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:
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)
Mr Mike Thoms (MPhil)
Ms Nadia Ellis (BA(Hons))
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...
The rise of digital textbooks: Four features to look out for
When it comes to textbooks, the topic of ‘print versus digital’ is an ongoing debate. Although each person has their preference, there’s no denying that printed materials are somewhat limited in terms of versatility. Digital textbooks, on the other hand, provide both...
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...
Education in isolation: Five tips for moving your courses online
Educators across the globe are currently facing extraordinary circumstances in light of the COVID-19 pandemic. In this context, self-isolation and lockdowns have become the ‘new normal’. Consequently, many educators have needed to move their content online – and...
Five benefits of using eLearning for onboarding
Onboarding or induction programmes are standard practice for ensuring that new hires can perform their jobs effectively. Even when a new hire has years of experience within a field, they still need to engage in an induction process to learn the particularities of...
Constructivist learning theory and eLearning
Despite the growing popularity of eLearning, there are still many who question whether it can truly facilitate the actual learning process. To ensure that eLearning resources promote active learning, educators are turning to well-established theoretical frameworks to...