interactions and
paradigms across
higher education
institutions in South
Africa?
22. Phase 1 of Project - Survey
In what ways are
emerging
technologies used in
innovative
pedagogical practices
to transform teaching
and learning across
South African HEIs?
August – Sept 2011
Phase 1: Survey
23. Research questions
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 practices?
4. Are they leading to qualitative outcomes for students?
24. Methodology
1.
2.
3.
4.
Survey sent out in 2011 to all HEIs in South Africa
App. 250 responses
Closed and open ended questions
Follow up interviews with 21 educators who provided
rich evidence
5. Write up of case studies
26. What are emerging technologies?
Veletsianos’ (2010) identified
five characteristics:
1. They are not necessarily
new;
2. They are evolving;
3. They go through hype
cycles;
4. They are not yet fully
understood and not yet
maturely researched and
5. They have the (often
unrealised) potential to
disrupt
Our team concluded (Gachago
et al., 2013) that:
• Veletsianos’ definition was
able to take account of the
contextual complexities in
South Africa
• And identified two
additional characteristics
6. They were used by
passionate innovators and
7. They were empowering
for students and lecturers
27. What emerging technologies are used?
•
•
•
•
Research databases were the most common
Social networking and communication tools,
Open educational resources
Tools for accessing and producing learning
artefacts
• Tools for recording learning activities for later
review and reflection
• Low uptake of bandwidth intensive technologies
• Many view the LMS as the most innovative
technology that they have used
28. Emerging technology
Regularly
At least once
Never
Research databases
61.5%
13.0%
24.0%
Social media
48.0%
19.5%
30.5%
Social networking
44.5%
19.0%
35.5%
Instant messaging
38.0%
17.5%
44.5%
E-books
37.5%
28.5%
33.0%
Web-based documents
36.5%
25.5%
35.5%
Blogging
34.5%
22.5%
39.0%
Bibliographic management
33.0%
25.5%
34.5%
Internet phone
32.5%
20.0%
47.0%
Open educational resources
31/0%
29.0%
38.5%
Wikis
27.5%
26.5%
43.5%
Podcasting / vodcasting
23.0%
27.0%
49.0%
RSS feeds
23.0%
14.0%
50.5%
Multimedia / digital stories
20.0%
26.5%
52.0%
31. So what is
emerging in Paris
may be some
years off emerging
in Parys…
Parys by vls.wikipedia.org (CC)
32. Why use emerging technologies?
• There are three reasons why people use emerging
technologies:
1.
2.
3.
Pedagogic concerns
Pragmatism, to solve practical problems
External pressures
• Obstacles: lack of knowledge or skills, and resources
• But lack of resources also drives adoption
• Who makes it happen?
1.
2.
Individuals who are passionate about technology and teaching
Adoption is not systemic or well supported by universities
33. Other: To improve
learning
3%
I experienced it as
a student in my
studies
4%
I saw this at a I read about it in a
conference
paper
3%
3%
Personal interest:
I am passionate
about technology
29%
My students
demanded this
5%
My colleagues
had positive
results using this
technology
8%
My institution
requires this of
me
8%
Incentive
(funding, policy)
2%
It is available at
my institution
23%
Institutional
workshop /
demonstration
10%
Motivators for use
35. Emerging technologies make it
possible to teach in new ways
• Emerging technologies can support authentic
learning (Herrington, Reeves and Oliver, 2010)
– Exposing students to real-world contexts
– Tackling ill-defined problems that need be approached
in multiple ways
– To provide coaching and scaffolding
• Less effective in providing
– opportunities for students to articulate their growing
understanding
– authentic assessment
36. 1. Citizen journalism
2. Collaborative women’s
health programme
3. Digital storytelling in
education
4. Adaptive management of
resources / Biodiversity
5. Critical thinking in
Physiotherapy
37. What can emerging technologies do?
Emerging technologies can be used to:
• Collaboratively construct knowledge through interaction,
feedback and reflection
• Collaboratively design teaching materials and plan
curricula
• Allow a more personalised, flexible way of learning
• Change the role of students in learning and the powerrelationship between students and lecturers
• Increase access to social learning networks
• Facilitate both informal and formal learning
• Support diverse students’ needs
• Support students learning in a second or third language
38. Doing it right…
• Emerging technologies do not necessarily lead to
better learning outcomes
• May simply reinforce traditional ways of teaching
• One exemplary process:
1. identify a learning goal
2. Select an activity that results in an artefact
3. Have students present the outcome and record the
presentation
4. Have students reflect publically on the goal, artefact and
presentation, and
5. Research and write a reflective essay on the task
• Requires institutional engagement with innovators
39. Emerging themes…
1.
