Emerging Technologies in Higher Education: A guide for HE practitioners

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Presentation at Heltasa 2013


  • 1.Structure of presentation 1. Introduction / emerging technologies and changing T&L practices in HE 2. NRF project Emerging ICTs in HE main findings 3. Emerging Technologies in HE guide 4. Three Case Studies 5. Authentic learning for ET 6. Key points for effective practice

2. Emerging Technologies and Changing Teaching and Learning Practices 3. Current context 4. Johnson & Adams (2011:3) 5. schools, colleges and universities are attempting to teach knowledge and skills for jobs that no longer exist, and teachers are not fully involved in educational innovation and curriculum development. Open University Innovating Pedagogy (2012:7) 6. Although lecturers and students are seemingly embracing emerging technologies enthusiastically, it is taking longer for institutions and policy makers to adopt and implement them. Institutions and policy makers are not yet fully engaging with these technologies to understand the usefulness of these technologies and therefore administrative policies may slow down or halt adoption.COL 2008, 16 7. The promise of emerging technologies 8. Johnson, L., Adams Becker, S., Estrada, V., and Martn, S (2013). Technology Outlook for STEM+ Education 2013-2018: An NMC Horizon Project Sector Analysis. Austin, Texas: The New Media Consortium. 9. table on top trendstable on top trends 10. Although the use of emerging technologies is on the rise in Higher Education globally and locally, it is seldom used in a way that facilitates transformative teaching and learning. Ngambi, Bozalek & Gachago (in press) 11. Emerging pedagogies 12. Open University Innovating Pedagogy 2012 and 2013 report http://www.open.ac.uk/blogs/innovating/ 13. the innovations are not independent, but fit together into a new and disruptive form of education that transcends boundaries between formal and informal settings, institutional and selfdirected learning, and traditional education providers and commercial organisationsSharples et al (2012:6) 14. Emerging Technologies in South African Higher Education 15. ICTs in South African HE NRF project 16. How could qualitative outcomes in education be realised by using emerging technologies to transform teaching and learning interactions and paradigms across higher education institutions in South Africa? 17. Phase 1 of Project - Survey In what ways are emerging technologies used in innovative pedagogical practices to transform teaching and learning across South African HEIs? August Sept 2011Phase 1: Survey 18. Research questions 1. 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? 19. Methodology 1. 2. 3. 4.Survey sent out in 2011 to all HEIs in South Africa App. 250 responses Closed and open ended questions Follow up interviews with 21 educators who provided rich evidence 5. Write up of case studies 20. Findings of project 21. What are emerging technologies? Veletsianos (2010) identified five characteristics: 1. They are not necessarily new; 2. They are evolving; 3. They go through hype cycles; 4. They are not yet fully understood and not yet maturely researched and 5. They have the (often unrealised) potential to disruptOur team concluded (Gachago et al., 2013) that: Veletsianos definition was able to take account of the contextual complexities in South Africa And identified two additional characteristics 6. They were used by passionate innovators and 7. They were empowering for students and lecturers 22. What emerging technologies are used? Research databases were the most common Social networking and communication tools, Open educational resources Tools for accessing and producing learning artefacts Tools for recording learning activities for later review and reflection Low uptake of bandwidth intensive technologies Many view the LMS as the most innovative technology that they have used 23. Emerging technologyRegularlyAt least onceNeverResearch databases61.5%13.0%24.0%Social media48.0%19.5%30.5%Social networking44.5%19.0%35.5%Instant messaging38.0%17.5%44.5%E-books37.5%28.5%33.0%Web-based documents36.5%25.5%35.5%Blogging34.5%22.5%39.0%Bibliographic management33.0%25.5%34.5%Internet phone32.5%20.0%47.0%Open educational resources31/0%29.0%38.5%Wikis27.5%26.5%43.5%Podcasting / vodcasting23.0%27.0%49.0%RSS feeds23.0%14.0%50.5%Multimedia / digital stories20.0%26.5%52.0% 24. RLOUse of emerging technologies in SA (n=262, 22 institutions) 25. Most innovative T&L practice with technologies 26. So what is emerging in Paris may be some years off emerging in ParysParys by vls.wikipedia.org (CC) 27. Why use emerging technologies? There are three reasons why people use emerging technologies: 1. 2. 3.Pedagogic concerns Pragmatism, to solve practical problems External pressures Obstacles: lack of knowledge or skills, and resources But lack of resources also drives adoption Who makes it happen? 1. 