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

E-tools and the globalised world of learning and communication

The utilization of the knowledge economy in the information age has been promoted by various tools developed both for communication and marketing purposes. Information and communication technologies (ICTs) have proved their propensity to influence the flow, acquisition and dissemination of information across the globe. The business and education sectors have been the most conspicuous of all beneficiaries of ICT applications, especially in the fast-globalizing environment where interaction has become a necessity and an obligation rather than leisure. Enhanced tools for education, marketing and communication purposes have been coined with unprecedented efficacy and efficiency. Some of these technologies (e.g. blogs) have even livened communication and interaction among users. This paper will therefore focus on various e-tools and their application to open education, with prevalence being on the blog tool

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

Institutionalising the eLearning division at the University of the Western Cape (UWC): lessons learnt

Universities need to re-align teaching and learning in response to advances in educational technology. The University of the Western Cape (UWC) established an eLearning Division (ED) in May 2005 which has experienced rapid growth. In this paper, we present the role of the eLearning Division in the institutionalisation of eLearning. We argue that a supportive leadership and effective organisational policies and strategies are key components to the success of the establishment of eLearning. Furthermore, we show that the success is also pegged to the continuous review and updating of the organisational policies in the light of new requirements. Our strategy for staff development involves facilitating changes in the mindsets of UWC’s community towards the use of Information and Communications Technology (ICT) in teaching and learning through empowering them for online course facilitation as well as enhancing their computer literacy skills. Our challenges result from resistance from some of our intended clientele, as well as the challenges of coordinating the Division’s activities with well established divisions and entities within the university. The eLearning Division’s success and achievements are based on continuous review and feedback as we strive to improve and enhance our service to meet the needs of UWC educators

The impact of tutoring in the digital academic literacy programme on graduate attributes at the University of the Western Cape

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 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, knowledgeable, and employable graduates who are able to meet the demands of the modern information economy. In this context, the results of this research reveal that should the DAL Programme be discontinued or cease to be integrated into the curriculum at UWC, student development would be directly impeded, given the dire need for digital academic literacies.Unknow

Infusion of Information and Communication Technologies into a Science programme for assistant lecturers

The rapid growth and impact of Information and Communication Technologies (ICTs) has infiltrated almost every aspect of our lives across the globe. Hence, it makes sense that the Higher Education Institutions (HEI) should not be left behind in this phenomenon. The authors address how teaching-and-learning practices within HE settings can be enhanced through the effective infusion of ICTs. The Centre for Innovative Educational and Communication Technologies (CIECT) recently collaborated with the Science Faculty and other stakeholders at the University of the Western Cape (UWC), to design and develop a Programme, namely: Faculty of Science Teaching Assistants Development Programme (FSTADP). The paper highlights that the infusion of ICT into the curriculum depends on dedicated training and support interventions - in order for lecturers to successfully engage in the discourse related to the infusion of ICTs, and the actual implementation thereof. Therefore, “integrated institutional ICT infrastructure and systems with dedicated front-end and back-end support capacity and processes enable the development of pedagogically sound, interactive online courses which can be accessed at any time and from any geographical space”. Whilst ICT plays a critical role in enabling teaching-and-learning practices, it is imperative that the lecturer-student relationship be maintained

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