2.
3.
4.
5.
Context matters – sometimes an LMS is still emerging
Passionate educators / agency more transformative impact that
institutional support
We are learning differently – focus on meaningful learning in authentic
contexts
Power to the learners & community!
Connecting / Participating / Global citizenship
44. 1.
2.
3.
4.
digital storytelling at CPUT
role play in an online
discussion discussion forum
at Wits
Towards sharing and
reflection in Obstetrics at
UCT
digital academic identity
makeover at SU
46. CS1 Final year pre-service student
teachers’ use of digital storytelling
in diverse classrooms in South
Africa
Daniela Gachago, Eunice Ivala,
Janet Condy, Agnes Chigona,
Cape Peninsula University of Technology
47. • My computer is the nucleus of my workspace
• When I need information I go online
• Besides IM or email my cell phone is my primary method of
communication
• I’m usually juggling five things at once
• My attention span is very small
• I want instant gratification
• I get bored very easily
Oblinger 2008
Challenge: new generation of students
56. Everybody has their own story to tell. So digital
story allows you to tell your specific story and
share it amongst everybody in your classroom.
So yes, if you get exposed to
another person’s culture,
surely you will respect that
culture eventually and you
will learn about that person
and you see that person
with more respect and in a
better light.
Sharing your story
57. • Development of variety of digital literacies
• Polished product
• Personal growth through reflection, sharing
and listening to each other’s stories
• Development of class cohesion and team
building
Benefits
58. 1. What is digital literacy?
Three components of digital literacy emerge from the literature
Social awareness
(understand your identity, collaborate, adapt
communication to context/audience)
Critical thinking
(evaluating, contextualising – information literacy?)
Knowledge of digital tools
(hard/software awareness/competence – ICT literacy?)
Newman, 2009
59. •
•
•
•
•
•
•
•
Step by step planning
Team approach / teaching
Access
Scaffolding and coaching
Student assistants
Free software
Virus management
Continuous reflective practice
Key points for effective practice
61. Purpose of Group work or meso
practice
•
•
•
•
•
•
To Serve the needs of it's members
Growth and skill development
For support
For counselling
For mutual aid
To belong to a collective
62. What happens in a group?
•
•
•
•
•
•
•
•
Commonality
Variety of resources and viewpoints
Sense of belonging
Skills practice
Feedback
Vicarious learning
Groups replicate real life
*
63. • Meso practice Group work – A Social Work intervention
which is, ‘a goal directed activity with small treatment and task groups aimed
at meeting socio emotional needs and accomplishing tasks’
(Toseland & Rivas, 2009, p12)
*
64. The course used a blended learning approach
as students were requested to conduct
collaborative work both face-to-face and
online using the WebCT learning
management system
65. Role play
Role play is a powerful tool for the enactment of a
social role in an imagined social situation
Getting students to play either the role of leader
or member at different points facilitated learning,
empathy and skill development
Role play is used for- assessment, teaching and
simulation
Role play increases awareness, understanding of
interpersonal skills and allows for corrective
feedback (Toesland and Rivas, 2009)
66. Discussion Forum :an asynchronous online dialogue or
conversation that takes the form of a series of linked
messages organized around a common subject or theme
(Swan 2005) that occurs on a platform for conferencing
and learning that spans both time and space between
students and teachers (Gilbert & Dabbagh, 2005)
Discussion Forums offer a flexible platform that
enables active interaction and collaboration
between and amongst students and educator /s in
the learning process
67. Discussion Forum Posts
Students were asked to create discussion forum posts that
contain at least 3 original messages and to respond to 2 messages
posted by classmates
Reflective practice was encouraged as it is a ‘deliberate effort to
review actions and the knowledge that informs them (Schon
cited in Barry & O' Callaghan, 2008, p. 56)
Reflection helps gain insight on how individual activity and
outcomes contribute to the learning experience (Conrad &
Donaldson, 2004 ) and can occur in the on-line environment
(Brookfield, 2006)
In the online environment, members have the opportunity to
expand the possibility of reflection through collaborative
techniques with other learners (Glowacki-Dudka & Barnett,2007)
68. The Course
•
•
•
•
•
•
•
Aim- to teach students how to design, plan, implement and assess meso level
interventions
WebCT learning management system was used to provide a virtual platform for
discussion forums and placing relevant multi-media course content
21 lectures over 10 weeks
6 virtual online and class groups were created around a social issue such as
addiction
Students adopted the roles of a group member or group worker/leader
The groups were risk free, safe rehearsal environments to experiment with the
group processes and skills prior to working with clients in the field
Meso practice exercises that mirrored the procedures and activities of treament
interventions
• Total number of posts- 904,highest number of post
by a student was- 71
• Total amount times spent on course on the learning
management system 289 hours
69. Quotes
• I know of a friend who has being to rehab, stayed clean but
because of the environment and circumstances within the
household, addiction was the only comfort”
• Free to share -the ice breaker today was a bit boring, SORRY,
didnt have time to think it over I totally forgot that I was the
leader for toda (y)
• i agree with u sameera... but however i wont entirely say
that their family and background is the cause for their
action, that is just making excuses because after all
everyone has the ability to think for themselves and make
decisions or alternatively they using a form of defence
mechanism by projecting blame onto others .. they know
the harms of substance abuse (hence gain knowledge from
tv, radio, other members) yet they still CHOOSE to carry on?