2.Individuals who are passionate about technology and teaching Adoption is not systemic or well supported by universities 28. Other: To improve learning 3% I experienced it as a student in my studies 4%I saw this at a I read about it in a conference paper 3% 3%Personal interest: I am passionate about technology 29%My students demanded this 5% My colleagues had positive results using this technology 8% My institution requires this of me 8%Incentive (funding, policy) 2%It is available at my institution 23% Institutional workshop / demonstration 10%Motivators for use 29. Students attitudes & skills 22% Lecturers attitudes and skills 25%Institution 53%Challenges 30. Emerging technologies make it possible to teach in new ways Emerging technologies can support authentic learning (Herrington, Reeves and Oliver, 2010) Exposing students to real-world contexts Tackling ill-defined problems that need be approached in multiple ways To provide coaching and scaffolding Less effective in providing opportunities for students to articulate their growing understanding authentic assessment 31. 1. Citizen journalism 2. Collaborative womens health programme 3. Digital storytelling in education 4. Adaptive management of resources / Biodiversity 5. Critical thinking in Physiotherapy 32. What can emerging technologies do? Emerging technologies can be used to: Collaboratively construct knowledge through interaction, feedback and reflection Collaboratively design teaching materials and plan curricula Allow a more personalised, flexible way of learning Change the role of students in learning and the powerrelationship between students and lecturers Increase access to social learning networks Facilitate both informal and formal learning Support diverse students needs Support students learning in a second or third language 33. Doing it right Emerging technologies do not necessarily lead to better learning outcomes May simply reinforce traditional ways of teaching One exemplary process: 1. identify a learning goal 2. Select an activity that results in an artefact 3. Have students present the outcome and record the presentation 4. Have students reflect publically on the goal, artefact and presentation, and 5. Research and write a reflective essay on the task Requires institutional engagement with innovators 34. Emerging themes 1. 2. 3. 4. 5.Context matters sometimes an LMS is still emerging Passionate educators / agency more transformative impact that institutional support We are learning differently focus on meaningful learning in authentic contexts Power to the learners & community! Connecting / Participating / Global citizenship 35. 11 case studies 7 institutions 16 educators 13 tools 1 guide 36. 1. 2.3.4.digital storytelling at CPUT role play in an online discussion discussion forum at Wits Towards sharing and reflection in Obstetrics at UCT digital academic identity makeover at SU 37. background challenges innovation benefits of emerging technologies key points for effective practice 38. CS1 Final year pre-service student teachers use of digital storytelling in diverse classrooms in South Africa Daniela Gachago, Eunice Ivala, Janet Condy, Agnes Chigona, Cape Peninsula University of Technology 39. My computer is the nucleus of my workspace When I need information I go online Besides IM or email my cell phone is my primary method of communication Im usually juggling five things at once My attention span is very small I want instant gratification I get bored very easily Oblinger 2008Challenge: new generation of students 40. Oblinger 41. Images 42. Replacement of teaching portfolio Development of digital story Reflection on journey to becoming a teacherInnovation 43. Digital stories 44. Everybody has a story to tellGive marginalised, silent people a voiceImage from Flickr by whateverything (CC) 45. Multimedia skillsIntroPhotostory/ iMovie/ MoviemakerNarrationPerformance Information literacy Research / brainstormingBackground sounds & MusicImagesVisual literacy Academic literacy, Planning & sequencingScriptingStoryboardingPlanning of DST projectsScreening 46. River of Life 47. River of Life 48. Everybody has their own story to tell. So digital story allows you to tell your specific story and share it amongst everybody in your classroom. So yes, if you get exposed to another persons culture, surely you will respect that culture eventually and you will learn about that person and you see that person with more respect and in a better light.Sharing your story 49. Development of variety of digital literacies Polished product Personal growth through reflection, sharing and listening to each others stories Development of class cohesion and team buildingBenefits 50. 