Multimodal Learning Environments in Southern Africa (eBook)

Preface 6
Acknowledgements 8
Praise for Multimodal Learning Environments in Southern Africa 9
Contents 11
Notes on Contributors 13
List of Figures 18
List of Tables 19
1 Contextualising Multimodal Learning Environments in Southern Africa 20
1.1 Introduction 20
1.2 Multimodal Learning and Multimodal Learning Environments 21
1.3 Chapters Overview 23
1.4 Conclusion 25
References 26
2 Cultivating Locally Transformative Digital Pedagogies: The Need for Formative-Intervention Research 28
2.1 Introduction: The Need to Re-Orientate Digital Pedagogy Development in South Africa 28
2.2 The ‘Innovation’ Question Facing Digital Pedagogical Development and Research 31
2.3 Cultivating Locally Transformative Digital Pedagogies: A Change Laboratory Case Study 37
2.4 Conclusion: Activating Human-Centred Transformation—Educators as Change Agents 46
References 46
3 That’s So Hot Right Now: Generation Z’s Technological Use During the COVID-19 Lockdown 50
3.1 Introduction to Communication Technology Use in the Time of COVID-19 50
3.2 What Was the Research Issue? 52
3.3 Aiming to Address the Issue 53
3.4 Objectives—The Use of ICT by GENERATION Z 53
3.5 Existing Literature on the Issue 55
3.6 An Expectancy Model to Provide a Theoretical Frame 57
3.7 Operationalising Key Elements of the Research 59
Generation Z 59
Information and Communication Technologies 59
COVID-19 Lockdown 59
3.8 Research Methodology 60
3.9 Collecting the Data Through an Online Survey 62
3.10 A Descriptive Statistical Analysis of the Data 62
Discussions in Understanding the Issue 62
References 66
4 Alternative Multimodal Composition Assessments in Academic Literacy Modules 69
4.1 Introduction 69
4.2 Literature Review 71
Literacy and Academic Literacy 71
Multimodal Composition Pedagogy 71
4.3 Research Methodology 73
Research Methods and Design 73
Setting and Context 73
Sampling 73
Data Collection and Analysis 73
Ethical Considerations 73
4.4 Results and Findings 76
Assignment Choice 76
Student Assessment Choice 76
Preference for the Traditional Essay 76
Preference for Multimodal Assessments 79
Balance Through Options 82
4.5 Discussion 83
4.6 Strengths, Limitations, and Recommendations 84
4.7 Conclusion 84
References 85
5  Rethinking Assessment and Feedback in a Digital Age in Crises: Reflections on Large Class Teaching 91
5.1 Introduction 91
5.2 Schön’s Reflective Practice 93
5.3 Reflection-In-Action: Teaching and Assessing Large Classes Remotely During the COVID-19 Pandemic 94
5.4 Reflection-On-Action 98
Emergency Remote Teaching (ERT) 98
Using Technology in Education: Unequal Access and the ‘Digital Divide’ in Africa and South Africa 98
Large Class Teaching During the Pandemic: Navigating Through Remote Online Spaces 98
Issues of Academic Dishonesty in Remote Online Spaces 98
Remote Online Assessment and Feedback in Large Classes 98
5.5 Conclusion 108
References 109
6 Developing a Connective Student Support Framework for a Resource-Constrained ODL Institution in Mauritius 113
6.1 Introduction 113
6.2 Student Support in ODL 116
6.3 Connectivism and Student Support 118
6.4 Methodology 119
6.5 Institutional Context 120
6.6 Analysis of Current Practices 122
6.7 Student Support Services Proposal for Resource-Poor ODL Institutions 124
The Network 124
Communication Strategy 124
Data and Information Management 124
6.8 Conclusion 129
Appendix A: Synthesis of Student Support Services in 3 ODL and 4 traditional universities in the UK, Australia and South Africa 130
References 134
7 Professionalising Socialisation for Pragmatic e-Curriculum to the Rescue of South African Universities 137
7.1 Introduction 137
7.2 Professional or Performance e-Curriculum 138
7.3 Socialisation or Competence-Based e-Curriculum 141
7.4 Pragmatic or Personalised e-Curriculum 142
7.5 Digital Divide in South African Universities 144
7.6 Research Design and Methodology 146
7.7 Findings and Discussions 147
Professionalising Socialisation for a Pragmatic e-Curriculum 147
World University Rankings 147
Digital Technologies 147
Ideological-Ware Resources (Teaching and Learning Theories) 147
7.8 Conclusion with Implications 152
References 154
8 Teacher Perspectives on Blended Learning in a Changing Educational Landscape 159
8.1 Introduction 159
8.2 Research Methodology 162
Research Design, Approach and Paradigm 162
School Background 162
Sample 162
Semi-Structured Interviews 162
8.3 Data Analysis and Findings 164
Teachers’ Definitions of Blended Learning 164
Teacher Perspectives on Blended Learning in Language Education Over a Period of Five Years 164
Stress-Inducing Factors Regarding Technology Integration in Language Education 164
The Role of Training in Effectively Blending the Language Classroom 164
8.4 Conclusion and Summary 175
Recommendations 175
A Bottom-Up Rather Than a Top-Down Approach to Reform 175
Knowledge is Power 175
Limitations of the Study 175
Contributions of the Study 175
8.5 Conclusion 179
References 180
9 A Systematic Review of Digital Storytelling as Educational Tool for Teaching and Learning in Southern Africa 183
9.1 Introduction 183
9.2 Short History of Digital Storytelling 186
9.3 Study Methodology 187
Research Questions 187
Eligibility Criteria 187
Literature Search 187
Study Selection 187
Data Extraction 187
Data Analysis 187
9.4 Study Findings 200
Trends of Using Digital Storytelling 200
Comparing Trends of Digital Storytelling Usage 200
Impacts of Digital Storytelling on Teaching and Learning 200
9.5 Discussion 205
9.6 Conclusions 208
References 209
10 Technology-Enhanced Teacher Professional Development: The Experience of a Digital EdTech Start-Up in Malawi 214
10.1 Introduction 214
10.2 Technology and Professional Development for Teachers in Malawi 216
10.3 Conceptual Framework: Technology Use in Teacher Education 218
10.4 The Case Study: Padziwe 219
10.5 Findings and Discussion 221
10.6 Padziwe’s Use of Digital Technology for Professional Development 222
10.7 Collaborative Approach to Designing Technology-Enhanced PD for Teachers 223
10.8 Unstructured PD for Teachers 224
10.9 Conclusion 225
References 226
11 Conclusion 229
Index 233