Abstract
An Exploration of the Alignment of Learning Theories with eTools at the University of the Western Cape (UWC)
Highlights
At the University of the Western Cape (UWC), the Centre for Innovative Education and Communication Technologies (CIECT) is responsible and accountable for the delivery and infusion of emerging technologies across campus. This accountability includes exploring the impact of learning technologies and interventions and providing evidence thereof, which is instrumental to promoting the iKamva (Sakai) Learning Management System (LMS), and which facilitated the migration to iKamva from KEWL, a home-grown Learning Management Systems (LMSs) [1]
This study explores how various learning theories are used by CIECT in designing eTools at UWC
The CIECT team assisted a lecturer from the Interdisciplinary Teaching and Learning Unit (ITLU) to create a structured, interactive online environment, aligned to Salmon [17], who emphasizes the creation of spaces entailing guiding roles and a skills approach
Summary
At the University of the Western Cape (UWC), the Centre for Innovative Education and Communication Technologies (CIECT) is responsible and accountable for the delivery and infusion of emerging technologies across campus. The authors present examples of the impact of authentic teaching and learning online activities for student development, across faculties and disciplines, highlighting the importance of the meaningful impact of trustful relationships and networks of support over time These qualitative examples are drawn from CIECT’s marketing blog, which constitutes a research database recording evidence of various interventions (including training), and novel use of eTools. The White Paper for Post-School Education and Training highlights that Information and Communications Technology (ICT) integration must be determined by pedagogical strength [6] For this reason, the researchers explore the use of learning theories in the application of eLearning practices, and their value.
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