1. What is digital literacy? Three components of digital literacy emerge from the literatureSocial awareness (understand your identity, collaborate, adapt communication to context/audience)Critical thinking (evaluating, contextualising information literacy?)Knowledge of digital tools (hard/software awareness/competence ICT literacy?)Newman, 2009 51. Step by step planning Team approach / teaching Access Scaffolding and coaching Student assistants Free software Virus management Continuous reflective practiceKey points for effective practice 52. CS4 Discussion Forums Role play in an on-line discussion forum Case Study-4 Roshini Pillay Wits * 53. Purpose of Group work or meso practice To Serve the needs of it's membersGrowth and skill development For support For counselling For mutual aid To belong to a collective 54. What happens in a group? Commonality Variety of resources and viewpoints Sense of belonging Skills practice Feedback Vicarious learning Groups replicate real life * 55. Meso practice Group work A Social Work intervention which is, a goal directed activity with small treatment and task groups aimed at meeting socio emotional needs and accomplishing tasks (Toseland & Rivas, 2009, p12) * 56. The course used a blended learning approach as students were requested to conduct collaborative work both face-to-face and online using the WebCT learning management system 57. Role play Role play is a powerful tool for the enactment of a social role in an imagined social situation Getting students to play either the role of leader or member at different points facilitated learning, empathy and skill development Role play is used for- assessment, teaching and simulation Role play increases awareness, understanding of interpersonal skills and allows for corrective feedback (Toesland and Rivas, 2009) 58. Discussion Forum :an asynchronous online dialogue or conversation that takes the form of a series of linked messages organized around a common subject or theme (Swan 2005) that occurs on a platform for conferencing and learning that spans both time and space between students and teachers (Gilbert & Dabbagh, 2005)Discussion Forums offer a flexible platform that enables active interaction and collaboration between and amongst students and educator /s in the learning process 59. Discussion Forum Posts Students were asked to create discussion forum posts that contain at least 3 original messages and to respond to 2 messages posted by classmates Reflective practice was encouraged as it is a deliberate effort to review actions and the knowledge that informs them (Schon cited in Barry & O' Callaghan, 2008, p. 56) Reflection helps gain insight on how individual activity and outcomes contribute to the learning experience (Conrad & Donaldson, 2004 ) and can occur in the on-line environment (Brookfield, 2006) In the online environment, members have the opportunity to expand the possibility of reflection through collaborative techniques with other learners (Glowacki-Dudka & Barnett,2007) 60. The Course Aim- to teach students how to design, plan, implement and assess meso level interventions WebCT learning management system was used to provide a virtual platform for discussion forums and placing relevant multi-media course content 21 lectures over 10 weeks 6 virtual online and class groups were created around a social issue such as addiction Students adopted the roles of a group member or group worker/leader The groups were risk free, safe rehearsal environments to experiment with the group processes and skills prior to working with clients in the field Meso practice exercises that mirrored the procedures and activities of treament interventions Total number of posts- 904,highest number of post by a student was- 71 Total amount times spent on course on the learning management system 289 hours 61. Quotes I know of a friend who has being to rehab, stayed clean but because of the environment and circumstances within the household, addiction was the only comfort Free to share -the ice breaker today was a bit boring, SORRY, didnt have time to think it over I totally forgot that I was the leader for toda (y) i agree with u sameera... but however i wont entirely say that their family and background is the cause for their action, that is just making excuses because after all everyone has the ability to think for themselves and make decisions or alternatively they using a form of defence mechanism by projecting blame onto others .. they know the harms of substance abuse (hence gain knowledge from tv, radio, other members) yet they still CHOOSE to carry on? 62. Quotes I dont think that will work. the more something is illegal the more peope do it its like people were cursed, we always do what we are told not to Conflict -Today there were some revelation about how group memebers felt personally but this did not affect the way in which the group co-operates. I think there was a bit of intensity due to the conflict that was brought up during our ice breaker and later delt with. the group was not their usual out-going, vibrant selves. use of poetry my Master -I have a master of an evil kind He totally controls my body, soul, and mind Education -SANCA webs...