Centre for Innovative Education and Communicative Technologies

Permanent URI for this community

https://hdl.handle.net/10566/9227

Browse

Now showing 1 - 20 of 31

The Facilitation and Support of a Blended e-Learning Course for Science Educators in a Rural Setting, South Africa
(Asian Online Journal Publishing Group, 2013) Stoltenkamp, Juliet; Kabaka, Martha; Braaf, Norina
This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape (UWC) designed and developed a course, namely: “Designing an Instructional Event”, registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. This course was offered in collaboration with the Education Faculty, for the Bachelor of Education (Honours) (BEd Hons) Programme; specifically Science Education. The researchers highlight the importance of the provision of extensive facilitation and support by the CIECT team, in order to motivate the educators (full-time working professionals) to become self-directed learners. In this case, the educators were expected to complete activities; and design an online environment to enhance their Science instruction. Considerable challenges were faced by the facilitators and educators due to limited infrastructure; and a lack of commitment by some participants to commit to the completion of tasks.
Lessons learnt: support interventions during a blended course for teacher-educators from urban and rural settings
(Scientific research, 2014) Stoltenkemp, Juliet; Kabaka, Martha; Braaf, Norina
This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.
Turnitin Adoption and Application at a HEI: A Developmental Approach
(Scientific research, 2014) Stoltenkamp, Juliet; Kabaka, Martha
Issues of plagiarism are mutual debates across Higher Education Institutions (HEI). As a result, institutions have employed software detection tools as a measure to deter such unacceptable academic practices. This study explores experiences related to the adoption and implementation of Turnitin (Tii) perspective through a developmental approach at a HEI, namely, the University of the Western Cape (UWC), South Africa, during the period 2010 January to 2013 June . A case study approach was adopted targeting the lecturers, their assistants and Centre for Innovative Educational and Communication Technologies (CIECT) Tii support team members. Qualitative research design was applied. This was in addition to an analysis of data collected from post-Tii training workshop evaluation questionnaires, and random email enquiries and responses between lecturers and the CIECT team on Tii matters. The paper reflects on the slow uptake of Tii by the lecturers, which is worrisome as the students are dependent on their commitment. The support team encourages a developmental, rather than a punitive approach. Students need to be encouraged by their lecturers to submit assignments and subsequently improve on their academic writing according to originality reports retrieved from Tii. The researchers hope that these findings would highlight the importance of the dissemination of an anti-plagiarism document which will enable plagiarism discourse
The impact of tutoring in the digital academic literacy programme on graduate attributes at the University of the Western Cape
(2015) Siebrits, André; Stoltenkamp, Juliet; Mokwele, Tebogo
This study reports on the impact of a Tutor Work-Study Programme, within the Digital Academic Literacy Programme (DAL) at the University of the Western Cape (UWC), South Africa. This study was prompted by the need to investigate the impact of peer (student) tutoring initiatives on tutors’ learning, academic studies and future career preparation. This paper seeks to make a contribution to the broadening of conceptions regarding impact of tutoring programmes from knowledge gains in the recipients, to gains (and impediments) conferred to tutors supporting the delivery of the material. While the enquiry focuses primarily on the DAL tutors, it also includes an account of the impact of the tutors on the delivery and facilitation of programme, and on the registered UWC students served by it. A mixed-methodology is employed, incorporating qualitative and quantitative data, drawn from questionnaires and interviews. The sample consists of the tutors in the programme (second semester, 2014) who agreed to take part in the study, as well as the three facilitators. Data are also drawn from a semester-end evaluation regarding tutoring. Findings reveal that participation in the DAL Programme had a strongly positive impact on the tutors, especially in skills gains and general career preparation. The tutors also had a strongly positive impact on the delivery and the facilitators. Finally, while most students enrolled in the DAL Programme were satisfied with the quality of the support and expertise provided by tutors in class, some areas for improvement are identified. Ultimately, the need to reflect critically on student interventions at Higher Education Institutions must be taken seriously, especially in the context of producing professional, knowledge
Community digital story project: George community needs
(Science Domain, 2015) Stoltenkamp, Juliet; Siebrits, André; Braaf, Norina; Kies, Carolynne
