JOURNAL

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...

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))

 

Complexity and the modern curriculum

Complexity and the modern curriculum

The curriculum operates in a space where knowledge is recontextualised and organised for various pedagogical purposes. It also exists as a compelling site of personal, social, cultural, political and symbolic reflection. The process of selection necessarily entailed...

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The science behind great eLearning videos

The science behind great eLearning videos

When it comes to eLearning courses, video is undeniably one of the most popular mediums of instruction. It is a valuable tool for creating a diverse range of content, compiling micro lessons, and illustrating knowledge in a fun and engaging way. Recent advances in...

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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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