Brown, C., Gachago, D., Kelly-Laubscher, R., Leisegang, K., Campbell, A., Young, T., & Titus, S. (2012). Emerging Technologies for Authentic Learning. Symposium at the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.
This symposium brings together experiences of academics who participated in the Cape Higher Education Consortium (CHEC) short course on Emerging Technologies to improve teaching and learning. During this course participants had the opportunity to design, develop and evaluate a small-scale learning activity using an emerging technology appropriate for their context. In this symposium, participants present their intervention and describe some of the challenges and successes in its design and implementation. Each of the interventions shows to what extent emerging technology was able to provide students with an authentic learning experience, whether it be integrating assessment with learning tasks, collaborative learning, engaging students in examining multiple perspectives or reflecting on their own practice or learning. It aims to demonstrate the Scholarship of Teaching and Learning as presenters research and reflect on their own teaching practice. We hope it will provide participants with an authentic learning opportunity themselves as they hear multiple perspectives on teaching and learning with emerging technologies and are engaged in opportunities to reflect on their own practice. In the 2-hour time-slot, the facilitators will introduce the session by giving an overview of the authentic learning framework, followed by six individual presentations using a PechaKucha format to keep them concise, fast-paced, and interesting. After the presentations the participants will be divided into small groups (led by the conveners and presenters) to discuss what aspects of authentic learning they thought were best addressed through emerging technologies. This will be followed by an anonymous voting process using the website “poll-everywhere” which is accessible through web and twitter (to vote for what aspects of authentic learning emerging technologies can best address and why) before a final wrap-up, facilitated by the conveners, will pull together the group discussions and inputs.
Bozalek, V. & Watters, K. (2012). Using Authentic Learning to Develop Graduate Attributes. Presentation of the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.
Context: Graduate attributes such as critical thinking and problem-solving in real-world contexts are increasingly being recognised as crucial attributes for students to develop in higher education for employability and critical citizenship. The question of how best to create conducive spaces in the curriculum for students to acquire these abilities is, however, less well-documented. We propose that one way to enable students to achieve these attributes would be for higher educators to engage in authentic learning, using Herrington et al.’s (2010) model as a guide. Aims: This research set out to investigate the extent to which lecturers at UWC were using Herrington et al.’s nine elements of authentic learning. Method: Semi-structured interviews were conducted with ten UWC lecturers who had been identified in a previous survey as using both emerging technologies and engaging in innovative pedagogical practices. The interviews focused on Herrington et al.’s conception of authentic learning to establish the extent to which their pedagogical practice cohered with these elements. Results: The findings showed that lecturers were indeed using the nine elements of authentic learning, but to varying degrees. Most lecturers used collaboration as well as coaching and scaffolding in their practice. The elements which were least strongly represented were those of assessment in relation to the authentic learning task and the element of articulation which required students to present their work publicly. Conclusion: The extent to which authentic learning is taken up is dependent on a number of enabling and constraining conditions such as resources, infrastructure, the lecturers’ own creativity, institutional assessment policies and student engagement. These all impact on the take-up of authentic learning and, by implication, the ability of students to successfully develop graduate attributes.
Authentic learning and graduate attributes heltasa 29 november from Vivienne Bozalek
Fakude, L. (2012). Blogging to Enhance Reflective Practice in Nursing Education. Conference for Higher Education Teaching and Learning in South Africa (HELTASA), Cape Town 27-30 November 2012.
The study explores the educational use and value of blogging by postgraduate students registered for a nursing education qualification. The purpose is to improve the reflective practice skills in nursing education. Practitioners and educators are encouraged to engage or promote reflective practice in their students.Lecturers are encouraged to create constructivist environments to enhance student active learning through the use of Information and Communication Technologies (ICT). The goal of using blogs is to enhance critical reflective dialogue within a constructivist, interpretive, and inter-subjective environment. Critical reflection on experiences is envisaged to allow lecturers to develop a deeper understanding of themselves and their students. Aims The aim of the study is to assess the reflective process in blog postings and to assess higher order learning evident in the discussions posted. Objectives • To assess how well students reflected and commented on specific topics, concepts and principles related to the topic under discussion. • To assess how effectively students' writing conveyed their understanding of the problems/challenges related to the topic under discussion. • To describe the students' use of higher-level thinking (analysis, synthesis, and evaluation) in their blogging; and • To assess how well students' blogging entries demonstrated a personal connection with the topic and relevant literature. Methodology Target Population: Postgraduate students registered for the first year M Nursing (Education speciality) constitute the target population. Preparation of the students: The educational blogging strategy focuses on student learning and the process of reflection. Each student was assisted to set up their own blogs. Assessment of the blogs: Individual blogs: Students set up their own blogs where they post their comments that invite feedback / contributions from their peers. Data Analysis: Content analysis of the postings on the blogs was done to determine the level of the discussions.
