JOURNAL
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:
Ms Katherine Fourie (BPsych) – Board Chair
Ms Alison Massey (BA(Hons))
Dr Andrew Hibling (BCom, MBChB, MPhil)
Ms Feziwe Langbooi (BCom, ACIFRSQ)
Mr Janse Maritz (MCom, PHeD)
Mr Mike Thoms (MPhil)
Ms Nadia Ellis (BA(Hons))
Mr Wesley Anderson (MA)
eLearning for the visually impaired student: Barriers to online learning
Visual impairment (VI) is the most common form of disability in South Africa (Naidoo et al., 2015). This impairment is defined as an eye condition characterised by reduced visual capacity, which cannot be improved with glasses, contact lenses, surgery or medical...
Structuring an argument – Infographic
Good academic writing relies on a solid argument structure. In this infographic, our Academic Manager, Nadia Ellis, provides an overview of what an argument is, and outlines different approaches to structuring an argument successfully (click infographic to enlarge)....
Using pedagogical agents to increase engagement in eLearning
Many eLearning practitioners would agree that a successful digital learning experience relies on student engagement. However, facilitating engagement online can be challenging – particularly when it comes to sustaining students’ attention over time, in the absence of...
Digital citizenship education: Equipping effective ‘digizens’ in the online classroom
Perhaps more than any year in history, 2020 has showcased the power of digitisation. In recent months, countless individuals and organisations have turned to digital technologies for efficient problem-solving. One of the most obviously (and deeply) affected areas has...
Using Graphics in Education – Infographic
In the Digital Age, we’re constantly receiving information in multiple forms – and the same is true for the educational space. As such, it's vital to understand how the use of media, such as visuals, impacts the learning process. Well-designed educational graphics can...
Three assumptions that may hamper online learner engagement
The use of online learning materials has many cited benefits in diverse pedagogical contexts (Appana, 2008). However, when designing online courses and materials, educators tend to hold certain presuppositions about learners’ attitudes and capabilities. This article...
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...