In our second sessions we will take a bit more of a dive into Learning in a Technology-driven world and what that means in terms of:
Changes in teaching and learning – what are they, might they be, or are they really changing? Are we retro-fitting rather transforming?
The concept of learning outcomes? What do they really mean for the different education stakeholders in technology supported education scenarios?
Can technology really support learning outcomes? The myths vs the reality? Quantitative, qualitative and longitudinal evidence? Is it really there and what does it mean?
The hubris of the technologists vs the resistance of the educator.
This session aims to highlight some of the benefits and the challenges in technology supported learning, questions the claim of the technologists and reflects on some of some of the questions that moving into a future of education may need to address, not in the least teacher education.
If you missed out on the first session in January 2017 you can view the recording here
Carla Aerts is Director of Futures at Institute of Education – University College London
This August we’ll be hosting an exciting webinar series about MOOC usage in Africa. During the series we look into the current status of how African Higher Education Institutions are making use of MOOCs. There is often much hype about the potential of MOOCs for development in Africa, but what is happening on the ground? In this series, experts share insights from their research and practice and invite us to engage in critical conversations around a range of questions:
We will start off with two webinars looking at changes in practices by lecturers when using or creating MOOCs:
On 15 Augustat 1 pm (SAST) Shanali Govender and Tasneem Jaffer (University of Cape Town) address the question on how we might advance MOOC uptake in universities. How have others used strategies such as ‘wrapping’ MOOCs to overcome some of the perceived limitations of MOOCs? How can we make MOOCs accessible to many?
On 17 Augustat 1 pm (SAST) Sukaina Walji and Michael Glover (University of Cape Town) explore what happens when lecturers in Africa make MOOCs. What do they learn? How do their practices shift? How can lecturers be supported to become more open?
On 22 August1 pm (SAST) Andy Nobes (AuthorAid, UK) will speak about the potential of MOOCs to be used for training of researchers in developing countries
On 24 Augustat 11 am (SAST) we are joined by Dr. Lorenzo Dalvit (Rhodes University, South Africa) who will challenge our assumptions and beliefs about MOOCs in the African context based on findings from a recent report from the The Technology & Social Change Group (TASCHA). These findings contradict commonly-held assumptions about MOOCs in ‘less developed’ contexts in a number of aspects. Perhaps we need to reframe our perspectives?
On 29 Augustat 1 pm (SAST) Dr. Jane-Frances Agbu will discuss National Open University of Nigeria’s OER strategy (including sensitization, capacity building, design of NOUN 1st OER based MOOCs) and lessons learned.
How are institutions creating and reusing OER-based MOOCs?
The National Open University of Nigeria (NOUN) is currently implementing its strategy towards becoming an OER-based Open University with a special niche for MOOCs.
On 31 Augustat 1 pm (SAST) Rebecca Bayeck (Pennylvania State University, US) will speak about how Africa can maximize on MOOCs. Her webinar engages participants in a discussion on how to make the most out of Massive Open Online Courses (MOOCs).
The webinars are 30 to 40 minutes presentations followed by 10-15 minutes for questions and asynchronous discussion via the e/merge forum and/or Facebook event pages. Please see full schedule below and sign up for these events individually below:
Presenters: Dr. Cheryl Brown, Senior Lecturer, Centre for Innovation in Learning and Teaching, University of Cape Town & Genevieve Haupt, Research Officer, Centre for Innovation in Learning and Teaching, University of Cape Town
Format: one hour webinar Thursday 20 July, 1pm SAST
Personal mobile devices (PMDs) such as smart phones and tablets are an important part of students’ media ecologies. PMDs share some similarities with laptops, such as wireless Internet connectivity and relying on a battery to run. However, whereas laptops run on software that is pre-installed, PMDs run on software that is installed by downloading apps. This boundary between them is becoming increasing blurred as light-weight laptops that are touchscreen and support traditional software in addition to apps are becoming more commonplace and affordable. Such devices are making a profound impact in university settings worldwide, both inside and outside of the classroom. Despite this, laptop and tablet initiatives are still relatively novel across a range of South African higher education institutions.
Does access to Personal Mobile Devices (PMDs) such as laptops, tablets and smartphones) improve student learning experiences?
Access to physical devices is often perceived as a solution to pedagogical issues facing African Higher Education Institutions, but research suggests that we need a more nuanced understanding of the role of PMDs to leverage its usefulness for teaching and learning purposes.
Cheryl will talk about research emerging from the UCT flexible learning “laptop” project and DHET Personal Mobile Devices (PMD) project. She will focus on lecturers’ experiences of how they have changed their teaching practices in the classroom as a result of increased student access to devices as well as some of the challenges experienced and how they were overcome.
Dr Cheryl Brown is a Senior Lecturer and part of the Learning Technologies Team. She joined UCT (CET) in 2003 having previously worked in the area of e-learning in Australia. She is principle investigator for the Carnegie funded “Developing Educational Technology Professionals in Africa” project and the DHET funded cross institutional “Personal Mobile Devices” project. She heads the Commonwealth Digital Education Leadership Training in Action (C-DELTA) project. Cheryl co-convenes the Masters and Postgraduate Diploma in Educational Technology and convenes courses in research and evaluation of emerging technology and emerging technologies and educational practices. She supervises MEd and PhD students from across Africa. She is co-chair of the Apereo Teaching and Learning Innovation Awards (ATLAS) which recognise innovation in learning and teaching internationally. Cheryl is an NRF rated researcher and her interests centre around access to ICTs and how they facilitate or inhibit students’ participation in learning. In the past few years she has looked more closely at the role technological devices (for example cellphones and laptops) play in students learning in a developing context and the development of students’ digital literacy practices. Cheryl is a long standing member of the CHED Transformation Committee and is currently chair of the CHED Research Ethics Committee.
Genevieve Haupt joined the Learning Technologies Team within CILT in September 2015 as a part-time project manager and researcher on the DHET/UCT Personal Mobile Device Project. As she worked in the Education and Skills Development Unit at the Human Sciences Research Council from 2009-2015, her research career has focused on various issues within Higher Education. Whilst at the HSRC she completed her Master’s degree in Research Psychology with the University of the Western Cape and has subsequently registered for a PhD in Higher Education Studies with Rhodes University. The provisional title of her PhD is: A legitimation code theory analysis of access into the Master’s in Clinical Psychology programme across the Western Cape. Her Master’s, and now her PhD has a strong focus on issues of social justice and social equality in Higher Education. Despite having a background completely unrelated to the field of Learning Technologies, she welcomes the challenge and looks forward to unpacking the various issues of using technology in higher education institutions.
This webinar has ended – please view resources here