Gachago D., Ivala, E., Barnes, V., Gill, P., Felix-Minnaar, J. (2012): Towards the development of models for digital storytelling across the disciplines: activating students’ social and cultural capital. Conference for Higher Education Teaching and Learning in South Africa (HELTASA), Cape Town 27-30 November 2012.Fakude, L. (2012). Blogging to Enhance Reflective Practice in Nursing Education. Conference for Higher Education Teaching and Learning in South Africa (HELTASA), Cape Town 27-30 November 2012.
The study explores the educational use and value of blogging by postgraduate students registered for a nursing education qualification. The purpose is to improve the reflective practice skills in nursing education. Practitioners and educators are encouraged to engage or promote reflective practice in their students.Lecturers are encouraged to create constructivist environments to enhance student active learning through the use of Information and Communication Technologies (ICT). The goal of using blogs is to enhance critical reflective dialogue within a constructivist, interpretive, and inter-subjective environment. Critical reflection on experiences is envisaged to allow lecturers to develop a deeper understanding of themselves and their students. Aims The aim of the study is to assess the reflective process in blog postings and to assess higher order learning evident in the discussions posted. Objectives • To assess how well students reflected and commented on specific topics, concepts and principles related to the topic under discussion. • To assess how effectively students' writing conveyed their understanding of the problems/challenges related to the topic under discussion. • To describe the students' use of higher-level thinking (analysis, synthesis, and evaluation) in their blogging; and • To assess how well students' blogging entries demonstrated a personal connection with the topic and relevant literature. Methodology Target Population: Postgraduate students registered for the first year M Nursing (Education speciality) constitute the target population. Preparation of the students: The educational blogging strategy focuses on student learning and the process of reflection. Each student was assisted to set up their own blogs. Assessment of the blogs: Individual blogs: Students set up their own blogs where they post their comments that invite feedback / contributions from their peers. Data Analysis: Content analysis of the postings on the blogs was done to determine the level of the discussions.
Context: Digital storytelling is used in higher education to facilitate student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into teaching. Although originating from digitally saturated contexts, the increasing access to mobile technologies has made digital storytelling viable in less resource-rich environments. However, limited research evidence exists to support the above claim. Aims: This paper reports on an ongoing project at a university of technology in South Africa aimed at developing context-specific models of integrating digital storytelling into teaching and learning across various disciplines and student levels of study. Methods: This study follows a mixed-methods research approach, combining student surveys, student focus groups and interviews with lecturers involved. Results: The paper will present: 1. detailed descriptions of the two models, 2. perceived impacts of digital storytelling on students’ learning, especially with regard to student engagement, reflection, collaboration, the acquisition of content and the development of digital literacies, and 3. perceived challenges in implementing digital storytelling across different disciplines. Preliminary findings of the study revealed the emergence of two models of digital storytelling: one based on a workshop model, emphasising collaborative sharing and the development of individual personal narratives; and a more independent, student-led model, whereby groups of students develop instructional, content-based digital stories. Conclusion: Against the background of Bourdieu’s concept of social reproduction, this paper argues that every student possesses social and cultural capital, albeit diverse ones. Digital storytelling has the potential to activate students’ social and cultural capital, such as their digital literacy practices or lived experiences providing the background for rich narratives. However, for this activation to happen, a careful selection and possible adaptation of the various models of introducing digital storytelling into the classroom have to happen, to help students convert their social and cultural capital into educational advantages.