70. Quotes
• I dont think that will work. the more something is illegal the more
peope do it its like people were cursed, we always do what we are
told not to
• Conflict -Today there were some revelation about how group
memebers felt personally but this did not affect the way in which the
group co-operates. I think there was a bit of intensity due to the
conflict that was brought up during our ice breaker and later delt
with. the group was not their usual out-going, vibrant selves.
use of poetry – my Master -I have a master of an evil kind
He totally controls my body, soul, and mind
• Education -SANCA website ,
http://www.sancanational.org.za/stats_usage.htm , states that
alcohol is the most highly abused sustance. This is alarming and it
seems this problem is increasing amongst South African's. Hopefully
stricter laws will be put in place in terms of shebeen's and
restaurants selling alcohol on sunday's
71. Social Networks Adapting Pedagogical
Practice (SNAPP)
A quantitative software application developed by researchers from the University of Wollongong,
Australia (Dawson, 2009)
72. Key Points for Effective Practice
•
•
•
•
•
•
Guidelines and scaffolding
Openness
Expert performance
Motivation
Tracking and monitoring
Social presence , supplement discussion with social
media such as Twitter
• Netiquette
• Time awareness
73.
74. References
•
•
•
•
•
•
•
•
•
Barry, P., & O' Callaghan, C. (2008). Reflexive Journal Writing Nordic Journal of Music
Therapy, 17(1), 55-66.
Brookfield, S. (2006). The skillful teacher (2 ed.). San Francisco: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and
resources for creative instruction. San Francisco: Jossey-Bass.
Dawson, S., Bakharia, A., & Heathcote, E. (2010). SNAPP: Realising the affordances of
real-time SNA within networked environments. Paper presented at the 7th
International Conference on Networked Learning 2010, Aaborg- Denmark.
Gilbert, P., & Dabbagh, N. (2005). How to structure online discussions for meaningful
discourse:a Case study. British Journal of Educational Technology, 36(1), 5-18.
Glowacki-Dudka, M., & Barnett, N. (2007). Connecting Critical Reflection and Group
Development in Online Adult Education Classrooms. International Journal of Teaching
and Learning in Higher Education, 19, 43-52. http://www.isetl.org/ijtlhe/
Swan, K. (2005). Threaded Discussion. http://www.irmainternational.org/viewtitle/12039/
Toseland, R., & Rivas, R. (2009). An Introduction to Group Work Practice. Boston:
Pearson Education, Inc.
Some images *were obtained from http://www.gettyimages.com Royalty free
75. CS 7: Towards sharing and
reflection in Obstetrics
Health Sciences Faculty
@ HELTASA
Veronica Mitchell,
University of Cape Town, South Africa
http://uidynamics.deviantart.com/art/Google-drive-icons-298235532
79. Student buy-in
Trust in sharing
Time commitment re online feedback
Logistics
Google accounts in place
Sharing of docs and folders
Digital fluency of students
Variation in internet connection
Preparedness for the unexpected
e.g. Cuban students with Spanish keyboards
Teaching resources – assistance
82. Cloud computing
“
educators should consider
using technology
to enhance communication
and provide richer,
more meaningful platforms for
the social construction of knowledge
Rowe, M., Bozalek, V. & Franz, J. 2013. Using Google Drive to facilitate a blended
approach to authentic learning
85. Affordances
?
Anytime / Anywhere
Agency and choice re sharing
Accessible on mobile App
Affordable because Google is FREE
Student managed rather than institutional LMS
A changing educational landscape
86. Process
Active self-assessment in a line
Wordle using Google forms
Google docs in class
Away in placements
Feedback & sharing
Engagement in the
vacuum
92. Online engagement
“
… universities will need to manage
the look, feel, and overall characteristics
of virtual and online environments with
as much deliberation and care as we manage physical space.
