E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment

Assessment is an integral part of teaching and learning in higher education. The use of technology in higher education, particularly in the ODL environment, has brought some changes on how we teach and assess students. The traditional assessment practices needed to be reviewed and reconfigured to meet the requirements of the 21st century assessment practices. The purpose of this doctoral study was to design a framework to guide the assessment of an E-portfolio as an alternative assessment approach in an ODL context. The integrated theoretical framework of the learning theories (behaviourism, cognitive and constructivist) and the ODL theories (connectivist, online collaborative and self-directed) underpinned the study. This integrated framework explored lecturer and student experiences in the use of Eportfolio, as an alternative assessment to enhance self-directed learning. In striving to get in-depth insight into this study, the pragmatism paradigm, which calls for the mixed methods research design, was employed for the collection and analysis of data. The sample was drawn from a cohort of six participants and fifty-six respondents in the three colleges of the university. This sequential exploratory mixed methods design employed semi-structured interviews, document analysis for qualitative data collection while a Likert scale of an online questionnaire was used to collect quantitative data. The findings of this research indicated that the E-portfolio can be of greater use as an alternative assessment approach and was able to empower students with higher order thinking skills, critical thinking skills and self-directed learning equipping them with the 21st century skills. Several challenges were experienced during the implementation of the E-portfolio, which included lack of digital literacies and technical assistance, nonsynchronisation of the learning management system for hosting E-portfolio (myUnisa), UNISA’s policies which do not include E-portfolio assessment processes and procedures. In conclusion, the literature study, the findings of the empirical research and the recommendation of this study formed the basis for designing the framework to guide the assessment of an E-portfolio as an alternative assessment strategy for an ODL context.Curriculum and Instructional StudiesPh. D. (Curriculum Studies

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Canonical explorations of 'Tel' environments for computer programming

This paper applies a novel technique of canonical gradient analysis, pioneered in ecological sciences, with the aim of exploring student performance and behaviours (such as communication and collaboration) while undertaking formative and summative tasks in technology enhanced learning (TEL) environments for computer programming. The research emphasis is, therefore, on revealing complex patterns, trends, tacit communications and technology interactions associated with a particular type of learning environment, rather than the testing of discrete hypotheses. The study is based on observations of first year programming modules in BSc Computing and closely related joint-honours with software engineering, web and game development courses. This research extends earlier work, and evaluates the suitability of canonical approaches for exploring complex dimensional gradients represented by multivariate and technology-enhanced learning environments. The advancements represented here are: (1) an extended context, beyond the use of the ‘Ceebot’ learning platform, to include learning-achievement following advanced instruction using an industrystandard integrated development environment, or IDE, for engineering software; and (2) longitudinal comparison of consistency of findings across cohort years. Direct findings (from analyses based on code tests, module assessment and questionnaire surveys) reveal overall engagement with and high acceptance of collaborative working and of the TEL environments used, but an inconsistent relationship between deeply learned programming skills and module performance. The paper also discusses research findings in the contexts of established and emerging teaching practices for computer programming, as well as government policies and commercial requirements for improved capacity in computer-science related industries

The Gift of Necessity, A Case Study of Lecturers’ Use of Webinars

This started as a brief and simple survey aimed to measure the extent to which university lecturers were compelled to attend webinars after the WfH policy was in place, in terms of motivation, challenges and benefits of webinar attendance. The survey also tried to see how instructors would one of their duties under the University Instructors’ Three Principles, i.e. active engagement in online seminars (webinars). It applies the descriptive qualitative approach to identifying how they understand the aspect of social interaction. This study focuses on how instructors make use of webinar technology out of necessity that later proved, time-wise, to be more effective and efficient in organization. ‘Time’ can be managed in the most efficient way possible, and turns out to be a gift, in that it facilitates the enhancement of knowledge. However, webinars still cannot be substitutes for the sorely-missed social interactions.   Dimulai sebagai survei singkat dan sederhana yang bertujuan untuk mengukur sejauh mana dosen universitas didorong untuk menghadiri webinar setelah kebijakan WFH diberlakukan, dalam hal motivasi, tantangan, dan manfaat dari kehadiran webinar. Survei ini juga mencoba melihat bagaimana instruktur menjalankan salah satu tugasnya di bawah Tiga Prinsip Instruktur Universitas, yaitu keterlibatan aktif dalam seminar online (webinar). Penelitian ini menerapkan pendekatan kualitatif deskriptif untuk mengidentifikasi bagaimana mereka memahami aspek interaksi sosial. Penelitian ini berfokus pada bagaimana instruktur memanfaatkan teknologi webinar karena kebutuhan yang kemudian terbukti, dari waktu ke waktu, lebih efektif dan efisien dalam organisasi. ‘Waktu’ dapat dikelola dengan cara yang seefisien mungkin, dan ternyata menjadi anugerah, dalam hal memfasilitasi peningkatan pengetahuan. Namun, webinar tetap tidak bisa menggantikan interaksi sosial yang sangat dirindukan

