Authentic learning and emerging technologies final

• 1. Preparing to confront reality: Intersections of emerging technologies, authentic learning and practice in the South African Higher Education contextVivienne BozalekDaniela GachagoKathy WattersLucy Alexander

2. Structure of paper Project on emerging technologies Emerging technologies Qualitative outcomes Authentic learning Methodology Findings Conclusion 3. Emerging Technologies in SouthAfrican HEIs research projectInvolves the following research partners: A group of eight differently placed HEIs in South Africafour in the Western Cape (Cape Peninsular University ofTechnology (CPUT), Stellenbosch University (SU), Universityof Cape Town (UCT) and the University of the WesternCape (UWC), Rhodes University, Fort Hare in EasternCape, Wits University and Pretoria University in Gauteng An international NGO the Open CoursewareConsortium 4. The Research Team Members(May 2011) 5. The research projectFunded by the National Research Foundation (NRF) for aperiod of three yearsOverarching question:How could qualitative outcomes in education be realisedby using emerging technologies to transform teaching andlearning interactions and paradigms across highereducation institutions in South Africa? 6. Qualitative outcomesStimulating learning environments where: learners are empowered, safe to express themselves,ask and respond to peers questions without feelingoppressed, domesticated or silenced; there is encouragement to think aloud, try out newthings and reflect on lessons learnt the psychological distance between knowledgeableothers (peers and experts) is reduced Learners are equal partners in knowledge production(participatory parity) (Henschke, 2010) 7. Sub-questions addressed by the project In what ways are emerging technologies (ETs) used in innovativepedagogical practices to transform teaching and learning acrossSouth African HEIs? What can be learnt from an in-depth examination of case studiesof innovative practice in a sample of HEIs in which these emergenttechnologies are being used? What are the conscious and tacit theoretical assumptions guidinghigher educators teaching and learning practices? What models of innovative theory and practice can be developedfrom the identification of transformative teaching and learninginteractions and paradigms across the HEIs? 8. Characteristics of ET1. May or may not be new technologies2. Evolving organism, that exist in the state of coming into being3. Go through hype cycles4. They are not yet fully understood5. They are not yet fully researched6. They are potentially disruptive, but that potential is mostly unfulfilled Veletsianos, 2010:13-17 9. Hype Cycle for Education 2011http://www.cloudave.com/14339/hype-cycle-for-emerging-technologies-2011-idea-management-enlightenment/ 10. Emerging Technologies in SAyouTubeGoogle familyMXIT lOGO Digital storieswikiBLOGGER 11. Horizon Report 2012 Johnson, Adams & Cummins, 2012 12. 2010 Social media in South Africahttp://afrographique.tumblr.com/post/4238854267/a-comparative-infographic-of-mxit-facebook-and 13. Phase 1 of Project - SurveyEthics clearanceLiterature reviews and theoretical frameworks CHATSurvey of Emerging Technologies and Teaching and LearningPractices in SA HEIsThis survey answered sub-question 1: In what ways are emergingtechnologies used in innovative pedagogical practices totransform teaching and learning across South African HEIs? Designed and piloted of questionnaire (May-July 2011) Administered July September 2011 14. Focus of the research1. 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 practices?4. Are they leading to qualitative outcomes for students? 15. 2011 Emerging Technologies Survey Target group: lecturers that are known to be opento/engaged with technology Sent by email to contacts in all public HEIs institution,snowball sampling Content: 3 parts, demographic, tools and open endedquestions around practice with ET Respondents: 262 (by 30 September 2011) Selection of 15 respondents for in depth analysis based onrichness of responses 16. Respondents by Institution Female Male TotalUniversity of Stellenbosch 2821 49University of Cape Town2510 3556%University of the Western Cape 2113 34Cape Peninsula University of Technology1416 30Rhodes University12 3 15University of Fort Hare78 15Durban University of Technology10 4 14Nelson Mandela Metropolitan University 65 11University of Johannesburg 45 9Walter Sisulu University of Technology &Science268University of Limpopo527University of the Free State 617Mangosuthu University of Technology145Central University of Technology 134North-West University404Vaal University of Technology134University of KwaZulu-Natal303University of South Africa 303University of Pretoria 022Tshwane University of Technology 101University of the Witwatersrand011University of Venda for Science andTechnology 011Grand Total 154108262 17. Methodology Examined data from survey and identified 21 rich casestudies Used Herringtons nine elements of authentic learning tocollect data by interviewing 21 respondents face-to-faceand online Five members of research team analysed all case studiesusing nine elements and use of emerging technologies 18. Interviews Shortlisted to 70 case studies that could potentially beclassified as authentic learning 21 interviews highest potential Interviews along 9 elements, summary of data Presented as case studies 5 people rated along 9 elements and role of technology 19. Profile of participants interviewedThe demographics of the sample who wereinterviewed were as follows: Years teachingLevel ofHighestGenderDiscipline experienceappointment qualificationHEIFemale 11 Natural Sc. 4 1-5 years 6Ass/Prof6 Doctorate 11 UWC10Male 10 Applied Sc. 11 6-10 years 7Snr lecturer1 Masters7 UJ 2Humanities 2 11-20 years4Lecturer 10 Honours2 Rhodes 3 Non- Education 3>20 years 4academic 4Bachelor 1 UCT2 Commerce1CPUT 2SUN1DUT1Total 21 21 2121 2121 20. Authentic learningLearners to be engaged in an inventive and realistic taskthat provides opportunities for complex collaborativeactivities (Herrington et al., 2011) 21. Herringtons nine elements ofauthentic learning Authentic context Authentic task Expert performance Multiple perspectives Collaboration Reflection Articulation Coaching and scaffolding Assessment 22. Authentic Context 23. Authentic taskAnti-oppressive scenarios and roleplays deal with: human rights issues Building self esteem Unlearning prejudice Developing empathy Problem solving Developing emotional literacy andlanguage Conflict management Supporting victims e.g abuse,bullying, xenophobic attacks Collectivising issues: Feeling notalone 24. Access to expert performances andmodelling of processes 25. 2012/09/13http://blogs.sun.ac.za/hopefulpedagogiessu/ Multiple perspectivesHere is Michalinoss contribution:Pedagogy of discomfort has been first used andtheorized by Megan Boler in her landmark book FeelingPower (1999). Then, Megan and I have made an attemptto further build on her earlier analysis by emphasizing therole that discomfort plays in teaching and learning aboutdifficult issues such as racism, oppression and socialinjustice. For me, pedagogy of discomfort still remains apowerful pedagogical tool able to produce action,because teachers and students can utilize theirdiscomfort to construct new emotional understandingsinto ways of living with othersthe ultimate vision of thispedagogy, in my view. 26. Guest lectures:RemixCompany 27. Collaborative construction ofknowledge 28. Collaborative construction ofknowledge 29. Reflection 30. Community, Self and Identity:A Virtual Learning Community across two South AfricanUniversitiesPoul Rohleder Wendy Lee Fish Amanda IsmaelLisa Padfield Deborah Platen 31. Coaching and Scaffolding 32. UKFIET INTERNATIONAL CONFERENCE13/09/2012SEPTEMBER 2007Assessmenthttps://wiki.math.umd.edu/arhu_wmst498k/Main_Page Womens Health and Well-Being WIKI Welcome to the Final Course Project for Womens Health and Well-Being: Transcultural Perspectives (Spring 2007). Our online coursewas jointly coordinated in Israel, South Africa, Uganda, and theU.S.A. For a brief introduction to the the course, the internationalteam of instructors and students, and information about the videoconference held between the four sites to share our worktogether, select the link at the bottom of this page: AboutArhu_wmst498k. You may navigate this site freely without a log in.The associated e-course space is located on an open sourceLearning Management System at the University of the WesternCape, South Africa. KNG links you to their e-learning site;however, in order to access our course module there you wouldneed a user name and password. Please contact this siteadministrator if you wish to view the module on the UWC site atkimart (at) umd (dot) edu. Comments about this site may also bedirected to the site administrator. 32 33. UKFIET INTERNATIONAL CONFERENCE13/09/2012 SEPTEMBER 2007 EXAMPLE OF A WIKI GROUPMENTAL HEALTHInterview Reflections Given the complexity of womens experiences, we also examinedour data from a local perspective to resist extreme generalizations. This sectioncontains our individual interview descriptions and evaluations.Annotations: Mental Health Group This link contains our descriptions of several helpfulwebsites, scholarly journals and articles all related to our topic.Group Project: Mental Health Our "global" analysis and the rest of our hard work canbe found here ;-)We suggest others to think about the world as a community, rather than a worldseparated by nations. Changing the way we think about our political connectionsprovide a wider range of possibilities. We hope our module encourages others toactively engage in the production and propagation of knowledge of the cultural andpolitical implications of women and mental health. 33 34. Findings 35. Discussion Evidence of authentic learning Evidence that technology supports authentic learning Quantitative data doesnt do justice to richness of casestudies Similarities in positioning of these pioneers, in terms of e.g.isolation and lack of recognition 36. Authentic learning in Science 37. Authentic learning using a fish tank 38. Blog on fish tank 39. Alette Schoen video 40. Future Plans Colloquium on authentic learning Invitation of interviewees to become collaborators inresearch and present their courses Development of case studies Dissemination and networking 41. ReferencesHenschke, J. A. (2010). Bringing Together Personal Learning, Higher Education Institutions Elements, and Global Support for a Re-Orientation towards a Focus on Lifelong Learning and Education. In Wang, V., (Ed.), Encyclopedia for Using Technology in Adult and Career Education. IGI Global, Hershey, PA. June, 2010.Herrington, J., Reeves, T. and Oliver, R. (2010) A Guide to Authentic e-Learning.New York & London: Routledge.Veletsianos, G. 2010. A Definition of Emerging Technologies for Education. . In G.Veletsianos (ed.) Emerging Technologies in Distance Education. Theory andPractice. Edmonton: AU Press, pp1-22 42. Publications from the project Conference Proceedings Bozalek, V. (2011) An investigation into the use of emerging technologies to transform teaching andlearning across differently positioned higher education institutions in South Africa, Ascilite 2011Conference, Hobart, Tasmania, 2-7 December 2011 Ngambi, D. Gachago, D., Ivala, E., Bozalek, V. and Watters, K. (2012) Emerging Technologies inSouth African Higher Education Institutions: towards a teaching and learning practice framework.International Conference of Elearning 7th International Conference on e-Learning ICEL-2012 at TheChinese University of Hong Kong, Hong Kong, China, 21-22 June 2012 Articles in journals Bozalek, V., Ngambi, D. & Gachago, D.(in press) Transforming teaching with emerging technologies:Implications for Higher Education Institutions, South African Journal of Higher Education Special edition of British Journal of Educational Technologies on EmergingTechnologies Dick Ngambi and Vivienne Bozalek co-editors July 2013 43. Any questions? Thanks to the National Research Foundation andthe UWC Teaching and Learning Research Fund forfunding this project See more information on our project on our blog:http://emergingicts.blogspot.com/