Katz, R. 2008, The gathering cloud: Is this the end of the middle? The tower and the cloud:
Higher education in the age of cloud computing.
96. • Small Multi-Disciplinary Faculty on satellite
campus in Saldanha
• Challenge wrt staff and student readiness for elearning
• Student group diverse with highly disparate
competencies
• Faculty members diverse ito willingness to
utilise technology in teaching – resistance can
be a challenge
• Current online learning is too static and not
sufficiently interactive
98. • Enhance staff digital literacy wrt Web 2.0
• Improved digital literacy should carry over into
teaching practice
• Improving staff online profiles
• Create platforms to share research and teaching
online
• Improved collaboration with other scholars
• Create a safe space for staff to explore and develop
• Increased visibility of scholars and their work
100. • The Faculty of Military Science is isolated
• The online sharing ethos clashes with the military
culture of securing information
• Research collaboration ito research between scholars
in the FMS and other institutions less than half the
national norm
• Lack of confidence wrt utilizing new technologies
• Lecturers responsible for uptake of new tech in
courses
• Training and support effort is often directed to the
student level and not the staff level
102. • Past training often focused on the LMS, in 2012 we
introduced sessions on specific emerging tech
• Not enough HOT and follow through in terms of
introducing new tech
• Most staff currently have limited online profiles
• Only a handful of approx 65 faculty are actively
curating research online
• Almost no research dissemination effort after
publication
• Ltd active sharing of ideas etc via blogging, Twitter
etc
106. • Slideshare
– Media Sharing Service so encourages extended
literacy with regards to other sites such as
YouTube and Flickr
– Great platform to share teaching ideas
– Promotes Open Education
– Provides Information on who accessed your
presentations
107. • Twitter
– Micro Blogging
– Aggregator of latest information
– Dissemination Tool to ensure research gains traction
• Google Sites
– Ready platform for e-portfolio
– Robust echo system incl many apps and tools
– Track citation impact
– Offers research and teaching tools
– One common online identity
108. Description of Intervention
• A teacher to teacher type intervention
• Process
–
–
–
–
Utilise 5 selected tools
Introducing one a month over six months
Develop digital literacy skills
Create, enhance and improve online profiles and collaborative
efforts.
– Finally participants will be encouraged to create e-portfolios
for life long and life wide learning and curatorship.
109. Description of Intervention
• The Project Group
– 5 Faculty members selected
– Demographically diverse - Middle of the road tech users
• Survey used to assess their use of online profiles
• Outcomes constructed to ensure buy-in and listed as
–
–
–
–
–
–
Improved digital literacy
Digital makeover
Curatorship competencies
Expansion of networks and collaboration opportunities
Awareness of research impact
Participation in the growing open access environment
111. • Maintaining enthusiasm and “buy-in” from staff
• Strong selling points are required to ensure continued
participation
• Ensure that some of the tools are not replicating the
functions offered by other and that management of
too many streams becomes difficult
• Find a balance between maintaining momentum in the
project and creating a pressure situation for
participants
112. • Provide rapid training for each tool with best
practice guidelines
• Provide ongoing feedback and support
• It is crucial not to lose sight of the fact that that
the primary aim of developing digital literacies
remains the end goal of this venture, with the
development of the online identities being a
secondary goal.
113. How did I design my learning activity?
• Ensure that the tools selected complemented each other
• 6 month timeframe in order to provide a month to master
each tool and ensure the activity fitted into one semester
• Rapid group training sessions of one hour per tool in order to
fit training into a lunch break and make it accessible to all
faculty members
• Each tool is therefore presented as an independent entity with
a “clip-on” type of approach
• Personalised support model designed to ensure support and
contact for continued commitment
114. Conclusions & Recommendations
• The project is still formative and adjustments are
ongoing
• One recommendation is to design an online course for
this intervention
• The intervention creates safe spaces for scholars to
explore a number of Web 2.0 tools in a manner which
is directly relevant to them
• Interesting research possibilities ito how participants
developed and if their research networks prospered.
115. Conclusions & Recommendations
• One recommendation by our web manager is to
do away with static online profiles on the
Faculty website and instead create links to
social networking buttons
• The training has since been made accessible to
all interested staff members. The initial group
will continue as planned however for purposes
of evaluation and development
118. Two excellent guides
• http://openuct.uct.ac.za/article/academic
s-online-presence-guidelines
• http://blogs.lse.ac.uk/impactofsocialscien
ces/2011/09/29/twitter-guide/
119. References
•
•
•
•
•
•
•
•
•
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•
•
•
•
•
•
•
•
•
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