This study details a Digital Story Community Project undertaken by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape, which took place in George (South Africa) in November 2014. The aim was to explore, via digital stories, the authentic needs of vulnerable community sectors by engaging with representatives, leaders and activists from those sectors, while equipping them in turn with transferable skills in the production of digital stories. Digital stories proved to be an excellent tool for community need identification, while simultaneously building digital skills among community members in a range of areas such as storyboarding, script writing, image preparation, and voice recording. A Sociocultural Constructionist and Asset-Based Community Development theoretical approach underpinned this research and proved an excellent fit for the creation of community narratives. A mixed methodology was adopted in this empirical study, relying primarily on qualitative data with quantitative support. Qualitative measures include pre- and post-survey questionnaires, facilitators’ observations during the workshop, participant feedback within an online discussion forum, as well as the perceived impact and application of digital stories. The skills attained, community needs and solutions produced, and the potential contribution of ICTs in these are also discussed. Supporting quantitative measures are drawn from an analysis of responses to the pre-and post-survey questionnaires and attendance numbers during the workshop. Identified needs clustered around four interrelated themes: youth, economic challenges, substance abuse, and healthcare. The use of digital stories in identifying community needs, in a theoretically sound manner, is recommended in future research focusing on community development. It is no longer possible or desirable to speak on behalf of communities in relation to their development needs, and the digital story eTool is appropriate for obtaining authentic community data, while building skills.
Comparison of Support Interventions During a Blended Course for Educators from Urban and Rural Settings
(2015) Stoltenkamp, Juliet; Kabaka, Martha
This research focused on the design and delivery of a blended Professional Development (PD) Program for in-service teacher-educators from both urban and rural settings. The overall purpose of the PD Program was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course. A strong facilitation and support approach was maintained throughout the PD Program to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the program. This article reflects on the findings regarding program design and structure; access to resources; impact time management; design of a support structure for the monitoring and evaluation of the program; and educators as self-directed learners using eTools to enhance teaching-and-learning methodologies.
‘Digital Natives’ Require Basic Digital Literacy Skills
(University of the Western Cape, 2016) Leonard, Liesel; Mokwele, Tebogo; Siebrits, Andre; Stoltenkamp, Juliet
This paper discusses a Digital Academic Literacy (DAL) Programme at the University of the Western Cape (UWC). It highlights the programme's response to and alignment with emerging South African Higher Education (HE) national policy imperatives and discourses which include, the effective integration of ICTs for teaching-and-learning; and the need to increase and continue large-scale targeted work. This specific student development programme is deliberated within a paradoxical context, where on the one hand there are claims by Marc Prensky that the Digital Natives use of ICTs are significantly increased from their predecessors; and on the other hand, many of these Digital Natives still require basic digital literacy training and support. The study highlights how gaining the necessary ICT support, better equips students to cope academically while, attaining skills which enhance employability. The researchers discuss the exponential growth of the DAL Programme, catering to first year students across departments, as well as the need for further expansion to accommodate all students who lack the necessary digital literacy skills to succeed at university. A mixed-method approach is adopted, using both quantitative and qualitative evidence. Data was retrieved from the intranet of the Centre for Innovative Education and Communication Technologies (CIECT) as well as, via an internet-based online survey. Other data includes student assessment results after engagement in the DAL Programme as well as, contributions by field experts. Moreover, the researchers highlight the importance of critical change management processes to ensure the sustainability and quality of the programme.
The design, development & implementation of an In-house SRS to enhance the teaching & learning experience: Case-study of the University of the Western Cape
(University of the Western Cape, 2016) Smith, Duncan; van de Heyde, Valentino
