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Life goes mobile - what about education?

  • Authors: Kiijärvi, Teemu
  • Date: 2010-05-18
  • Subjects: Mobile technology , e-Learning , Mobile teaching , Mobile learning
  • Type: Presentation
  • Identifier: uj:1574 , http://hdl.handle.net/10210/3307
  • Description: In the construction of future mobile – or ubiquitous – learning environments, the concept of mobile learning is central. As Sharples et al. (2005) analyse in their theoretical framework, learners adapt the available technology in their learning and communication. The development of mobile technology thus inevitably leads to the use of portable devices in learning. The way learners use mobile technology in the future is hard to predict. However, there is certainly space for smart educational applications, which have been designed in terms of educational objectives and the available mobile technology. The paradigm shift in learning has been substantial in the last ten years. We have moved from a magistro-centric way of controlled class-room teaching towards a mentored, individually supported learning process. The fast change in technologies has been one of the key drivers in changing learning – the way and pace we communicate and gather information has changed dramatically. On the other hand, the need to update one’s professional knowledge has become a crucial factor in keeping up with the competitiveness in global marketplace - more and more people need to be trained constantly to keep up with the needs of the work life.
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Mobile technology in the academic environment : from Homo sapiens to Homo contextus.

  • Authors: Fourie, Louis C. H.
  • Date: 2010-05-18
  • Subjects: Communication technologies , Mobile technologies , Learning management systems , e-Learning , Mobile learning , Mobile teaching
  • Type: Presentation
  • Identifier: uj:1578 , http://hdl.handle.net/10210/3311
  • Description: Through the centuries study was necessary for a person that wanted to advance in society. However, with the proliferation of information and communication technologies it is no longer the case. The millennium generation has progressed from Homo sapiens (the “wise man” or “knowing man” using advanced tools) and Homo Mobilis (the “moving man”) to Homo Contextus (the “connected man” overcoming his cognitive limits by using social technologies and shared objects). Homo Contextus, or the connected man, focuses on a diversity of connections to people who use intelligent tools to extend their mind and bodies, uniquely harnessing collective intelligence (networked intelligence). The emphasis is therefore shifting from information technology (where the core is information) to interaction technology (where the core is interaction). This presentation will focus on the connected human and the future of education and how academic institutions should progress from empowering individuals (computer workstations, library catalogs, image editing, etc.) and groups (learning environments, learning management systems, groupware, etc.) to empowering networks (mobile technology, infoware, social networking, social software, blogs, social navigation, collaborative filtering, etc). A pedagogical paradigm shift to connectivism is necessary if academic institutions want to accommodate the millennials who are often suffering from what is known as the channel-hopping, YouTube-watching, Google-gorging, Facebook-sniffing, Twitter-tracking condition.
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Overcoming Newton's law of inertia in e-learning (an experiment)

Strategies and plans for implementing e-learning at the University of Zululand

Teaching with technology at Maties – from mobiles to blogs

The future is now : new roles and relationships for academic libraries

  • Authors: University of Johannesburg Library and Information Centre
  • Date: 2010-05-17
  • Subjects: Academic libraries , Information technology , Academic publishing , Internet access , e-Learning , Conference proceedings
  • Type: Other
  • Identifier: uj:1585 , http://hdl.handle.net/10210/3318
  • Description: Welcome to this very exciting conference focusing on the changing roles and relationships of academic libraries which goes hand in hand with the rapid development of information technology. Last year, when we started planning for the conference we came to the conclusion that the title ‘The Future is Now’ expresses our experience of being overtaken by technology, in a unique and innovative way. However, when we did a Google search on the phrase we found that it was a widely used phrase which gives expression to the global village’s experience that developments which we thought lie in the future are overtaking us as a result of the rapid development of Internet and mobile technologies. Despite its lack of originality, we decided to stick to the title, because there was no better way of saying what we wanted to say. I repeated the Google search about a year later, when I was busy writing this welcome note to you, and this time carefully noted the number of hits: 128 000 000. Most significantly I found two websites relating to the impact of information technology on the world of libraries within the first 20 hits. One was the website of an eponymous ALA conference on libraries and museums in the virtual word held on 5 and 6 March 2010 (http://www.opal-online.org/finindex.htm). The conference dealt with the use of Second Life in libraries and museums. The other was an article on the launch of Elsevier’s ‘Article of the Future‘ project (http://www.cell.com) on 7 January 2010. Both these hits underlined the impact of technology on our world and the need to consider the way forward as a result of it. George Will said that ‘the future has a way of arriving unannounced’. It is the sincere hope of the Conference Organising Committee that this conference will help prevent the future of taking us unawares. We believe that your presence here will inspire and motivate you to explore the new technologies and harness it to sustain and improve on academic libraries’ proud tradition and history of moving with the times. - Dr Anette van Vuren, Conference Chair.
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Turf wars

Using electronic posters as part of a hybrid learning approach to teaching the research process to honours students.

  • Authors: Van der Walt, Sophie , Warricker, Adrienne
  • Date: 2010-05-18
  • Subjects: Electronic posters , e-Learning , Research methodology , Online learning
  • Type: Presentation
  • Identifier: uj:1581 , http://hdl.handle.net/10210/3314
  • Description: The purpose of this paper is to illustrate an electronic poster as an example of a hybrid learning application to be used by librarians in Higher Education Institution libraries for teaching the research process to honours students in research methodology. Presentation explores the use of the electronic poster to provide honours students at both a face-to-face and a distance education institution with an overview of the research process. As first-time researchers, honours students have Research Methodology as a required subject, and they must hand in a mini-thesis as part of their coursework. The poster will guide students through the different steps of the research process, which are: finding a topic, formulating a problem statement, writing the research proposal, the literature review, research methodology approaches, empirical research – i.e. do the surveys, questionnaires, etc., and conclusion. The electronic poster will be hosted on Glogster.com. Glogster is a web portal that allows users to create free interactive posters, or glogs, and share them with others in a variety of formats. The user inserts text, images, photos, audio (MP3), videos, special effects and other elements into their glogs to generate a multimedia online creation. Glogster is based on flash elements and provides a platform to produce any number of posters that can be shared with a wider audience, or the entire Glogster community. Glogs may also be exported and saved to computer-compatible formats. While the electronic poster will be hosted on Glogster it will include a variety of Web 2.0 applications to showcase how these can be successfully incorporated in an online learning experience. Some of these applications include lecture videos hosted on platforms such as YouTube, Academic Earth and FORA.tv; PowerPoint presentations hosted on SlideShare (the world’s largest community for uploading and sharing presentations); presentations hosted on Prezi.com (a story telling and presentation tool); podcasts; video presentations hosted on animato.com (a video mashup application). As technology is only a channel for learning it still needs to be supported by face-to-face training. It is hoped that the electronic poster will provide an overview for the honours students of the various aspects of research process, while meeting the needs of both social and solitary learners. For social learners the poster will provide topics for discussion with their supervisor and subject librarian, while solitary learners preferring to work independently can explore each aspect in more detail at their own pace.
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