CHECET 2013 EMERGING TECHNOLOGY PRESENTATION

2. CONSTRUCTIVIST BASED
INSTRUCTIONAL DESIGN MODEL
 STUDENTS HAVE UNIQUE PRIOR KNOWLEDGE AND BELIEFS
 KNOWLEDGE IS CONSTRUCTED UNIQUELY and INDIVIDUALLY
• LEARNING IS ACTIVE
 REFLECTIVE

3. CONSTRUCTIVIST BASED
INSTRUCTIONAL DESIGN MODEL
ROLE OF LECTURER
 FACILITATOR
 GUIDE KNOWLEDGE CONSTRUCTION PROCESS BY
 ENGAGING STUDENT IN MEANINGFUL LEARNING
 ACTIVE LEARNING, COLLABORATION
 BLENDED LEARNING
 AUTHENTIC CASE STUDIES – RELATED TO FIELD
OF WORK

4. BLENDED LEARNING APPROACH
 The term is commonly associated with the introduction
of online media into a course or programme, whilst at the
same time recognising that there is merit in retaining
face-to-face contact and other traditional approaches to
supporting students. It is also used where asynchronous
media such as email, forums, blogs or wikis are deployed
in conjunction with synchronous technologies,
commonly text chat or audio.”
 Janet Macdonald Blended Learning and Online Tutoring:
Planning Learning Support and Activity Design, 2008, p2

5. Adapted from Dabbagh and Bannan-Ritland (2005)
Integrative Learning Design Famework (ILDF) for online learning
Instructional
Designer
1. Exploration
2. Enactment
3. Evaluation
4. Reflection

6. EXPLORATION PHASE
CONTEXT
Teaching 3rd Year National
Diploma Accounting, Internal
Auditing Students
Accounting Software
Pastel, SAP, Visio, Advanced Excel
Using Technology Tools suited for
their Discipline

7. EXPLORATION PHASE
CHALLENGES
Time Constraints, Exam Deadlines
Students Passive Recipients of
Knowledge
Little Engagement
Little social interactionbetween
peers

8. EXPLORATION PHASE
OUTCOMES
 Encourage critical thinking and meaningful
engagement of content
 Stimulate and encourage participation by
using group work - 2 heads are better than 1
 Improve time management skills
 To integrate emerging tool that will
stimulate, motivate and improve
independent learning

9. STRATEGIES SUPPORT
INSTRUCTIONAL
STRATEGY
SUPPORT
PEDAGOGICAL
MODEL
LATEST WEB
TECHNOLOGIES
EXPLORATORY
STRATEGY
PROMOTING
PROBLEM SOLVING
PROBLEM BASED
LEARNING
DOCUMENT SHARING
TECHNOLOGIES –
GOOGLE SPREADSHEETS
AND FORMS
DIALOGICAL
STRATEGY
PROMOTING
REFLECTION,
COLLABORATION
PROBLEM BASED
LEARNING
COLLLABORATION
GOOGLE SPREADSHEETS –
SHARING
EMAILS -GMAIL
SUPPORT STRATEGY
PROMOTE COACHING
PROBLEM BASED
LEARNING
COLLLABORATION
DISCUSSION – SHARING
COMMENTS

10. ‘New’ learners are...
 more self-directed
 better equipped to capture information
 more reliant on feedback from peers
 more inclined to collaborate
 more oriented toward being their own
“nodes of production”.
Education Trends | Featured News
John K. Waters—13 December 2011
http://coolshots.blogspot.com/2007_02_01_archive.html
SteveWheeler,UniversityofPlymouth,2013

11. LITERATURE REVIEW
 Accountants - greater reliance and
dependence on technology today.
 Critical to integrate technology into
accounting education.
 Integration of technology increased
learning opportunities, interaction and deep
learning.
 Technologically skilled accountants are a
necessity as traditional skills are replaced by
technology

12. EXPLORATION PHASE- WHICH
TOOL ?
LMS
GOOGLE DRIVE AND DOCS

14. http://www.flickr.com/photos/tara_siuk/3123061228/
Aaaaarrrrggggghhhh!
For our students there is a need to have resources
available at any time or at any place to do work or
research. (Cook, Pachler & Bradley, 2008: 16; Bennett in
Roberts, 2004: 4; Liu, Wang, Liang, Chan, Ko & Yang, 2003:
371).

15. ENACTMENT PHASE
 CREATED GMAIL ACCOUNT
 SPECIFICALLY FOR STUDENTS
 SET UP A SHARED FOLDER FOR STUDENTS

16. CREATION OF FORMS

17. ENACTMENT PHASE

18. ENACTMENT PHASE

19. ENACTMENT PHASE

20. ENACTMENT PHASE

21. ENACTMENT PHASE

22. EVALUATION –
BENEFITS OF GOOGLE DOCS
• An easy-to-use document with the spreadsheet editor
enabling you to create, store, and share Instantly and
securely.
• Promotes and encourages group collaboration, enables
students to coordinate their collaborative effort and
document changes occur in real time.
• Encourages group work, peer editing and brainstorming.
• Work can be accessed and completed from anywhere at any
time.
• Free software programs - Word, Spreadsheet, PowerPoint
programs requires no purchasing of Microsoft licenses.
• Innovative way of teaching and learning independent of
location.
• Alternative modes of assessment and feedback.
• Improves the relationships between students and lecturers
and the relationships of students with their fellow peers,
with convenient communication.

