Mapping the terrain: Higher education and

emerging technologies Vivienne Bozalek

vbozalek@uwc.ac.za Dick Ng'ambi

Dick.Ngambi@uct.ac.za

Outline ●  Introductions -

o  finding out about contexts, needs and expectations of our session

●  Global perspective ●  Africa (South African experience) ●  Response to this

But  what  are  Emerging  Technologies  (ETs)?    

h7p://www.ny=mes.com/2012/02/23/technology/personaltech/onlive-­‐desktop-­‐plus-­‐pu  DAVID  POGUE,  The  New  York  Times,  February  22,  2012.  

Characteris*cs  of  ET  1.  May  or  may  not  be  new  technologies  2.  Evolving  organism,  that  exist  in  the  state  of  

coming  into  being  3.  Go  through  hype  cycles  4.  They  are  not  yet  fully  understood  5.  They  are  not  yet  fully  researched  6.  They  are  poten=ally  disrup=ve,  but  that  

poten=al  is  mostly  unfulfilled  

Veletsianos,  2010:13-­‐17  

Hype  Cycle  for  Educa*on  2012  

https://www.google.com/search?site=imghp&tbm=isch&source=hp&biw=1366&bih=548&q=Hype+Cycle+for+Emerging+Technologies%2C+2013&oq=Hype+Cycle+for+Emerging+Technologies%2C+2013&gs_l=img.12..0j0i5j0i24.2356.2356.0.5336.1.1.0.0.0.0.276.276.2-1.1.0....0...1ac.2.39.img..0.1.276.1cphQO67-3I#facrc=_&imgdii=_&imgrc=lCTLcK2EV9akBM%253A%3BdvSP_l6ePaebMM%3Bhttp%253A%252F%252Fna1.www.gartner.com%252Fimagesrv%252Fnewsroom%252Fimages%252Fhype-cycle-pr.png%253Bpv4a3db6f9c029a4db%3Bhttp%253A%252F%252Fwww.gartner.com%252Fnewsroom%252Fid%252F2575515%3B680%3B425

•  table  on  top  trends  

table  on  top  trends  

Johnson,  L.,  Adams  Becker,  S.,  Estrada,  V.,  and  Mar^n,  S  (2013).  Technology  Outlook  for  STEM+  Educa=on    2013-­‐2018:  An  NMC  Horizon  Project  Sector  Analysis.  Aus=n,  Texas:  The  New  Media  Consor=um.    

 Horizon  Report  2015  New  Media  

Consor=um  Johnson,  L.,  Adams  Becker,  S.,  Estrada,  V.,  and  Freeman,  A.  (2015).  NMC  Horizon  Report:  2015  Higher  Educa;on  Edi;on.  Aus=n,  Texas:  The  New  Media  Consor=um.  

Key  Trends  Accelera=ng  Technology  Adop=on  in  Higher  Educa=on    

• Advancing  Cultures  of  Change  and  Innova=on  • Increasing  Cross-­‐Ins=tu=on  Collabora=on    • Growing  Focus  on  Measuring  Learning      • Prolifera=on  of  Open  Educa=onal  Resources  • Increasing  Use  of  Blended  Learning  • Redesigning  Learning  Spaces        

2015  NMC    Important  developments  in  Educa=onal  Technology  for  Higher  Educa=on  

Not technologies but ways of using devices to enrich teaching

Techniques and infrastructure making easier use

Six  technologies  selected  by  panel  of  experts  • Bring  Your  Own  Device  (BYOD)  –  =me  to  adop=on  –  1  year  or  less  • Flipped  classroom  –  =me  to  adop=on  -­‐    1  year  or  less  • Makerspaces    –  =me  to  adop=on  -­‐    2-­‐3  years  • Wearable  technology  –  =me  to  adop=on  -­‐    2-­‐3  years  • Adap=ve  learning  technologies  –  =me  to  adop=on  –  4-­‐5  years  • The  Internet  of  Things  –  =me  to  adop=on  –  4-­‐5  years            

