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

1. Emerging
Technologies
and
Changing
Teaching
and
Learning
Prac4ces
Prof
Viv
Bozalek,
UWC
Daniela
Gachago,
CPUT

2. Structure
of
presenta4on
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…
•
•
•
•

3. Current
context

4. Johnson
&
Adams
(2011:3)

5. Challenges
con4nued…
• 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
Johnson
et
al.
(2013)

6. ‘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)

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

8. The
promise
of
emerging
technologies

10. 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.

11. • table
on
top
trends
table
on
top
trends

13. 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)

14. Emerging
pedagogies

15. Open
University
Innova=ng
Pedagogy
2012
and
2013
report
hUp://www.open.ac.uk/blogs/innova=ng/

16. 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)

19. E-­‐books

20. Publisher-­‐led
short
courses

21. Badges
to
accredit
learning

22. MOOCs

23. Open
access
eurobasin.dtuaqua.dk

24. Seamless
learning

25. Learning
analy=cs

26. Personal
inquiry
learning
www.bris.ac.uk

27. Emerging
Technologies
in
South
African
Higher
Educa4on

28.
‘ICTs
in
South
African
HE’
NRF
project

29. 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?

30. Research
ques4ons
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?

31. 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

33. RLO
Use
of
emerging
technologies
in
SA
(n=262,
22
ins4tu4ons)

34. Most
innova4ve
T&L
prac4ce
with
technologies

35. So
what
is
emerging
in
Paris
may
be
some
years
off
emerging
in
Parys…

36. Emerging Technologies
’tools,
concepts,
innova=ons,
and
advancements
u=lized
in
diverse
educa=onal
seings
to
serve
varied
educa=on-­‐
related
purposes’
Veletsianos (2010:3)
George
Veletsianos
defini4on
of
ET

37. Mo4vators
for
use

38. Challenges

39. “…posi=ve
impact…
students
like
ducks
to
water….”
“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!”

40. 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

41. by
Arthur40A
(CC)

42. • 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

43. 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

44. 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

48. ….a
digital
story,
it’s
synthesised.
The
paper-­‐
Digital
storytelling
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….

49. 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.

50. Social
media

51. ….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?

52. Emerging
themes…
• 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

53. Emerging
themes…

56. Cloud-­‐based
tools
tools
Generic
become
pedagogical
tools
when
wrapped
around
pedagogy
and
learning
strategies

57. Any
ques4ons?
Thanks
to
the
Na4onal
Research
Founda4on
and
the
UWC
Teaching
and
Learning
Research
Fund
for
funding
this
project
hUp://emergingicts.blogspot.com/

58. References
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).
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Horizon
Report:
2013
Higher
Educa=on
Edi=on
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in
higher
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–
A
case
of
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a
course
across
ins=tu=onal
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be
presented
at
the
8th
Interna=onal
Conference
on
e-­‐Learning
ICEL
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University
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Keynes:The
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at
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G.
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Emerging
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pp1-­‐22
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