Developmental study towards effective practices in technology-assisted learning: third combined report from 15 participating South African universities

The Centre for Technology Assisted Learning (CenTAL) at the University of Johannesburg (UJ) and the SOLSTICE Centre for Excellence in Teaching and Learning at Edge Hill University (EHU), UK signed a Memorandum of Understanding on 28 June 2007 for the creation of a benchmarking hub for the enhancement of learning by the deployment of educational technologies in South African universities. This was followed up during a visit of Mark Schofield of EHU during February 2008 and resulted in an invitation for participation directed at the directors of technology-assisted learning (TAL) centres, and other senior staff members responsible for academic development and support including TAL, at 23 South African universities. The information below was obtained from the participating universities’ present and future activities in TAL. They were requested to use nine so-called “lenses” of self-evaluation and review and to organise the information using these lenses. The first combined report contained the information received from participatory universities during a first round. This report was discussed during a meeting of representatives of participating universities on 28 May 2008 in Johannesburg. During this meeting, a refinement of our common understanding of lenses was discussed and three new lenses were added. A Second Combined Report was produced and discussed at a second meeting of participants on 10 October 2008 at UJ. Two additional universities also came on board in the second semester of 2008. This report is now based on the information offered by all 14 participating universities on these refined and expanded lenses. In the sequel, these lenses are used as headings. Information from participating universities is offered by alphabetically arranging the universities under each lens

The infusion of emerging technologies in complex higher education settings

In the context of an increasing reliance on, and integration of, Information and Communication Technologies (ICTs) into the Higher Education (HE) sector, innovative approaches are being sought in response to infrastructural and resource limits, and mounting pressures to increase participation and throughput rates. This is particularly evident in South Africa, given its history of exclusion and marginalisation. Here, the potential of eLearning has been recognised in expanding access to educational opportunities and in equipping university staff and students with the eSkills and ePedagogy needed to make full use of emerging technologies. At the University of the Western Cape, the Centre for Innovative Education and Communication Technologies (CIECT) was established in 2005 to champion the adoption of emerging technologies at that institution in support of teaching-and-learning practices, and to provide support and training to staff and students in their use. After nearly a decade of experience and refinement, the Centre’s activities are structured according to a systemic framework that drives the infusion of emerging technologies into its particular complex higher education setting. The framework encompasses the areas of Teaching-and-Learning, Research, Community Engagement, and Collaboration, and aligns all eLearning activities with institutional and national policy. The goal of this case study is to share these activities in a complex HE setting, since in order to successfully drive the adoption of emerging eLearning technologies, a systemic framework aligned to institutional and national policy goals is required

Context-Aware and Adaptable eLearning Systems

The full text file attached to this record contains a copy of the thesis without the authors publications attached. The list of publications that are attached to the complete thesis can be found on pages 6-7 in the thesis.This thesis proposed solutions to some shortcomings to current eLearning architectures. The proposed DeLC architecture supports context-aware and adaptable provision of eLearning services and electronic content. The architecture is fully distributed and integrates service-oriented development with agent technology. Central to this architecture is that a node is our unit of computation (known as eLearning node) which can have purely service-oriented architecture, agent-oriented architecture or mixed architecture. Three eLeaerning Nodes have been implemented in order to demonstrate the vitality of the DeLC concept. The Mobile eLearning Node uses a three-level communication network, called InfoStations network, supporting mobile service provision. The services, displayed on this node, are to be aware of its context, gather required learning material and adapted to the learner request. This is supported trough a multi-layered hybrid (service- and agent-oriented) architecture whose kernel is implemented as middleware. For testing of the middleware a simulation environment has been developed. In addition, the DeLC development approach is proposed. The second eLearning node has been implemented as Education Portal. The architecture of this node is poorly service-oriented and it adopts a client-server architecture. In the education portal, there are incorporated education services and system services, called engines. The electronic content is kept in Digital Libraries. Furthermore, in order to facilitate content creators in DeLC, the environment Selbo2 was developed. The environment allows for creating new content, editing available content, as well as generating educational units out of preexisting standardized elements. In the last two years, the portal is used in actual education at the Faculty of Mathematics and Informatics, University of Plovdiv. The third eLearning node, known as Agent Village, exhibits a purely agent-oriented architecture. The purpose of this node is to provide intelligent assistance to the services deployed on the Education Pportal. Currently, two kinds of assistants are implemented in the node - eTesting Assistants and Refactoring eLearning Environment (ReLE). A more complex architecture, known as Education Cluster, is presented in this thesis as well. The Education Cluster incorporates two eLearning nodes, namely the Education Portal and the Agent Village. eLearning services and intelligent agents interact in the cluster

Towards the Design of a Synchronous Virtual Learning System

The field of education has undoubtedly been affected by the penetrating influence of information and communication technology, characterized by improved access to the internet, and the increasing use of computing devices. However, education in Africa generally and specifically in Nigeria and other developing countries still face a 21st Century challenge in making education available and accessible to all. To this end therefore, this paper presents a conceptual approach, as to how tailor made e-learning services could be realized and integrated with a real time video conference server and any existing learning management system in order to facilitate a synchronous virtual learning environment in making education accessible and available to both remote students (distance learning students) and onsite users in Universities and other related educational institutes. It proposes a functional framework to exemplify educational services such as file sharing to enhance collaboration, a digital resource center for retrieval of both free and paid relevant academic resource. A conference room for real time classroom participation which learning platform should provide in order to enhance both teaching and learning performance of course instructors and their students respectively is also proposed. It provides an operational design which describes how custom made e-learning portal integrated with an Open source Video Conference server could be realized, in facilitating a synchronous virtual learning service. Furthermore, it proposes a Virtual Learning Network architecture to show how both remote and onsite students could optimize quality network access in realizing these electronic learning services