Open  University  Innova=ng  Pedagogy  2012  and  

2013  report  h7p://www.open.ac.uk/blogs/innova=ng/  

E-­‐books  

Badges  to  accredit  learning  

MOOCs  

Open  access  

eurobasin.dtuaqua.dk  

Seamless  learning  

Learning  analy=cs  

www.bris.ac.uk  

Personal  inquiry  learning  

Although  the  use  of  emerging  technologies  is  on  the  rise  in  Higher  Educa*on  globally  and  locally,  it  is  seldom  used  in  a  way  that  facilitates  transforma*ve  teaching  and  learning.  

Ng’ambi,  Bozalek  &  Gachago  (2014)    transforma=on  by  temari09  (CC)  

Today’s student

“Although  lecturers  and  students  are  seemingly  embracing  emerging  technologies  enthusias=cally,  it  is  taking  longer  for  ins=tu=ons  and  policy  makers  to  adopt  and  implement  them.  Ins*tu*ons  and  policy  makers  are  not  yet  fully  engaging  with  these  technologies  to  understand  the  usefulness  of  these  technologies  and  therefore  administra=ve  policies  may  slow  down  or  halt  adop=on.”  

COL  2008,  16  

What  are  you?  

Rogers  (1995)  Diffusion  of  innova=ons  theory  where  he  classified  individuals  

The  South  African  higher  educa=on  landscape  is  s=ll  affected  by  the  historical  inequi*es  of  past  policies,  and  many  students  and  Higher  Educa=on  Ins=tu=ons  (HEIs),  par=cularly  the  Historically  Disadvantaged  Ins=tu=ons  (HDIs)  are  affected  by  scarce  resources  and  poverty.  Higher  educa=on  ins=tu=ons  themselves  are  also  unequally  placed  with  regard  to  resources  and  the  students  that  they  enroll    (Bozalek  &  Boughey,  2012)  

☜

Challenges facing SA HEIs

ICTs to improve teaching and learning in higher education research project Funded by the National Research Foundation (NRF) for a period of three years

Overarching question:

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?

Qualitative outcomes Stimulating learning environments where:

⬜  learners are empowered, safe to express themselves, ask and respond to peers’ questions without feeling oppressed, domesticated or silenced;

⬜  there is encouragement to ‘think aloud’, try out new things and reflect on lessons learnt

⬜  the psychological distance between knowledgeable others (peers and experts) is reduced

⬜  Learners are equal partners in knowledge production (participatory parity) (Henschke, 2010)

Sub-questions addressed by the project

⬜  In what ways are emerging technologies (ETs) used in innovative pedagogical practices to transform teaching and learning across South African HEIs?

⬜  What can be learnt from an in-depth examination of case studies of innovative practice in a sample of HEIs in which these emergent technologies are being used?

⬜  What are the conscious and tacit theoretical assumptions guiding higher educators' teaching and learning practices?

⬜  What models of innovative theory and practice can be developed from the identification of transformative teaching and learning interactions and paradigms across the HEIs?

ICTs in South African Higher Education NRF Project Team Members face-to-face and

online meetings

Phase 1 of Project - Survey Ethics clearance

Literature reviews and theoretical frameworks – CHAT

Survey of Emerging Technologies and Teaching and Learning Practices in SA HEIs

This survey answered sub-question 1: In what ways are emerging technologies used in innovative pedagogical practices to transform teaching and learning across South African HEIs?

⬜ Designed and piloted of questionnaire (May-July 2011)

⬜ Administered July – September 2011

Focus of the research

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?

