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, opinion pieces, articles, documentary films, and, the curation of national and international dialogues, blogs and tweets related to academic Edtech and pedagogic identities.
- Multiply 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 and 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; to innovate, re-imagine and transform teaching and learning through a range of research practices, active recontextualisations of existing work in the field, curated contents and shared resources.
The Editorial Board of our Journal is:
Mr. Janse Maritz (MCom, PHeD) – board chairman
Dr. Andrew Hibling (BCom, MBChB, MPhil)
Dr. Amy Duncan (PhD)
Mrs. Catherine Robb (BSocSc, PGCE)
Ms. Feziwe Langbooi (BCom, ACIFRSQ)
Ms. Katherine Fourie (BPsych)
Mrs. Marilette Pretorius (PGCE, MA)
Ms. Nadia Ellis (BA (Hons))
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...
Five UX design principles to consider in eLearning
User experience design, or UX design, is a key concept for businesses wishing to ensure that their products are accessible and usable. The field of UX design aims to achieve positive user experiences by implementing certain guiding principles. These include an...
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...
Principles of Multimedia Learning Part 3: Managing Essential Processing
In multimedia learning, cognitive overload is the direct result of the learner being given too much information to process simultaneously. However, cognitive overload can be prevented by effectively managing the essential processing demands on the learner. In this...
Principles of Multimedia Learning Part 2: Fostering Generative Processing
One of the key goals of the cognitive theory of multimedia learning is to foster generative processing. It is this form of processing that allows a student to make sense of the information they have consumed from their learning material. In this infographic, we will...
Principles of Multimedia Learning Part 1: Reducing Extraneous Processing
When extraneous processing occurs in online learning, it can result in cognitive overload and severely hamper the effectiveness of multimedia learning. However, this type of processing can be reduced through effective instructional design techniques. In this...
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,...
How to use ‘content chunking’ to prevent cognitive overload in online learning
Reading Time: 2 minutes Scrolling through endless reams of on-screen text will turn even the strongest mind to mush. This is what is commonly referred to as ‘cognitive overload’, which results in loss of engagement, lower levels of comprehension, and decreased...
Using change management to successfully transition to elearning
Reading time – 3 minutes 30 seconds Resistance to change is a well-known phenomenon. Often, making the change from traditional learning to e-learning can be met with such resistance – from both instructors and students. However, by following a few simple but powerful...