A5058392555- Digital Storytelling and Education
- Higher Education Practises and Engagement
- Literacy, Media, and Education
- Online and Blended Learning
- Innovative Education and Learning Practices
- Innovative Teaching and Learning Methods
- Global Education and Multiculturalism
- Online Learning and Analytics
- Digital Education and Society
- Impact of Education Environments
- Educator Training and Historical Pedagogy
- E-Learning and Knowledge Management
- Radio, Podcasts, and Digital Media
- Design Education and Practice
- Creativity in Education and Neuroscience
- Subtitles and Audiovisual Media
- Educational Leadership and Innovation
- Reflective Practices in Education
- COVID-19 and Mental Health
- Interdisciplinary Research and Collaboration
- Global Educational Policies and Reforms
- Biomedical and Engineering Education
- Higher Education and Employability
- Evaluation of Teaching Practices
- Posthumanist Ethics and Activism
Cape Peninsula University of Technology
2012-2024
University of Cape Town
2021-2023
ING Direct
2020-2023
University of the Western Cape
2013-2016
University of Edinburgh
2007
Abstract Produced from experiences at the outset of intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers collective reflections and analysis a group teaching learning Higher Education (HE) scholars diverse 15 26 South African public universities. In form theorised narrative insistent on foregrounding personal voices, it presents snapshot pandemic addressing following question: what does ‘pivot online’ to Emergency Remote Teaching Learning...
Since the turn of this century, much world has undergone tectonic socio-technological change. Computers have left isolated basements research institutes and entered people’s homes. Network connectivity advanced from slow unreliable modems to high-speed broadband. Devices evolved: stationary desktop computers ever-present, always-connected smartphones. These developments been accompanied by new digital practices, changing expectations, not least in education, where enthusiasm for technologies...
Abstract In the last 20 years, South African higher education has changed significantly, influenced by global trends national development goals and pressure from local educational imperatives, in context of a digitally networked world. Shifts technology enhanced pedagogical practices discourses around information communication technologies (ICTs) have had varying degrees influence education. This paper takes rearview 20‐year journey learning An analysis literature view is presented...
This work investigates the promise of Facebook and blogs for enhancing students’ levels engagement in learning. issue warrants investigation because there is little published empirical on subject. The researchers applied a learning ecology perspective to study potential student In-depth interviews with lecturers who use focus groups their respective students were carried out establish: usage teaching learning; context use; challenges encountered usage; whether these technologies enhanced A...
Abstract It is now widely accepted that the transmission of disciplinary knowledge insufficient to prepare students leaving higher education for workplace. Authentic learning has been suggested as a way bring necessary complexity into deal with challenges in professional practice after graduation. This study investigates how S outh A frican educators have used emerging technologies achieve characteristics authentic learning. survey was administered population 265 frica who self‐identified...
A gulf is widening between the technologies used by students, those educators and provided institutions. However, knowledge about impact of so-called emerging on learning or readiness higher education institutions (HEIs) to engage with such in South African context relatively thin. This article uses Rogers' (2003) diffusion innovations model as a conceptual framework examine diffusion, adoption appropriation HEIs. We report survey which examined how are innovative pedagogical practices...
While literature continues to promote mobile learning and, in particular, the use of phones for teaching and blended open distance (ODL) bridge digital divide, many lecturers still struggle understand engage with it support their practices. Using theoretical notion ‘boundary crossing’, this study reflects on how three South African higher educators introduced WhatsApp, a instant messaging application, into practices, within mode delivery, both education but also campus-based learners....
Abstract This article reports the findings of a collaborative digital storytelling project titled “Being Human Today,” multimodal curricular initiative that was implemented simultaneously in both South African and an American university classroom 2015. By facilitating dialogue sharing stories by means closed Facebook group, instructors were able to investigate students’ critical awareness social consciousness regarding notions “self” “other” across continents. Case study methodology applied...