Independent Evaluation of the Jim Joseph Foundation's Education Initiative Final Report

The Jim Joseph Foundation created the Education Initiative to increase the number of educators and educational leaders who are prepared to design and implement high-quality Jewish education programs. The Jim Joseph Foundation granted $45 million to three premier Jewish higher education institutions (each institution received$15 million) and challenged them to plan and implement programs that used new content and teaching approaches to increase the number of highly qualified Jewish educators serving the field. The three grantees were Hebrew Union College–Jewish Institute of Religion (HUC-JIR), the Jewish Theological Seminary (JTS), and Yeshiva University (YU). The grant covered program operation costs as well as other costs associated with institutional capacity building. The majority of the funds (75 percent) targeted program planning and operation. The grantees designed and piloted six new master's degree and doctoral degree programs or concentrations;1 eight new certificate, leadership, and professional development programs;2 two new induction programs;3 and four new seminars within the degree programs. 4 The Education Initiative also supported financial assistance for students in eight other advanced degree programs. 5 The grantees piloted innovative teaching models and expanded their use of educational technology in the degree and professional development programs. According to the theory of change that drives the Jim Joseph Foundation's Education Initiative, five types of activities must take place if higher education institutions are to successfully enhance the Jewish education workforce. These activities include (1) improved marketing and recruitment of talented individuals into ongoing education programs, (2) a richer menu of programs requiring different commitments of time to complete and offering varying content, (3) induction programs to support program participants' transition to new employment settings, (4) well-planned and comprehensive strategies for financial sustainability, and (5) interinstitutional collaboration. As shown in Exhibit 1, the five types of activities are divided into two primary categories. The first category (boxes outlined in green) addresses the delivery of programs that provide educators and educational leaders with research-based and theory-based knowledge and vetted instructional tools. The second category (boxes outlined in orange) is not programmatic; rather, it involves sharing knowledge, building staff capabilities, enhancing management structures, and providing technological and financial support to enable the development of quality programming that is sustainable after the grant ends

International conference "Information technologies in education in the 21st century": Conference proceedings.

Proceedings of a conference which concluded TEMPUS project JEP 25008_200

Networks Of Users And Powers: Blackboard Software Roadmap As Cultural Practice

With the rapid growth of eLearning applications - the software providing for learning through the Internet - it has become commonplace to describe those technologies as both simple tools and user-friendly. These two vague yet suggestive terms make the operating of the technology appear as social value and any related issues as a user\u27s problem. Interested neo-liberal groups take a step further when considering eLearning technologies as the solution for the problems faced in the field. STS studies recognize that technology fetishism is strategically employed to justify the latest developments of capitalism as technological and logical. This doctoral study examines the complexity of the LMS software, a widely used platform in higher education, from a learner\u27s perspective by both problematizing the term user and highlighting the systemic nature of user\u27s issues. Becoming an LMS user is viewed as a social process of sense-making in which the system is transformed to the point that learner feels in a personal relationship with the system. The surrounding fetishistic discourse represents a capitalistic philosophy not only associated with the industrial production of software but also aimed at the commodification of learner, contradicting the social image/function of education. This study draws mainly from an ethnographic data collection on the experiences and perspectives of a team in charge of updating and troubleshooting Blackboard software in an American higher education setting during the 2012-13 school year, from a selection of hundreds of Internet related documents, and from my personal experience with online teaching. The study first outlines the origin and historical rise and expansion of LMS technologies; it describes how the system was socially reconstructed for fitting technology and situating learner within consumer structures; and it explains the social processes through which a learner becomes a Blackboard user. By using Blackboard as a case study, this dissertation attempts to narrow the gap between similar studies in education that often take technology/user for granted and the valuable insights achieved by STS studies in surrounding areas to LMS

Strategic alignment of information technology and business

Dissertation Submitted in Fulfillment of the Requirements for the Degree of Master of Science Engineering (Industrial Engineering) University of the Witwatersrand 2016The importance of information technology (IT) strategic alignment with organisational goals is considered and discussed. Internal and external factors that affect this alignment are identified. A method to strategically align business and IT is developed. A case study methodology was used, which relied on both quantitative and qualitative methods. The focus of the case study is the School of Mechanical, Industrial and Aeronautical Engineering, University of the Witwatersrand, Johannesburg, South Africa. The research identified current IT alignment barriers and the special requirements of this domain by conducting interviews, using questionnaires and focusing on relevant strategic documentation. Data from the case-study environment was used to identify strengths, weaknesses, opportunities and threats. The researcher identified a lack of commitment on the part of management both within the School and in the broader University to the University’s strategic objectives as the main obstacle to IT and business strategic alignment. A revised IT strategic plan is developed for the School.MT 201

The Implementation, Deployment and Evaluation of a Mobile Personal Learning Environment

[EN] The application of ICT to learning, the Web 2.0 trends and the widespread use of technologies such as mobile devices make it necessary to provide new solutions to satisfy the needs of learners. Such solutions should treat the students as the centre of the learning process. The students should be able to decide which tools they will use to learn, and the learning institution must consider the behaviour of students in such personal learning activities independently of the location where learning activities are carried out. In addition, learners can choose the type of devices they will use with special attention to mobile technologies. The work described in this paper proposes a service-based approach to defining mobile personal learning environments that facilitates communication with institutional learning platforms. Such an approach is implemented as a proof-of-concept and evaluated via a pilot study to demonstrate that such types of mobile learning platforms are feasible and can increase students’motivation to help them learn