1. Transforming our AgShare courses for engaging Teaching and Learning Brenda Mallinson AgShare Convening, Addis Ababa, Ethiopia 11-12 th March 2015

2. The NMC Horizon Report: 2015 Higher Education Edition http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/

3. AgShare Methodology

4. Objectives 1: Creation of an enabling institutional environment to support the adoption of the AgShare student-centred research methodology in identified programmes. 2: Increased number of peer reviewed OERs produced to support and enhance post-graduate agricultural curricula using the AgShare method. 3: Widespread dissemination of the AgShare methodology and related quality African OER, using multiple methods.

5. PaperF2FDistance Field Work Traditional Mode

6. AgShare I - Blended F2F Digital Offline +

7. AgShare II – Blended online?

8. Three dimensions No digital supportDigitally Supported Internet-supported Internet-dependent Fully online OfflineOnline Face to face (F2F) Mixed Mode Distance Education On Campus Off campus Spatial or geographic distribution of teachers and learners Extent of ICT support Independent LearningMixed Mode Interactive Learning Low mediation High mediation Pedagogical approach / level of mediation

9. A D C B Fully Offline Internet Supported Internet Dependent Fully Online Campus-based Hybrid / BlendedRemote E Digitally Supported Mode of Provision  Off-line --> B ? ?

10. We can even blend the way we access our Virtual Learning Environment … Offline version of virtual learning environment Enabling access to – Full course with learning pathway – Identical structure and functions – Resources & materials Go online or synchronization for: – Uploading assignments – Communications e.g. forums

11. Blended learning – academic approach

12. Making the most of the changed environment Dimensions – Spatial separation (geographically distributed) – Determining extent of digital ICT support – Temporal (asynchronous, semi-synchronous, synchronous) Human Dimension – Establish online/offline presence – teachers & learners – Promote engagement & interaction – Define appropriate level of mediation – Class size - small virtual/physical groups

13. Final Thoughts The way in which we use digital technology models particular values for our students and places particular kinds of demands both on them and on their teachers. We need to make conscious choices to use suitable digital technologies in appropriate ways taking cognisance of both our learning purposes and the technology profile of our target learners and teachers. Principles: Embrace the opportunities afforded by ICTs while preserving pedagogical integrity Promote the opening of education using appropriate supporting ICTs Use ICTs to support (not drive) the teaching and learning process Be adaptive to change and mindful of context when utilising supporting ICTs Build capacity to promote sustainability in changing learning environments

14. Demo & Thank You! Brenda Mallinson brendam@saide.org.za SlideShare: http://www.slideshare.net/brenda6 This work is licensed under a Creative Commons Attribution 4.0 Unported License. Creative Commons Attribution 4.0 Unported License