2011 Emerging Technologies Survey

⬜  Target group: lecturers that are known to be open to/engaged with technology

⬜  Sent by email to contacts in all public HEIs institution, snowball sampling

⬜  Content: 3 parts, demographic, tools and open ended questions around practice with ET

⬜  Respondents: 262 (by 30 September 2011)

⬜  Selection of 15 respondents for in depth analysis based on richness of responses

Respondents by Institution Female Male Total University of Stellenbosch 28 21 49 University of Cape Town 25 10 35 University of the Western Cape 21 13 34 Cape Peninsula University of Technology 14 16 30 Rhodes University 12 3 15 University of Fort Hare 7 8 15 Durban University of Technology 10 4 14 Nelson Mandela Metropolitan University 6 5 11 University of Johannesburg 4 5 9

Walter Sisulu University of Technology & Science 2 6 8 University of Limpopo 5 2 7 University of the Free State 6 1 7 Mangosuthu University of Technology 1 4 5 Central University of Technology 1 3 4 North-West University 4 0 4 Vaal University of Technology 1 3 4 University of KwaZulu-Natal 3 0 3 University of South Africa 3 0 3 University of Pretoria 0 2 2 Tshwane University of Technology 1 0 1 University of the Witwatersrand 0 1 1 University of Venda for Science and Technology 0 1 1 Grand Total 154 108 262

56%

Methodology for case studies

⬜  Examined data from survey and identified 21 rich case studies

⬜  Used Herrington’s nine elements of authentic learning to collect data by interviewing 21 respondents face-to-face and online

⬜  Five members of research team analysed all case studies using nine elements and use of emerging technologies

Interviews

⬜  Shortlisted to 70 case studies that could potentially be classified 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

Profile of participants interviewed The demographics of the sample who were interviewed were as follows:

Gender Discipline Years teaching experience Level of appointment Highest qualification HEI Female 11 Natural Sc. 4 1-5 years 6 Ass/Prof 6 Doctorate 11 UWC 10 Male 10 Applied Sc. 11 6-10 years 7 Snr lecturer 1 Masters 7 UJ 2 Humanities 2 11-20 years 4 Lecturer 10 Honours 2 Rhodes 3 Education 3 >20 years 4 Non-academic 4 Bachelor 1 UCT 2 Commerce 1 CPUT 2 SUN 1 DUT 1 Total 21 21 21 21 21 21

Herrington’s nine elements of authentic learning ⬜  Authentic context

⬜  Authentic task

⬜  Expert performance

⬜  Multiple perspectives

⬜  Collaboration

⬜  Reflection

⬜  Articulation

⬜  Coaching and scaffolding

⬜  Assessment

Authentic Context

Authentic task

Anti-oppressive scenarios and role plays deal with:

⬜  human right’s issues

⬜  Building self esteem

⬜  ‘Unlearning’ prejudice

⬜  Developing empathy

⬜  Problem solving

⬜  Developing emotional literacy and language

⬜  Conflict management

⬜  Supporting ’victims’ e.g abuse, bullying, xenophobic attacks

⬜  Collectivising issues: Feeling ‘not alone’

Access to expert performances and modelling of processes

2015/05/18

http://blogs.sun.ac.za/hopefulpedagogiessu/ Here is Michalinos’s contribution:

Pedagogy of discomfort has been first used and theorized by Megan Boler in her landmark book Feeling Power (1999). Then, Megan and I have made an attempt to further build on her earlier analysis by emphasizing the role that discomfort plays in teaching and learning about ‘difficult’ issues such as racism, oppression and social injustice. For me, pedagogy of discomfort still remains a powerful pedagogical tool able to produce action, because teachers and students can utilize their discomfort to construct new emotional understandings into ways of living with others—the ultimate vision of this pedagogy, in my view. (Michalinos Zembylas)

Multiple perspectives

•  Too much time wasted in reinventing the wheel - in Silos • Best practices are 'locked up' in walls and not shared

Why we did it

Objective: to create a conducive learning space where participants could be free to share ideas and experiences with peers and facilitators from other HEIs.

