Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education ContextsReportar como inadecuado




Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.



International Review of Research in Open and Distributed Learning, v17 n2 p19-39 Feb 2016

This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism--an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ "blogging" in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and African-based technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author. They are part of an argument put forward as a proposal which is yet to be tested in practice.

Descriptors: Foreign Countries, Learning Activities, Learning Theories, Technology Integration, Educational Technology, Higher Education, Electronic Publishing, Web Sites, Social Networks, Learner Engagement, Instructional Design, Teaching Assistants, Qualitative Research, Training, Teaching Methods, Student Attitudes, Diaries, Interaction

Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl[at]athabascau.ca; Web site: http://www.irrodl.org





Autor: Kizito, Rita Ndagire

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1456&id=EJ1093706







Documentos relacionados