The Centre for Innovative Education & Communication Technologies at UWC has designed a Student Response System (SRS), which will enable students to respond electronically to questions posed by the lecturer during a class or for homework. The development of this SRS, utilising students’ mobile devices, will increase accessibility and enhance the teaching & learning experience. As SRS is web based, the majority of mobile devices are compatible. Quizzes are cached to the device so students may respond when no internet connectivity is present, & the answers are synchronised when Wi-Fi is available. In addition, student profiling takes place on a student's device itself. This allows targeted quizzes & tutorials to be sent to students, customised to the needs of the student. Furthermore, the SRS will be integrated into the institutional LMS. Two groups from Science Faculty have been selected for study to explore the efficacy of the SRS, aligned to learning theories & national HE imperatives.
The third-space professional: A reflective case study on maintaining relationships within a complex higher education institution
(Routledger, 2017) Stoltenkamp, Juliet; van de Heyde, Valentino; Siebrits, André
This paper showcases the work of Third Space professionals in a complex Higher Education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.
An exploration of the alignment of learning theories with eTools at the University of the Western Cape (UWC)
(2017)
The impact of emerging technologies on authentic learning in higher education remains a core concern in the South African context. Learning Management Systems (LMSs) must include emerging technologies to support innovative teaching and learning practices, given their importance in expanding student access to learning materials, and the facilitation of student development. At the University of the Western Cape (UWC), the Centre for Innovative Education and Communication Technologies (CIECT) has championed the adoption of innovative eLearning practices for over 10 years. This study explores the infusion of learning theories aligned to eTools in service of national higher education imperatives. The authors discuss the value of learning theories in the eLearning field, and deliberate on the development of the main learning theories. The study also discusses the application of learning theories in online environments, and this issue is explored by way of six cases, providing examples of how various learning theories can be aligned to eTools. These were gathered from CIECT’s marketing blog, which constitutes a research repository of practitioner experiences and reflections of the institutional LMS and innovative teaching and learning practices. The aim is to explore and emphasize the importance of grounding emerging eTools use in theory and pedagogy to promote student development, as well as the application of learning theories, specifically when designing learning environments to support traditional teaching and learning practices. The qualitative study is primarily exploratory and descriptive. It also includes a brief discussion of the results of a student questionnaire (179 respondents from across faculties and departments) exploring how and why students use eTools at UWC. This exploration of broader student eTools use will help create the foundation for a followup study to explore the use of learning theories in promoting more focused eTools adoption.
Designing a social work online self-coaching program: Integrated support and joint ownership
(2017) van de Heyde, Valentino; Stoltenkamp, Juliet; Siebrits, André
The paper explores Critical Success Factors (CSFs) in relation to the support structure for an online self-coaching pilot project, by the Centre for Innovative Education and Communication Technologies (CIECT) of the University of the Western Cape (UWC) in South Africa, in collaboration with UWC’s Social Work Department and the University of South Africa (Unisa). The CSFs focus on concepts of structure and agency. The research study is primarily qualitative but employs supporting quantitative data, and entails an interpretivist approach. The researchers highlight unfolding processes which led to an Instructional Designer (ID) taking on the role of an e-Coach within the pilot study. The importance of the creation of a well-designed environment to strengthen partnerships, and an effective learning pathway for student development is deliberated. The importance of the selection of appropriate eTools is emphasized in order to promote students’ personal learning and eSkills. Moreover, the pilot project is aligned to national imperatives within a South African context, namely student ‘access’ and ‘success’. We recommend the expansion of online self-coaching programs to Social Work students to assist with their self-development and growth.
eLearning Colloquia enhance a Community of Practice : Reflections
(2018) Liesl, Leonard; Kies, Carolynne; Braaf, Norina
In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative Education and Communication Technologies (CIECT) at the University of the Western Cape (UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional discourse on blended teaching and learning practices over an eight year period. The paper showcases CIECT’s efforts in driving the effective use of eTools to increase awareness and understanding of concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher Education (HE) setting where the need to create a knowledge-intensive institutional culture exists. The human agents are central to the formation of a sustainable CoP which contributes to effective teaching and learning practices. Secondary data was used for the study and non-probability, purposive sampling resulted in a sample group of 78 individuals comprising of the Instructional Design team as well as the academic staff members at UWC who utilize the institutional Learning Management System or a range of Personal Learning Environments (PLEs) in their teaching and learning practices.
