Journal_

The future of learning will be community- and inquiry-based

For thousands of years, humans have learned by making personal meaning and by confirming that meaning with those around them – there weren’t always dedicated classrooms, teachers or classmates as there are today. We learned within our community. We learned by...

Five learning theories to consider in eLearning design

Understanding the principles of knowledge acquisition can help educators to create more effective learning experiences. This article explores five learning theories that are worth considering when designing eLearning courses, and discusses why practitioners may find...

Matching Moodle affordances with different knowledge types

The field of eLearning undeniably offers a wide range of affordances – i.e. options that are made available to eLearning practitioners. When used effectively, these resources provide great value in ensuring that learning objectives are achieved successfully. One...

The objectives of this Journal are to:

  • Contribute to critical dialogues in academic EdTech – the study, innovation and development of pedagogical practices in 21st-century education
  • Engage academic and non-academic stakeholder communities in dialogues relating to academic EdTech across a range of modalities, including traditional research and scholarship, academic essays, articles, opinion pieces and documentary films, as well as the curation of national and international dialogues, blogs and social media posts related to academic EdTech and pedagogic identities
  • Expand participation in, and consumption of, dialogues in academic EdTech studies
  • Contribute to innovation and transformation in curriculum design, the provision of teaching and learning, and related academic EdTech practices
  • Test the viability of interdisciplinary and digital knowledge production as well as content reproduction practices that intentionally operate across traditional disciplinary boundaries and through a range of digital modes and modalities

The vision is therefore to engender broader public and academic dialogues in pedagogical innovation by providing an accessible digital platform, in order to innovate, reimagine and transform teaching and learning through a range of research practices, active recontextualisations of existing work in the field, curated content and shared resources.

Editorial Board Members:

Mr Janse Maritz (MCom, PHeD) – Board Chairman
Dr Andrew Hibling (BCom, MBChB, MPhil)
Mrs Catherine Robb (BSocSci, PGCE)
Ms Feziwe Langbooi (BCom, ACIFRSQ)
Mrs Jana Eicher (PGCE, MA)
Ms Katherine Fourie (BPsych)
Mrs Marilette Pretorius (PGCE, MA)
Ms Nadia Ellis (BA(Hons))

 

Emotional design in eLearning

Emotional design in eLearning

When it comes to pedagogical theory, the relationship between emotion and learning is often neglected – or, at the very least, underestimated. However, with an increasing shift toward using eLearning resources in education, it may be useful to revisit this...

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Multimedia, learning and multimedia learning

Multimedia, learning and multimedia learning

MULTIMEDIA AND LEARNING ‘People can learn more deeply from words and pictures than from words alone.’ This statement by Mayer [a] (2014) is the multimedia learning hypothesis, which encapsulates the importance of using multimedia in learning. Mayer defines multimedia...

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How to write for attention

How to write for attention

  ESTIMATED READING TIME: 4 minutes KEYWORDS: Content creation, learning material, writing, attention, engagement. In today’s fast-paced world, people prefer to consume bite-sized portions of information. As such, short-message platforms such as Snapchat, Tumblr,...

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