Emerging Educational Approaches Dick Ng’ambi Centre for Educational Technology University of Cape Town

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4 Outline Employers and “HEI” consultation? Employers and “HEI” consultation? 21 st Century Skills 21 st Century Skills Potential of Mobile Learning Potential of Mobile Learning Mobile ‘Vortals’ Mobile ‘Vortals’ “Nuts and Bolts” of a mobile tool used at UCT “Nuts and Bolts” of a mobile tool used at UCT Conclusion Conclusion

5 Who employers talk to “In many countries, both access to and the content of training are outcome of social dialogue between trade unions and employers’ organisations, with or without the presence of government.” (Blenk 2005).

6 HEI reaction cycle “The traditional higher education system is constrained by its inability to change direction quickly. When there is a strong demand for new courses and combinations of courses, the development and accreditation of these courses can take up to three years.” (Blenk 2005).

7 21 st century graduates Will have 21 st century skills and proficiencies to fill innovative jobs for which skills acquired at varsity may not have prepared them for.

8 New economy skills? “We are living in a new economy – powered by technology, fueled by information, and driven by knowledge. The influence of technology will go beyond new equipment and faster communications, as work and skills will be redefined and reorganised.” U.S. Department of Labour How much redefining and reorganising of teaching and learning is happening at HEIs?

9 Digital-Age Literacy Inventive Thinking Effective Communication High Productivity Technological Literacy Teaming and Collaboration Adaptability and Managing Complexity Effective Use of Real-World Tools 21st Century Skills (Burkhardt et al. 2003)

10 Technological Literacy Is knowledge about what technology is, how it works, what purposes it serve, and how it can be used efficiently and effectively to achieve specific goals. Is knowledge about what technology is, how it works, what purposes it serve, and how it can be used efficiently and effectively to achieve specific goals. Digital-Age Literacy Inventive Thinking

11 Adaptability and Managing Complexity Ability to modify one’s thinking, attitude, or behaviour to be better suited to current or future environments; and the ability to handle multiple goals, tasks, and inputs, while understanding and adhering to constraints of time, resources, and systems. Ability to modify one’s thinking, attitude, or behaviour to be better suited to current or future environments; and the ability to handle multiple goals, tasks, and inputs, while understanding and adhering to constraints of time, resources, and systems. Inventive Thinking Digital- Age Literacy

12 Teaming and Collaboration Cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content. Cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content. Effective Communication High Productivity

13 Effective Use of Real- World Tools The ability to use real-world tools – the hardware, software, networking, and peripheral devices used by workers to accomplish 21 st century work – to communicate, collaborate, solve problems, and accomplish tasks. The ability to use real-world tools – the hardware, software, networking, and peripheral devices used by workers to accomplish 21 st century work – to communicate, collaborate, solve problems, and accomplish tasks. High Productivity Effective Communic ation

14 Potential of Mobile Learning Exploiting existing technological literacy (Digital-Age Literacy) Exploiting existing technological literacy (Digital-Age Literacy) Using existing tools to manage complexity and constraints of time, space and distance (Inventive thinking) Using existing tools to manage complexity and constraints of time, space and distance (Inventive thinking) Facilitating knowledge sharing and consultation (collaboration) using vortals (Effective Communication) Facilitating knowledge sharing and consultation (collaboration) using vortals (Effective Communication) Effectively using real-world tools, the mobile phones (High-Productivity) Effectively using real-world tools, the mobile phones (High-Productivity)

15 Mobile Vortals

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18 Traditional Computer Lab Mobile devices used as separate devices

19 Ubiquitous learning A student uses time on a bus stop to consult with peers on an assignment

20 Anywhere Anytime Support Students read a virtual noticeboard via SMS

21 Social-Networks Two students interacting with other classmates on a project

22 Anonymous Consultation A shy student anonymously posts a question to a course vortal

23 “Nuts and Bolts” of a mobile tool (DFAQ) Edn5023-news University Leader’s Forum Nov 2006, Cape Town. NB: News can only be posted from authorized cell numbers. To post a course announcement SMS

24 SMS news Edn5023-news To read latest course news, SMS DFAQ responds with message: University Leaders Forum Nov 2006, Cape Town.

25 Asking questions To use SMS to post a question, prefix question with course code followed by a question To use SMS to post a question, prefix question with course code followed by a question Edn5023 term marks r givn 2 us on da fam websit, how much den does ow xam mark influence/changE ow term mrk? To ask a question, SMS Every question is assigned a reference number. E.g. 25

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27 Collaborative Questioning Prefix message with course code and question refno, put a + (sign) and type new question. Prefix message with course code and question refno, put a + (sign) and type new question. Edn suppose I fail do I write a sup exam? To add to question 25, SMS New Question 25: term marks r givn 2 us on da fam websit, how much den does ow xam mark influence/changE ow term mrk? + suppose I fail do I write a sup exam?

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30 Using SMS to read responses Edn DFAQ responds with an SMS: Official response: The exam counts 25% of your final mark - thus you calculate your term mark as counting 75%. To get official response to question 25, SMS

31 Conclusion Not providing students with opportunities to develop 21st century skills and proficiencies will create a disjuncture between the innovative jobs being created and the skills of the workforce (Burkhardt et al. 2003)

32 Thank you