Towards the development of digital storytelling models for use in resource-poor environments and across disciplines to activate student’ social and cultural capitalTowards the development of digital storytelling models for use in resource-poor environme from Daniela Gachago
Lesko, I. (2012). Use of Open Educational Resources/ OpenCourseWare in Teaching in South African Higher Education Institutions. Presentation of the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.More than a decade has passed since the Massachusetts Institute of Technology made a decision to make its courses available online for free as OpenCourseWare (OCW), an initiative which led to the adoption of Open Educational Resources (OER) in 2002 and to the establishment of the OpenCourseWare Consortium (www.ocwconsortium.org) in 2008. OCW is a free and open digital publication of high quality educational materials.This presentation reports on the uses, motivation for use and perceived benefits as well as challenges to using OER/OCW among academics at higher education Institutions in South Africa. In the national survey on the use of emerging technologies in HEIs in South Africa conducted in 2011, 120 respondents (out of 262) indicated that they used OER/OCW on a regular basis or at least once in 2011. The national survey was distributed to academics at HEIs in SA. Purposive and snowball sampling methods were applied. A subsequent questionnaire was distributed to 97 respondents with more specific questions related to their use of OER/OCW. Responses were received from 48 respondents. The findings revealed a widespread use of OER/OCW among the respondents in their teaching endeavors. Some of the reported benefits to using OER/OCW among the respondents are related to their increased motivation to teach, to the ability to improve their own teaching materials or to their classes being more interesting and engaging for students. The findings also revealed respondents’ educational rationale/motivation for using OCW /OER in teaching. Some of the reported challenges to using OER/OCW are related to lack of institutional support, licensing issues or infrastructural problems. In conclusion, the findings provide important insight into the uses and motivation for using OER/OCW among academics in SA HEIs but also highlight the need for further awareness-raising about the existence, uses and benefits of using or producing OER/OCW.
Igor Lesko: The Use & Creation of Open Educational Resources & OpenCourseWare in Teaching in South African Higher Education Institutions (Case Study) from OpenCourseWare Consortium
Pillay, R., & Alexander, L. (2012). Cultivating Reflective Spaces: Experiences with Asynchronous Online Discussion Forums in Training 'Social Good Professionals' at Two South African Universities. Presentation of the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.
Introduction: Creating spaces for Authentic Learning in higher education which prepare 'public good professionals' for real-world roles is a challenge faced by teachers in Social Work and Public Health programmes alike (Walker, McLean, Dison & Vaughan, 2010). Context: Discussion forums were introduced as a secondary learning environment for courses in two South African universities over the past three years, with a view to increasing opportunities for collaborative learning to enhance conceptual understanding. They have, however, exceeded our expectations, engaging the affective dimensions of learning, and increasing opportunities for real-world application of ideas. We argue, however, that it is the way in which they are designed which is critical to bridging the traditional divide between academic conceptual discourse and the social space of application and practice, which is key to achieving Authentic Learning. Aims: By surveying different uses of discussion forums, this study aims to distill what has been productive in enhancing Authentic Learning for the public good professions and how this has been achieved. What was done: The threaded discussions developed in online forums have been analysed using two analytical models, Social Networks Adapting Pedagogical Practice (SNAPP), a quantitative software application developed by researchers from the University of Wollongong, Australia (Dawson, 2009) and a qualitative analysis model called the Communicative Model of Collaborative Learning (Treleaven, 2004). Results or impact: The results suggest that discussion forum activities provide an effective environment for students to collaboratively explore their thoughts, feelings and perspectives on complex and challenging topics, such as substance abuse or malnutrition, while receiving peer and more expert support. We argue, however, that their impact could be enhanced if designed using the framework of Authentic Learning (Herrington, 2006), while at the same time integrating an affective dimension.
Titus, S. (2012). Perceived Learning, Satisfaction and Online Presence of Students Engaged in Sport Science Programme Using a Blended e-Learning Approach. Presentation of the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.
