Emerging Technologies in Higher Education: A guide for HE practitioners

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Presentation at Heltasa 2013

Text of Emerging Technologies in Higher Education: A guide for HE practitioners

  • 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)Critica