The recent student protests in South African Higher Education have highlighted both the opportunities and challenges of blended/online learning higher education. This paper describes two lecturers' attempts at continuing teaching online during 2016 campus closure a large University Technology Africa. Using Tronto's Ethics Care lens particular her moral characteristics care, namely attentiveness, responsibility, competence, responsiveness solidarity, we reflect on ethics our practices when...
Abstract While the pedagogical benefits and challenges of podcasting as a teaching learning practice are well researched, sometimes with contradictory results, literature on potential socially inclusive technology is scanty. Using quantitative survey design, framed by concepts such emerging technologies, low‐threshold applications nontraditional students, this study investigated students perceptions at large institution in South Africa access use podcasts. Findings indicate that was received...
Against the backdrop of a complex Higher Education (HE) landscape, particularly in developing country context where relevance current HE structures is questioned through student protests, and decolonisation education practices called for, traditional thinking losing ground. This study focuses on lecturers identified as eLearning champions, who display shared dispositions that mirror what literature terms 'design mindset', such collaboration, empathy for learner problem orientation. We argue...
Although becoming a more racially-integrated society, the legacy of Apartheid still affects learners’ social engagements in and outside their classrooms. Adopting Nussbaum’s (2010) capabilities framework for socially just democracy, this paper examines 27 pre-service teacher education students’ perceptions digital storytelling project its potential recognising honouring necessary engaging empathetically with ‘other’. Using narrative inquiry, specifically Bamberg’s (2006) ‘small stories’...
Higher education institutions in South Africa are faced with low throughput rates, and the need to enhance students' interest their studies is a key objective for higher institutions. Student engagement one of factors shown empirically student success at The paper reports on potential digital storytelling enhancing studies, amongst 29 final year pre-service teachers large University Technology Africa, as part assessment professional course. reason doing this research was due limited adoption...
The goal of liberating learners, educators, educational developers and other stakeholders within higher education from systemic oppression institutional injustice is unattainable if we consider social justice, well-being, mental health care/compassion separately. As a collective, developed model for compassionate learning design, which composed four dimensions: participation, care, leading to critical design praxis that itself comprises the fourth dimension. In this article, select...
One way to approach the project of decolonising university is employ pedagogies, which allow whole people’s lived experience into teaching and learning spaces, affirm this as worthy scholarly attention create a dialogue between theory. Encouraging sharing personal stories among diverse differently positioned students however brings up questions about “safe spaces”. Using Tronto’s ethics care normative framework we will reflect on range snapshot exemplify ethical dilemmas encountered in...
Abstract There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose vision entangled crosses boundaries, framed by an equity-oriented mindset blurs resists merges with facilitation, external internal communities, academia activism. Based interviews practitioners across world, theories posthumanism postdigital education, share eight orientations form future pattern:...
An international association advancing the multidisciplinary study of informing systems. Founded in 1998, Informing Science Institute (ISI) is a global community academics shaping future science.
This article emerges from our relationship with Theo Combrinck, a colleague, passionate social and academic activist, recovering addict PhD student, who left living space during 2014 -a death that was unexpected yet consequence of an iterative desire to end troubled/ing life.The intensity Theo's physical absence retains vibrant presence continues intra-act us as we consider socially just pedagogies.Theo's work lives on through memories, audio recordings different forms texts written by him,...
Common to all the cases included in this special issue, we observed a degree of collaborative decision-making that is human-centered and shows empathy. Through it, multiple voices are acknowledged heard. These demonstrate beginning process contextualization Design Thinking K–12 teacher education. We hope issue will prompt conversations explore critique possibilities imagine real change it might bring.
Engaging with difference is an important skill for teachers in current South Africa. Critics of the dominant approach to teaching on and pre-service teacher education argue that it mostly promotes de-contextualised celebrations diverse cultures without addressing critical issues power social forces. One reasons educators shy away from engaging privilege classroom fear highly explosive emotions might emerge process. In Africa this compounded by legacy racial discrimination, still impacting...