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT)

This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills developed by a co-learning community. This study focuses on participants from different countries who interacted during nine months in two open platforms: the massive educational portal EDUCARED of the “7th International Conference on Education 2012-2013" and weSPOT, an European “Working Environment with Social Personal and Open Technologies for inquiry based learning”. As a result of this study, it was observed that the EDUCARED portal led to the development of more explicit digital literacies, possibly because it was a simpler and familiar interface (forum). And in the weSPOT environment, experienced participants with digital technologies had more opportunities to develop other skills related to Critical-Creative Thinking and Scientific Reasoning

Teachers\u27 Confidence and Preparedness for Teaching Mobile Learners

Mobile devices, such as tablets, laptops, and Smart phones have changed the landscape of education requiring teachers to integrate technology in the classroom. The integration of mobile devices in the classroom is referred to as mobile learning, and requires teachers to be confident and prepared in their ability to teach mobile learners. This study was an attempt to explore and examine teachers’ confidence and preparedness in teaching mobile learners and close some of the gaps in the research. A quantitative method of investigation and analysis was used for this study to draw conclusions relative not only to teachers’ confidence and to preparedness, but to examine the possibility of any correlation between the two. Additionally, the study explored the differences in teachers’ confidence and preparedness based on whether or not a school provided mobile devices on a 1:1 student basis. In general, the results revealed high levels of teacher confidence, but no correlation between confidence and preparedness. The results also showed no significant differences in confidence and preparedness for teachers teaching in schools with mobile devices provided on a 1:1 student basis and those schools not providing mobile devices on a 1:1 student basis

Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers: A Case Study

In this highly connected and rapidly changing world, there is no doubt that teachers play a key role in successfully integrating ICT into education. Realizing the importance of teachers’ capacity to do this, governments, teacher education institutions, the private sector, and NGOs alike provide training opportunities – ranging from the skills needed to use a particular software, to integrating educational technologies, to innovating teaching to promote 21st century skills. However, more often than not, teachers’ actual use of ICT in the classroom is reported as incremental, merely reinforcing traditional teacher-centred approaches by using slides and drill-and-practice exercises. Teachers’ use of ICT to actually innovate teaching is an exception rather than the norm. From the policy perspective, facilitating ICT-pedagogy integration in school education takes more than sporadic professional development, requiring more systematic policy-level changes to create an enabling environment. Research also shows that an essential condition to foster innovative teaching and learning is a close alignment between what the policy envisions and what actually happens in the classrooms. Inadequate monitoring of teachers’ development and their integration practices of ICT have also been raised as reoccurring concerns. With the formal adoption of the 2030 Agenda for Sustainable Development at the United Nations General Assembly in September 2015, Member States are asked to abide by the Education 2030 Framework for Action that underscores the central role of teachers in achieving the new set of education goals. In line with this Framework, all governments are enjoined to ensure that by 2030, all learners are taught by qualified, professionally trained, motivated, committed, and wellsupported teachers who use relevant pedagogical approaches. Accordingly, one of the major focus areas for the governments is equipping teachers with the competencies through quality teacher training and continuous professional development, alongside favourable working conditions and appropriate support. In response to this, UNESCO Bangkok has implemented the ‘Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration’ project. Supported by Korean Funds-inTrust, this project encourages governments to enact systematic policy-level changes. They include reforming teacher training and professional development programmes into competency-based ones, whereby teacher development is systematically guided, assessed, monitored and tracked at policy and institutional levels. As part of the project, UNESCO Bangkok gathered four exemplary cases which took diverse approaches to developing and implementing competency-based ICT training and development for teachers. This publication is to take stock of different frameworks, models, processes, and reference materials that are used in developing and implementing national ICT competency standards for teachers and to provide step-by-step references for countries or organisations that wish to develop and implement competency-based teacher training and development. We hope that this collection of case studies, with varying approaches, will provide policy-makers with sufficient background and models to develop and implement ICT competency standards for teachers within their respective contextsUNESCO, Korean Funds-in-Trus

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio