E-Learning tools for Public Awareness Programme Education in Disaster Risk Management: case study of the City of Cape Town Disaster Risk Management Centre

Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how eLearning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that eLearning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an eLearning course for both employees of CoCTDRMC and other interested community members. This will guide them on how eLearning can assist in fostering a successful implementation of PAEP across the city.Web of Scienc

Turnitin adoption and application at a HEI: a developmental approach

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.Web of Scienc

Lessons learnt: support interventions during a blended course for teacher-educators from urban and rural settings

Publication is Open AccessThis 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.Web of Scienc

Disaster preparedness and administrative capacity of the disaster risk management centre of the city of Cape Town

Masters in Public Administration - MPAThe occurrence of disasters around the world has in the past few decades increased at an alarming rate, which has necessitated an urgent need for mitigation strategies. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town(CoCT) established a Disaster Risk Management Centre (DRMC) to co-ordinate such occurrences. This study is focused on investigating to what extent the CoCT’s DRMC has prepared individuals and communities to stay resilient.South Africa lies within a region of Southern Africa that has a semi-arid to arid climate,thereby making most parts of the country vulnerable to numerous disasters. Given the prevalence of the localised disasters in the country, they have the potential to overwhelm the capacity of any affected community. Furthermore, in 2011, the CoCT was approached by the International Council for Local Environmental Initiatives(ICLEI) to sign up as a Role Model City for the “Making Cities Resilient--My City is Getting Ready’’ Campaign, in collaboration with UNISDR. It became the first in South African City to be granted “Role Model City’’ status, becoming the second African city to be designated as a ‘‘Role Model City’’.The findings of this study indicate that the CoCT, through its DRMC, has tried to heighten awareness in communities to prepare them against disasters. Another important finding is that there is inadequate involvement of communities in CoCT training programmes. Poorer communities, which are mostly affected by disasters, barely receive any form of capacity building, that is, through training. In addition, the language of communication used in brochures, leaflets and other forms of media is mostly in English and Afrikaans, while the majority of people living in informal settlements speak isiXhosa. The study provides an insight into the need to consolidate strategies to address disaster managemen

The facilitation and support of a blended e-learning course for Science educators in a rural setting, South Africa

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

Digital inclusion: fundamentals of ecentre management training programme (2012). A written analysis on community needs; and experiences of ecentre managers (Western Cape)

This research report reflects on the experiences of the Digital Inclusion eCentre Management Training Programme delivered in 2012 - to 62 participants from 34 eCentres situated in the Western Cape. This roll-out was a result of a successful pilot which was delivered in 2011 - to 18 participants from 10 eCentres in the Western and Northern Cape regions. The Centre for Innovative Educational and Communication Technologies (CIECT), situated at the University of the Western Cape (UWC), South Africa designed, developed, localised and facilitated the programme. CIECT, as a stakeholder within the Western Cape Knowledge Production and Coordination Hub (WCKPCH) focuses on Digital Inclusion and Social Innovation within Western Cape and Northern Cape communities (rural, deep-rural, urban and peri-urban). The WCKPCH’s main objective is; to produce knowledge and coordinate innovation, existing and complex digital inclusion eSkills initiatives as part of a response to the South African National e-Skills Plan of Action; and aligned to the National Medium Term Strategic Framework (MTSF). CIECT registered the programme through the South African Quality Authority (National Qualifications Framework/NQF Level 6). The Centre continuously monitors the Programme through research and internal evaluation. This is done in order to report on the impact, lessons learnt and to provide recommendations for further local and national delivery. The programme targeted eCentre Managers and other key role players at the community eCentres such as administrators; and even board members. Participants underwent relevant eSkills training to capacitate and enhance existing skills and knowledge. One of the main goals of the Programme was to capacitate participants to engage in ICT train-the-trainer interventions within their communities. A case study approach was conducted to report on the 2012 Programme and experiences of the selected 62 eCentre Managers across 34 Western Cape eCentres (rural, deep-rural, urban and periurban). Since the aim of the Programme research was to identify community needs in relation to eSkills, the report will discuss findings and provide some recommendations. These findings include: a need for reliable infrastructure; limited time allocated for usage of eCentre services; more efforts needed toward empowering communities; certification of training Projects offered by community eCentres. This research report informs the impact of delivery to eCentres in the Western and Northern Cape; and for national scalability.Web of Scienc

Course for educators: designing an instructional event centre for innovative educational and communication technologies (CIECT) University of the Western Cape

The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape designed and developed a blended learning course for teacher-educators, namely: designing an Instructional Event. The course is registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. Research indicates that, online courses (popularly known as eLearning) can enhance face-to-face interaction. However, there is need for the selection of the relevant eLearning Tools (eTools) and the application of sound ePedagogical Practices. This course aimed at demonstrating how to make use of various eTools to supplement the traditional face-to-face approaches. By the end of the course, the teacher-educators were expected to: (i) explain the current trends in eLearning and how they affect the teaching practice; (ii) understand the educational philosophies that could inform the online teaching/learning/instructional practices; (iii) design an online teaching/instructional event ;(iv) understand the need for good structuring of course content for blended learning; (v) select eTools for use in the instructional event according to their pedagogical values and underpinning; and (vi) understand the roles of an online facilitator and how they affect the learning process. In addition, the 36 teacher-educators across Grades (R to 12) and various disciplines were assessed in relation to the provision of assessment criterion. The facilitators created an awareness of assessment processes and the submission of formal tasks during the face-to-face and online phases. As a follow-up, the participants were expected to plan, design and develop a small online teaching event; and actively participate in various online discussion topics. The researchers aimed to determine the effective use of the presented eTools for application by teachers in their specific disciplines – to enhance teaching-and-learning practices; as well as the effective application of eAssessment tools. This paper will highlight the main themes as derived from the responses within discussion forums; and related to the submission of the formal assessment task, namely, the creation of a prototype - an online environment for their specific discipline. Furthermore, some of the findings highlighted an increase in the innovative teaching methodologies of teachers after the completion. The principles also expressed observable augmented instructional abilities, and that the course would even be of benefit to the school leaders -the principles themselves.Web of Scienc

Turnitin Adoption and Application at a HEI: A Developmental Approach

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 discours

Comparison of Support Interventions During a Blended Course for Educators from Urban and Rural Settings

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

The Facilitation and Support of a Blended e-Learning Course for Science Educators in a Rural Setting, South Africa

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