Guest lectures: Remix Theatre Company

Multiple perspectives

Collaborative construction of knowledge

Reflection

Coaching and Scaffolding

Community, Self and Identity: A Virtual Learning Community across two South African Universities

Poul Rohleder Wendy Lee Fish Amanda Ismael Lisa Padfield Deborah Platen

Articulation

2015/05/18 UKFIET INTERNATIONAL CONFERENCE SEPTEMBER 2007

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Assessment https://wiki.math.umd.edu/arhu_wmst498k/Main_Page

⬜  Women's Health and Well-Being WIKI

⬜  Welcome to the Final Course Project for Women's Health and Well-Being: Transcultural Perspectives (Spring 2007). Our online course was jointly coordinated in Israel, South Africa, Uganda, and the U.S.A. For a brief introduction to the the course, the international team of instructors and students, and information about the video conference held between the four sites to share our work together, select the link at the bottom of this page: About Arhu_wmst498k. You may navigate this site freely without a log in. The associated e-course space is located on an open source Learning Management System at the University of the Western Cape, South Africa. KNG links you to their e-learning site; however, in order to access our course module there you would need a user name and password. Please contact this site administrator if you wish to view the module on the UWC site at kimart (at) umd (dot) edu. Comments about this site may also be directed to the site administrator.

2015/05/18 UKFIET INTERNATIONAL CONFERENCE SEPTEMBER 2007

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MENTAL HEALTH Interview Reflections Given the complexity of women's experiences, we also examined our data from a “local” perspective to resist extreme generalizations. This section contains our individual interview descriptions and evaluations. Annotations: Mental Health Group This link contains our descriptions of several helpful websites, scholarly journals and articles all related to our topic. Group Project: Mental Health Our "global" analysis and the rest of our hard work can be found here ;-) We suggest others to think about the world as a community, rather than a world separated by nations. Changing the way we think about our political connections provide a wider range of possibilities. We hope our module encourages others to actively engage in the production and propagation of knowledge of the cultural and political implications of women and mental health.

EXAMPLE OF A WIKI GROUP

Findings

Findings from case studies

⬜  Evidence of authentic learning

⬜  Evidence that technology supports authentic learning

⬜ Quantitative data doesn’t do justice to richness of case studies

⬜  Similarities in positioning of these pioneers, in terms of e.g. isolation and lack of recognition

                                                                                                                                                                                                                                                                                   Bozalek,  V.,  Ng’ambi,  D.,  Wood,  D.,  Herrington,  J.,  Hardman,  J.,  &  Amory,  A.  (eds.)  (2015).  Ac;vity  Theory,  Authen;c  Learning  and  Emerging  Technologies:  Towards  a  Transforma;ve  Higher  Educa;on  Pedagogy.  London  and  New  York:  Routledge.    

www.etilab.org

www.education.uct.ac.za

http://wced.pgwc.gov.za/documents/e-Vision/WCED-Vision-for-E-Education.pdf

Thank you!

New  free  ebook  –  interes=ng  to  look  at    

References    • Johnson,  L.,  Adams  Becker,  S.,  Estrada,  V.,  and  Freeman,  A.  (2015).  NMC  Horizon  Report:  2015  Higher  Educa;on  Edi;on.  Aus=n,  Texas:  The  New  Media  Consor=um.  • Gartner  Inc,  (nd).    Research  Methodologies:  Hype  Cycles.  h7p://www.gartner.com/technology/research/methodologies/hype-­‐cycle.jsp  (accessed  6  April  2013).  • Rogers,  E.  1995.  Diffusion  of  Innva;on.  4th  ed.  New  York:  Free.  • Rust,  B.,  J-­‐M.  Lowendahl,  R.  Bonig  and  M.  Harris.  2010.  Gartner  Report,  17  Nov  • Sharpe,  R.,  Beetham,  H.,  &  de  Freitas,  S.  (Eds.).  (2010).  Rethinking  learning  for  a  digital  age:  How  learners  are  shaping  their  own  experiences.  London:  Routledge.  • Veletsianos,  G.  2010.  Emerging  Technologies  in  Distance  Educa;on.  Theory  and  Prac;ce.  Edmonton:  AU  Press.