Today, universities in South Africa attract students from all over the country. To this end, students are recruited from diverse cultural and historical backgrounds. Throughout their academic tenure, students’ academic needs are fulfilled through the provision of lectures as well as learning management systems which is available at most institutions of higher learning within the country. In order to ensure that students’ academic needs are met, it is important to determine students’ perception of learning, perceived online presence of the course instructor and satisfaction both in the classroom as well as in an online setting. Therefore, the aim of this study is to investigate how a blended learning approach has impacted on student satisfaction, online presence and perceived learning in a Sport Science programme. For the purposes of this study, the first two levels of Kirkpatrick’s four-level model of evaluation, i.e evaluating reaction to learning and evaluating learning, will provide the methodological framework upon which this study was based. Participants for this study were conveniently selected from a group of students in their second year of study towards a Sport Science degree. The survey instrument used to collect data was a modified Social Presence Scale. Furthermore, the data was analysed in light of the areas addressed by Kirkpatrick’s model of evaluation. To this end, a quantitative crosssectional design was used and data was analysed using SPSS. Descriptive and inferential statistics were used to analyse the data. Conclusions and recommendations will be provided and ethical considerations are also taken into account.
Gachago, D., Schroeder, I., Brown, C., & Bozalek, V., (2012). Using Google applications as communication and collaboration platform for teaching, learning and research. Workshop facilitated at the 2012 Heltasa conference, Stellenbosch University, 27 November 2012.Pillay, R., & Alexander, L. (2012). Cultivating Reflective Spaces: Experiences with Asynchronous Online Discussion Forums in Training 'Social Good Professionals' at Two South African Universities. Presentation of the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.
Introduction: Creating spaces for Authentic Learning in higher education which prepare 'public good professionals' for real-world roles is a challenge faced by teachers in Social Work and Public Health programmes alike (Walker, McLean, Dison & Vaughan, 2010). Context: Discussion forums were introduced as a secondary learning environment for courses in two South African universities over the past three years, with a view to increasing opportunities for collaborative learning to enhance conceptual understanding. They have, however, exceeded our expectations, engaging the affective dimensions of learning, and increasing opportunities for real-world application of ideas. We argue, however, that it is the way in which they are designed which is critical to bridging the traditional divide between academic conceptual discourse and the social space of application and practice, which is key to achieving Authentic Learning. Aims: By surveying different uses of discussion forums, this study aims to distill what has been productive in enhancing Authentic Learning for the public good professions and how this has been achieved. What was done: The threaded discussions developed in online forums have been analysed using two analytical models, Social Networks Adapting Pedagogical Practice (SNAPP), a quantitative software application developed by researchers from the University of Wollongong, Australia (Dawson, 2009) and a qualitative analysis model called the Communicative Model of Collaborative Learning (Treleaven, 2004). Results or impact: The results suggest that discussion forum activities provide an effective environment for students to collaboratively explore their thoughts, feelings and perspectives on complex and challenging topics, such as substance abuse or malnutrition, while receiving peer and more expert support. We argue, however, that their impact could be enhanced if designed using the framework of Authentic Learning (Herrington, 2006), while at the same time integrating an affective dimension.
Titus, S. (2012). Perceived Learning, Satisfaction and Online Presence of Students Engaged in Sport Science Programme Using a Blended e-Learning Approach. Presentation of the 2012 Heltasa conference, Stellenbosch University, 28-30 November 2012.
Today, universities in South Africa attract students from all over the country. To this end, students are recruited from diverse cultural and historical backgrounds. Throughout their academic tenure, students’ academic needs are fulfilled through the provision of lectures as well as learning management systems which is available at most institutions of higher learning within the country. In order to ensure that students’ academic needs are met, it is important to determine students’ perception of learning, perceived online presence of the course instructor and satisfaction both in the classroom as well as in an online setting. Therefore, the aim of this study is to investigate how a blended learning approach has impacted on student satisfaction, online presence and perceived learning in a Sport Science programme. For the purposes of this study, the first two levels of Kirkpatrick’s four-level model of evaluation, i.e evaluating reaction to learning and evaluating learning, will provide the methodological framework upon which this study was based. Participants for this study were conveniently selected from a group of students in their second year of study towards a Sport Science degree. The survey instrument used to collect data was a modified Social Presence Scale. Furthermore, the data was analysed in light of the areas addressed by Kirkpatrick’s model of evaluation. To this end, a quantitative crosssectional design was used and data was analysed using SPSS. Descriptive and inferential statistics were used to analyse the data. Conclusions and recommendations will be provided and ethical considerations are also taken into account.
