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 fluency • Accountability and ethical standards TAU e Advancing Technology Assisted Learning in Higher Education TAU FELLOWSHIPS PROGRAMME 2018-2019: GROUPS 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 different way Threshold Reproducing Seeking meaning Applying and using knowledge Purpose of the programme should be kept relevant Exit level outcomes should 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 Antia University of the Western Cape [email protected] Lizette de Jager University of Pretoria [email protected] Neil Evans University of Zululand [email protected] Wai Sze Leung University of Johannesburg [email protected] Pradesh Ramdeyal Mangosuthu University of Technology [email protected] Nonzukiso Tyilo University of Fort Hare [email protected] Upasana Singh University of Kwa-Zulu Natal [email protected] Jeff Jawitz (Advisor) University of Cape Town [email protected] Modify O b s e r v e R e f l e c t A c t E v a l u a t e Modify O b s e r v e R e f l e c t A c t E v a l u a t e Modify O b s e r v e R e f l e c t A c t E v a l u a t e Pedagogical Knowledge (PK) Context Knowledge (CK) Technological Knowledge (TK) Technological Pedagogical Content Knowledge (TPACK) Pedagogical Content Knowledge (PCK) Technological Pedagogical Knowledge (TPK) Technological Content Knowledge (TCK) Face-to-face Community outreach Research Mentoring Informal learning Self-learning Experiential learning E-learning Mentoring Research Community outreach Informal learning Self-learning Intent to learn Change Transform Filters Ethics Beliefs Perspective Dimensions of learning Learning about Learning to do Learning to be Learning where Learning to transform Learning concepts Data Information Knowledge Mearning Understanding Wisdom Network value Integration and multi-dimensional Conduits Language Media Technology 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 interaction among networked learners. REFERENCES Boere, 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
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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 [email protected]
Lizette de JagerUniversity of [email protected]
Neil EvansUniversity of [email protected]
Wai Sze LeungUniversity of [email protected]
Pradesh RamdeyalMangosuthu University of [email protected]
Nonzukiso TyiloUniversity of Fort [email protected]
Upasana SinghUniversity of Kwa-Zulu [email protected]
Jeff Jawitz (Advisor)University of Cape [email protected]
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
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