Online seminar 29 September – 1 October 2014
Presenters: Donnalee Donaldson from Kepler Kigali and Shanali Govender from the Centre for Innovation in Learning and Teaching, University of Cape Town.
This seminar is ending today, but please come and join us. Start by viewing our seminar landing page, where we are currently hosting two narrated PowerPoint presentations by our presenters. Please also visit our discussion forum for this seminar and add your views. To post, please register on our e/merge Africa live site (free of charge and if you haven’t already done this), then sign in and look for the short cut to the discussion forum under Forum.
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Thank you to all who took part in yesterday’s live session with Donnalee Donaldson and Shanali Govender. In case you missed this session, the recording is available here
Initially touted as cheaper, offering better learning opportunities than traditional classes, and possibly the death of traditional higher education institutions, Massive Open Online Courses (MOOCs) generated such interest that Time Magazine labelled 2012 “The Year of the MOOC”. Since then, with more substantial research on MOOCs being undertaken, and a degree of disillusionment from the initial proponents of MOOCs, the buzz has subsided enough for us to ask ourselves some key questions about MOOCs.
Questions about MOOCs range from sweeping questions about their impact on higher education, to narrowly focused concerns about student honesty online. Underlying many of the questions asked of MOOCs are pedagogical concerns about whether we are teaching in ways that support learning for students. A prime question from the global South perspective, is how can we can best make use in our very different contexts of the resources and materials that have been made available online at no charge to the user by MOOCs mostly developed in the global North .
In conversation, from different parts of Africa, Donnalee Donaldson from Kepler Kigali, Rwanda and Shanali Govender from University of Cape Town, South Africa will present and lead discussion about their experiences of wrapping as one way of working with MOOCs.
|Donnalee Donaldson is a higher education administrator, instructor, and lawyer, who is interested in harnessing the power of technology to eliminate disparities in access to education. Her current focus is developing sound admissions strategies and culturally relevant instructional design at Kepler Kigali – Rwanda’s first blended learning university.
Donnalee is committed to a career in social justice and has a strong track record in the fields of education, public health, and criminal justice.She has excelled at working in the nonprofit and government sectors. She is also a gifted writer and public speaker. She has written for media outlets in the USA and Jamaica. She has been requested to speak, write, and facilitate discussions about matters related to higher education, law school admissions, legal careers and diversity. Donnalee is a proud Jamaican and global citizen.
|Shanali Govender Although Shanali’s teaching experience began in secondary education, a return to higher education to pursue her own studies prompted a shift to an interest in the higher education landscape. While continuing to work in the field of staff development at the University of Cape Town, she is working towards her PhD, looking at discourses in the learning experiences of first year engineering students. Her particular brief in the staff development team is to support part-time and non-permanent teaching staff. She is responsible for running the s.e.a.TEACH (supporting emerging academics Teach) programme and works within departments and faculties on request. She has also facilitated a number of wrapped MOOCs, targeting UCT postgraduate students.