ePedagogy as a threshold concept: A reflection on a programme for Science teaching assistants
(Routledge, 2020) Stoltenkamp, Juliet; van de Heyde, Valentino; Siebrits, André
A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science TAs. A questionnaire enabled TAs to reflect on the eTools and CIECT’s sessions. The authors reflect on academic developer roles in higher education. Within CIECT’s contribution, ePedagogy was identified as a threshold concept that the TAs found challenging, but that could lead to transformed and improved teaching and learning. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Classification learning of latent bruise damage to apples using shortwave infrared hyperspectral imaging
(MDPI, 2021) Nturambirwe, Jean Frederic Isingizwe; Perold, Willem Jacobus; Opara, Umezuruike Linus
Bruise damage is a very commonly occurring defect in apple fruit which facilitates disease occurrence and spread, leads to fruit deterioration and can greatly contribute to postharvest loss. The detection of bruises at their earliest stage of development can be advantageous for screening purposes. An experiment to induce soft bruises in Golden Delicious apples was conducted by applying impact energy at different levels, which allowed to investigate the detectability of bruises at their latent stage. The existence of bruises that were rather invisible to the naked eye and to a digital camera was proven by reconstruction of hyperspectral images of bruised apples, based on effective wavelengths and data dimensionality reduced hyperspectrograms. Machine learning classifiers, namely ensemble subspace discriminant (ESD), k-nearest neighbors (KNN), support vector machine (SVM) and linear discriminant analysis (LDA) were used to build models for detecting bruises at their latent stage, to study the influence of time after bruise occurrence on detection performance and to model quantitative aspects of bruises (severity), spanning from latent to visible bruises. Over all classifiers, detection models had a higher performance than quantitative ones. Given its highest speed in prediction and high classification performance, SVM was rated most recommendable for detection tasks. However, ESD models had the highest classification accuracy in quantitative (>85%) models and were found to be relatively better suited for such a multiple category classification problem than the rest.
Contribution of blended learning technologies and teaching practices to student success
(2021) Nelson, atthew-Chad; Stoltenkamp, Juliet; Dankers, Paul
Student success and the perceptions of success are growing areas of research. At the University of the Western Cape the impact that using a learning management system in blended learning approaches had on student success and perceptions of success was unknown. The research investigated perceptions of lecturers and students of the Arts Faculty regarding student success, and whether perceptions of student success, the use of technologies and blended teaching and learning approaches were interrelated. A mixed method approach was used, in which qualitative and quantitative methods were applied. All groups of participants agreed that the use of a learning management system to enhance a blended learning approach contributed to student success. These findings agreed with other research conducted by international scholars. More research that focuses on how technologies impact on the success of individual students, and the interrelatedness of technologies, learning approaches and student success is necessary.
Digital technologies and youth mobility in rural Zimbabwe
(Wiley, 2021) Gwaka, Leon Tinashe
The adoption and use of digital technologies (DTs) in rural communities have an impact on several aspects of the society. Using empirical evidence from selected villages of Beitbridge district in Zimbabwe, this study examines the relationship between DTs and youth mobility. The different types, causes, and motifs associated with youth mobilities are explored using qualitative research methods including focus group discussions and community visioning workshops. Study findings reveal challenges facing youths in trying to be mobile including social (mainly gender) inequalities. Thus, women were found to be less mobile. Lack of infrastructure was found to be another key challenge impacting youth mobility. The study however found that DTs are being adopted and this has led to virtual mobilities, which is redefining youth mobility. The opportunities and challenges of integrating virtual mobilities and physical mobilities were explored. The study findings are critical to various actors including ICT, education, and other sectors in that they show opportunities that need to be expropriated to enhance youth mobility, which is key to socio‐economic well‐being of youths, as well as the challenges that can be faced through the ubiquity of DTs.