23. BENEFITS OF GOOGLE DOCS
• It can be viewed as an alternative to LMS as it can be used as
a platform for Announcements, sharing of notes and
learning resources.
• Useful application for Office Management and day to day
organizational activities.
• Research tool - surveys and forms and questionnaires they
could develop
• Social interaction
• Research and performance tool
• User friendly and training is easy
• Use this technology tool to teach technology
DISADVANTAGES OF GOOGLE DOCS
• Must have internet connection
• Privacy Issues
• Limited Application functionalities

24. AFFORDANCES
Pedagogical Affordance
 Kirschner et al (2004) found Google docs to have the
following pedagogical affordances as it is a platform
useful for sharing ideas , resources and group
collaborations.
 It enables the lecturer to monitor the learning process –
Lecturer can ascertain problems and change his or her
teaching strategies to make their teaching process more
effective.
Educational Affordances
 Google Docs is an educational application that can be
used to setup quizzes to test students learning
progress.
 Encouraging problem solving skills, critical thinking
and reflecting. Used in Calculations and Report
Writing.

25. AFFORDANCES
Transforming , Hidden, Negative Affordances
Google Docs in my situation was a transforming affordance. A transforming
affordance can be changed into a perceived performance. Google docs was never
considered in my teaching and thus it could be considered as a hidden affordance
which I have transformed into a perceived affordance. Google Docs was also
considered a negative affordance as I was resistant to using this technology tool to
enhance teaching and learning. Both these affordances were transformed in my
teaching and learning context until three weeks ago.
Social Affordances
Google Docs encourages social interaction amongst students without them being
monitored by lecturers. Freedom to express their ideas and comment freely. Share
documents and post comments. It provides for discussion and comment outside
the classroom environment at any time. It encourages all students to participate
and to respond, to think critically and to stimulate healthy competition.

26. EVALUATION
FEEDBACK FROM PEERS
• Positive
• Never make assumptions
• Introduced at first year level
• Create a drive for staff
communication and
collaboration

27. REFLECTION
FEEDBACK FROM STUDENTS
• Made me work more productively and accurately as I had to share my
work
• Fellow students are more critical and can pick up my errors quicker
• Enjoyed the freedom of expressing what I did not understand
• Working in groups made us get to know other students, developed
better understanding of concepts and content
• Social interaction – easier to communicate with peers
• Made me think more about what I was learning and doing – forced to
concentrate
• Learning independently and helping others
• We can work at any time not restricted to class time
• I don’t want to share my work, work better on my own
• 90% of students had smartphones
• Alternatives to flash drives on campus – sharing information online

28. REFLECTION
• BENEFICIAL TO STUDENTS AND LECTURER
• EXPLORE TOOL IN GREATER DETAIL
• EXCEL FUNCTIONALITIES
• TIME CONSUMING INITIALLY IRONICALLY IT
SAVE TIME IN LONG RUN
• LEARNING CURVE - NEED FOR
IMPLEMENTATION
• REFLECTION
• COMPLIMENTARY TOOL
• TOOL THAT STUDENTS CAN USE BEYOND THE
BORDERS OF THE CLASSROOM
ENCOURAGES LIFE LONG LEARNING

29. REFERENCES
Cloete, F. (2006). Challenges facing the accounting profession. Conference proceedings of Value 2006. Conducted by the
Faculty of Economic and Financial Sciences of University of Johannesburg
Cook, Pachler & Bradley, 2008: 16; Bennett in Roberts, 2004: 4; Liu, Wang, Liang, Chan, Ko & Yang, 2003: 371).
Czerniewicz, L. & Brown, C. 2011. Born into the digital age in the south of Africa: the reconfiguration of the "digital citizen"
[Online]. Available: http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Czerniewicz.pdf.
Accessed 1 June 2012.
Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies and application. Upper Saddle
River, New Jersey: Pearson.
Fridman, B., Dasoo, N.,&Basson, R. (2003) computer based instruction and academic achievement in Accounting
Education, Education as change, 7(1), 21-33
Gaver, W.W. (1991). Technology affordances. Proceedings of the Conference on the CHI 91Human Factors in Computing
Systmes Conference, ACM, p.79-84
Gibson, J. (1979). The ecological approach to human perception. Boston, MA: Houghton Mifflin.
Kirschner, P., Strijbos, J.-W., Kreijns, K., & Beers, P.J. (2004). Designing electronic collaborative learning environments.
Educational Technology Research & Development, 52(3), 47–66.
Law, M. Y., Lee, C. S., & Yu, Y. T. (2010). Learning motivation in e-learning facilitated computer programming courses.
Computers & Education, 55(1), 218-228.
Norman, D.A. (1999). Affordance, conventions, and design. Interactions, 6(3), 38–43.

30. LEARNING