TAU-EG5+6 Final · 2020. 6. 2. · Title: TAU-EG5+6_Final Author: eTAU Created Date: 7/12/2019 2:18:44 PM

21st Century Graduate Attributes

• Information and communication technology knowledge and skills• Self-directed, lifelong learning skills• Critical and creative thinking skills• Problem-solving skills• Communication skills• Entrepreneurship and employability skills• Organisational and teamwork skills• Research skills and information literacy• Social responsibility and leadership skills• Interpersonal skills• Cross-cultural �uency• Accountability and ethical standards

TAUe Advancing Technology Assisted Learning in Higher Education TA

U F

EL

LO

WSH

IPS

PRO

GR

AM

ME

201

8-20

19: G

RO

UPS

5 +

6

Study Unit

Module

Programme

Macro-Level

Meso-Level

Micro-Level

Conceptions of learning

Conceptions of knowledge

Knowledge as absolute provided by authorities

Multiple perspectives/ opinions of equal value

Awareness of knowledge as provisional

Pivotal position

Evidence used to reason among alternatives

Commitment to personal, reasoned perspective

Dualism Multiplicity Relativism

Acquiring factual information Memorising what has to be learned Understanding what has been learned Seeing things in a di�erent way

Threshold

Reproducing Seeking meaning

Applying and using knowledge

Purpose of the programmeshould be kept relevant

Exit level outcomesshould include

21st century information literacies

Module and learning outcomes should be

facilitated by a lecturer with TPACK

Learning outcomes should be achieved through study units that promote a variety of the eight learning events

TRENDS

DEVELOPMENTS IN TECHNOLOGY

SHORT-TERM IMPACT> Growing focus on measuring learning> Use of blended learning designs

MID-TERM IMPACT> Redesigning learning spaces > Shift to deeper learning approaches

LONG-TERM IMPACT> Advancing cultures of innovation > Rethinking how institutions work

2016 2017 2018 2019 2020

CHALLENGES

Connectivism: creating a Higher Education learning ecology

When language barriers exist media and technology can assist learners to understand

the message

Bassey AntiaUniversity of the Western Capebantia@uwc.ac.za

Lizette de JagerUniversity of Pretorializette.dejager@up.ac.za

Neil EvansUniversity of Zululandevansn@unizulu.ac.za

Wai Sze LeungUniversity of Johannesburgwsleung@uj.ac.za

Pradesh RamdeyalMangosuthu University of Technologyramdeyal@mut.ac.za

Nonzukiso TyiloUniversity of Fort Hareptyilo@ufh.ac.za

Upasana SinghUniversity of Kwa-Zulu Natalsinghup@ukzn.ac.za

Jeff Jawitz (Advisor)University of Cape Townjeff.jawitz@uct.ac.za

ModifyObserve

Reflect

Act

Evaluat

eModifyObserve

Reflect

Act

Evaluat

e

ModifyObserve

Reflect

Act

Evaluat

e

PedagogicalKnowledge (PK)

Context Knowledge (CK)

Technological Knowledge (TK)

Technological PedagogicalContent Knowledge (TPACK)

Pedagogical Content Knowledge(PCK)

Technological Pedagogical Knowledge

(TPK)Technological Content

Knowledge(TCK)

Face-to-face

Community outreach

Research

Mentoring

InformallearningSelf-learning

Experientiallearning

E-learning

Mentoring

Research

Communityoutreach

InformallearningSelf-learning

Intent to learn

ChangeTransform

FiltersEthicsBeliefsPerspective

Dimensions of learningLearning aboutLearning to doLearning to beLearning whereLearning to transform

Learning conceptsDataInformationKnowledgeMearningUnderstandingWisdom

Network valueIntegration and

multi-dimensional

ConduitsLanguageMediaTechnology

FAR-TERM 4–5 years> Affective

computing > Robotics > Artificial

intelligence

Wicked

> Balancing our connected and unconnected lives

> Keeping education relevant

> Rewards for teaching

Solvable

> Blending formal and informal learning

> Improving digital literacy

Difficult

> Competing models of education

> Personalising learning

> Tracking complex thinking

SHORT-TERM 1 year or less> Bring your

own device > Learning

analytics and adaptive learning

MID-TERM 2 – 3 years> Augmented

and virtual reality

> Makerspaces

Connectivism acknowledges that language, together with media and technology, acts as a conduit of information that can promote greater

participation, collaboration and interactionamong networked learners.

REFERENCESBoere, I. & Kruger, M. (2008). A programme development model for macro, meso and micro levels adapted from North-West

University in developmental study towards effective practices in technology-assisted learning. Third combined report from fifteen participating South African Universities by University of Johannesburg in collaboration with Mark Schofield of Edge Hill University, UK.

Entwistle, N. (2008). Threshold concepts and transformative ways of thinking within research into higher education. Threshold concepts within the disciplines, 21-35.

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.

Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, 9(1), 60-70.

Lapuz, E.B. (2016). Information literacy through the eyes of teachers and librarians. Slideshare. Available: https://bit.ly/2KN20M2

Leclercq, D. & Poumay, M. (2005). The 8 Learning Events Model and its Principles. University of Liège. Available: https://bit.ly/2FDg4mP

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Available: https://bit.ly/1m3Cp9J

www.etau.co.za