Socio-economic crisis, social security, distributive justice, and vulnerable adults’ access to post-school education and training in South Africa
(University of the Western Cape, 2022) Groener, Zelda
Emerging international theoretical perspectives illuminate new understandings about adults’ access to post-school education and training (PSET) in contexts of crisis. As the crisis brought about by the COVID-19 pandemic unfolds in South Africa, it draws attention to the socio-economic hardships confronting vulnerable black adults. Anticipated deepening poverty and unemployment will intensify as material barriers to PSET. How does the COVID-19 crisis invite us to rethink distributive justice in terms of social security in a context of crisis? How do the COVID-19 crisis, the socio-economic crisis and the government’s emergency social security measures inform our thinking about vulnerable adults’ future prospects for a sustainable life and, as potential adult learners, access to PSET? Conceptualising access to PSET in the context of the COVID-19 crisis, the pre-Covid-19 impending socio-economic crisis, and the government’s realisation of socioeconomic rights to new forms of social security generates new theoretical insights about the possibilities that an ‘above and beyond the minimum threshold’ of social insurance for vulnerable adults could improve access to PSET.
Adult education and learning access: Hope in times of crisis in South Africa
(University of the Western Cape, 2022) Groener, Zelda; Land, Sandra
The call for chapters for this book was inspired by the shock of COVID-19 impacting on the adult and community education sector in our country. However, the proposals for chapter after chapter that landed in our inboxes underscored the reality that people active in this field are constantly buffeted in the waves of a whole range of crises, and that they lack protections taken for granted by many practitioners in other sectors. Consequently, this book offers a collection of chapters describing a wide range of crises that affect both learners and educators in adult and community education. Written by people working in this sphere, it makes available practitioners’ firsthand experiences of the impact of some of the more sudden and acute crises, as well as their experiences of dealing with more enduring and enervating problems.
Access and barriers to post-school education and success for disadvantaged black adults in South Africa: Rethinking equity and social justice
(University of the Western Cape, 2022) Groener, Zelda
Widespread national higher education student protests against proposed fee increases and demands for free higher education in South Africa that arose towards the end of 2015 drew international attention to disadvantaged students’ socio-economic conditions and the barriers that deter access to higher education. Adults’ experiences of socio-economic barriers to accessing post-school education are similar. Drawing on theoretical frameworks and secondary data, I conceptualise a distributive justice perspective on access for disadvantaged black adults premised on the relationships between interrelated equality rights and socio-economic rights, principles of social and economic justice, and redistributive policies.
Gender-based violence in adult education: The experiences of rural learners and adult educators
(University of the Western Cape, 2022) Mncube, Vusumzi; Mutongoza, Bonginkosi Hardy; Olawale, Babawande Emmanuel
Gender constitutes an integral part of both individual and collective uniqueness, and it is distressing that gender-based violence (GBV) remains persistent in education. Gendered violence is a scourge globally, more particularly for educational institutions – which are often imagined to be peaceable and immune to acts of aggression. Around the world, instances of GBV continue to surface at an alarming rate, and South Africa is no exception. The prevalence of violence based on gender continues to threaten the drive towards inclusive education, as contemplated in various policies. Despite South Africa transitioning from apartheid in 1994, it is disturbing that challenges remain in terms of access to education. Although adult learning was implemented as a strategic initiative in the quest for inclusive education in this country, worryingly, GBV continues to pose a threat to the effectiveness of such programmes in rural communities. This chapter seeks, through the lived experiences of adult learners and adult educators in rural areas, to unearth the dynamics of GBV as it relates to adult learning. To investigate their experiences, data was collected using interviews. The findings of the study revealed that GBV remains prevalent as a result of power dynamics, attitudes and socialisation, and social learning, among other factors. As the findings indicate, while it is challenging for traditional South African societies to address GBV, there is a need for all educational stakeholders to spread awareness and advance equality where GBV is most common.

Browse

Browsing by Issue Date

Results Per Page

Sort Options