Leading Education using Emerging Technologies

This blog post summarizes my views on my course peers presentation in line with the Authentic Learning Task Oyekola, O. (2020) Using Google Classroom to facilitate collaborative construction of knowledge in a final year class. Proposal for EDN4502: Learning and Teaching with Emerging Technologies. University of Cape Town Oyekola’s illustration on the socio-cultural analysis based on Cole (1995) Garden metaphor explains that there is "interdependence of different activity systems and their continuous interactions".   He clearly set a valid justification for the need to establishing virtual classroom with structures in readiness of any mode of learning that may be necessitated by the times such as the COVID-19 period. His writings elaborates on how his target audience been Final year students will be better off equipped with relevant real world skills based on his authentic learning approach of “facilitating collaborative construction of knowledge within a community of learn...

Blogs as a technology tool for driving authentic learning Authentic learning can be mediated using technologies in very many ways. A learning technology tool can be applied in different contexts (environment, diverse background, level of technology literacy, existing guiding policies etc.) in all yielding learning results that vary from student to student. Irrespective of the peculiarities of the times with focus on the Covid-19 pandemic and its effect on the education system and all interdependent systems (society at large, family) there is a demand to adopt and adapt technology innovatively to realize educational goals. In this study, the learners’ wholistic academic or intellectual growth as it pertains to the effect of approaching learning authentically is observed. While students participate in blogging as the key component of this research in addition to other activities such as peer learning, field trips, research findings etc, the elements of Authentic learning – Authentic ...

This post will highlight the AODM (Activity-Oriented Design Method) a summary of the class activity - applying the eight-step model (see Mwanza, 2002) to the blogging activity https://apps4lockdown.blogspot.com - The Activity-oriented design method and Activity theory The activity theory emanated from the sociohistorical and sociocultural theories of Vygotsky (1978), Leont’ev (1978) and others. In comparison to postulations of “cognitive education and situated learning (Collins et al. 1989) that theorize learning as situated in context and relationships instead of simply in the thoughts of  the learning entity, sociocultural and historical theories claims that learning originates from involvement  in collaborative group activities, facilitated by objects and it is intricately tied to social practices. While studying the affordances of emerging educational technologies in the context of its application in higher institutions, the activity theory provides an except...

  Rambe and Ng’ambi’s 2011 paper clearly shared details into the research on leveraging Facebook as an Informing Network, hence applying it as an Information Sharing Pedagogy. Some beneficial values of making use of a social medica tool is that it dynamically transfers learning to student as opposed to some other tools that highly depends on teachers. On a Social media Platform, students are more familiar, comfortable and better still expressive with their ideas and opinion.   There is also more focus on the teacher been a facilitator on the social media platform whilst the students here take on a two-dimensional role of the client and informers. The student’s cap on an informing network like Facebook allows students to act more like communicative agents. Rambe and Ng’ambi did critically observe that ‘th e inter-connectedness of clients and informers makes up for a transdisciplinary social network that showcases the real-world networks as people do not just be-friend ...

Reflection- " Dialogue with self Listen to the video below as Linzi Manicom shares insights on how to incorporate critical reflection components into experiential learning opportunities. The concept of Reflection in education emerged initially by John Dewey, who described Reflection as “"active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends" (Dewey, 1933, p. 9). Reflection is a core element required in driving experiential learning in the classroom. Further definitions of reflection poses that it is a cognitive process which entails active engagement of the learner and requires the learner examining his or her responses, beliefs and assumptions in view of the concept or subject been explored. Learning Technologies used to mediate reflections in the classroom -

Articulation -  "illuminates the coherence of current understanding" (Koschmann, 1995, p. 93) Articulation can be regarded as the process whereby a learner immerses him/herself deeply into understanding the learning concepts and further on expressing or explaining to his peers or other learners their understanding of the elements that made up their problem-solving activities or grasping a given concept. A typical example could be a student explaining how algorithms as a concept is at the core of every technology program to another student. Now this process goes hand in hand with reflection as the other student might reflect on this concept and then further articulate or form their understanding. This process gives students the opportunity to apply critical thinking skills, communicating the methods by which they arrived at their further understanding through presentation with their peers. In other words, Articulation goes beyond just helping learners retain informat...

"Collaboration"presenting a platform for collaborative construction of knowledge... Let's explore the fifth element of Authentic learning which is "To support collaborative construction of knowledge with the video below - Collaborative Learning Builds Deeper Understanding Collaboration in the context of learning can be referred to as creating a learning environment that gives the platform for joint intellectual effort by students or students and teachers together. It involves students working in groups of two or more, searching mutually for meanings, solutions to problems, understanding and or creating a product. Collaboration is a common practice seen in very many shades in classrooms around the world’s educational system. What differs in a collaboration context is the type of activities and the different learning tools students use while collaborating. According to Lee Vygotsky, a Russian teacher, he states “We learn through interactions with o...

"Multiple perspectives and different points of view" Let's explore the fourth element of Authentic learning which is to "Multiple perspectives and different points of view with the video below -  Talking Politics: Valuing Different Perspectives In each learning environment, there are multiple perspectives to every concept taught potentially contributing to the learner’s understanding and placing value on learning. Students when assigned a task or expected to understand concepts usually will narrow down to a single point of view as it is  the norm which needs to be broken off from. In all works of life be it in the humanities, sciences, business, there are multiple perspectives on any given focus area. If this is the case, then authentic learning should allow for learners to understand the value of incorporating diverse perspectives into their learning from many different point of views. Amongst many benefits of incorporating multiple perspectives i...

"Access to expert performances and the modelling of processes"- Real world connection... Let's explore the third element of Authentic learning which is to "Provide access to expert performance and the modelling of processes with the video below -  Debate-A-Palooza 2011, Introductory Remarks Dr. Brian Lain, Dr. Michael Burgess Expert Performance could be referred to as providing students access to expert thinking and modelling of processes. Some attributes of this element of authentic learning will include: Creating a platform for students to have a feel of how experts would act or think. An example of an authentic in-classroom activities that caters for this attribute can be seen in "debates and deliberations",  here students are required to analyze, evaluate, and synthesize knowledge. Debates and deliberations help build modes of thinking that students need as professionals. In the video above, UNT Associate Professor, Dr. Brain L...