July
15
Cafe' Forums: In "Our Languages" a Zimbabwean delegate has said "Manheru. Maswera sei ? Good evening. How have you spent the day?" (Shona). Another e/merger has shared two phrases in Arabic: "Assalaamu Alaykum (peace be upon you all)" and "Sabaahan Nur (good morning)" at 12.49 in the morning. In "My e/merge 2006" one presenter is experiencing platform frustration because there is no spell checker for the e/merge discussion forums.
Learning Organisations Forums:
In "Establishing an eLearning Centre" Maggy describes the voluntary and enthusiastic participation of the stakeholders as well as the role that InWent played as respected outsiders.
In "ICTs in Mozambican Education" the narrated Powerpoint by the Minister became available for discussion. The issues under discussion included the importance of collaboration and questions concerning language, responsibility for implementation, teacher training, staff retention and the scope for international partnerships. One message asked about how ICTs could help to reduce the 86% attrition rate in primary education.In "Sustainable Computer Use in Schools" Herbert suggests that research should "focus more closely on the interrelatedness of technology-integrated initiatives with the systems within which they function". One colleague cites the example of ICT integration in a mission school in KwaZulu Natal in South Africa. She says that "unless there is someone to promote the use of computers in the school, direct the learning programmes and see that maintenance is carried out, the hardware is likely to be wasted." Herbert asks about the specific skills required by key individuals and the reply is that passion for the medium and willingness to learn are crucial.
In "eLearning in Universities" 1) Gender: A participant shares a paper on gender beliefs and social relations by Ridgeway and Correl. Another colleague shares statistics for gender differentials in ICT use in tertiary education in the Western Cape. 2) Incentives to staff: Jill says there are no formal incentives other than some recognition but "pressure to adopt e-learning is coming from students and fellow lecturers". One message describes the training programme for staff at UWC which consists of 3 hr sessions and "one-on-one consultation and continuous phone and e-mail support". Daniela points to the importance of "a lecturer's approach to learning, his appreciation of more innovative teaching and learning methods".
In "Professional Development" Daniela discusses the importance of instructional design with a participant. She voices the challenge of achieving transfer from the workshops to teaching practices. Other messages engage with questions about the nature and functioning of their community of practice of researchers, students and teachers. Cheryl explains that there are "probably are a number of overlapping communities of practice". Dolf describes how his experience of teaching in Sudan has made him more aware of language issues and "accomodation of differences". He asks "how we can help students to do justice to their dual lives, without compromising on quality."?
Workshops: In "Novakian Concept Maps: Discussions with Alberto Canas and Joseph Novak" Joseph Novak discusses the importance os Ausubel's work on meaningful learning. In his view "it remains the only comprehensive cognitive psychology of learning, especially when one adds to it some of the more recent findings from neurobiolgy and genomic studies of learning." In "The Emerging Competencies of Online Interaction" participants approach their tools ion different ways. Some treat them more like spaces for interaction with others while one message says "Why can't we use it as a tool, like we use a screw driver, or hammer to put a nail in wall?" Nancy emphasises that "We need to be discerning AND imaginative. Playful AND responsible."
Big Picture Forums: In "The Challenges of eLearning in Africa" a conference host has posted a summary that weaves together common themes across all three discussions. In "From Theory to Praxis" one participant wants the C to be left in ICT, two e/merge delegates are gathering stats about the demographics of computer lab staff in South African universities and a conference host asks if black and white students both have experiences of marginalisation in South African universities.
Learning Organisations Forums:
In "Establishing an eLearning Centre" Maggy describes the voluntary and enthusiastic participation of the stakeholders as well as the role that InWent played as respected outsiders.
In "ICTs in Mozambican Education" the narrated Powerpoint by the Minister became available for discussion. The issues under discussion included the importance of collaboration and questions concerning language, responsibility for implementation, teacher training, staff retention and the scope for international partnerships. One message asked about how ICTs could help to reduce the 86% attrition rate in primary education.In "Sustainable Computer Use in Schools" Herbert suggests that research should "focus more closely on the interrelatedness of technology-integrated initiatives with the systems within which they function". One colleague cites the example of ICT integration in a mission school in KwaZulu Natal in South Africa. She says that "unless there is someone to promote the use of computers in the school, direct the learning programmes and see that maintenance is carried out, the hardware is likely to be wasted." Herbert asks about the specific skills required by key individuals and the reply is that passion for the medium and willingness to learn are crucial.
In "eLearning in Universities" 1) Gender: A participant shares a paper on gender beliefs and social relations by Ridgeway and Correl. Another colleague shares statistics for gender differentials in ICT use in tertiary education in the Western Cape. 2) Incentives to staff: Jill says there are no formal incentives other than some recognition but "pressure to adopt e-learning is coming from students and fellow lecturers". One message describes the training programme for staff at UWC which consists of 3 hr sessions and "one-on-one consultation and continuous phone and e-mail support". Daniela points to the importance of "a lecturer's approach to learning, his appreciation of more innovative teaching and learning methods".
In "Professional Development" Daniela discusses the importance of instructional design with a participant. She voices the challenge of achieving transfer from the workshops to teaching practices. Other messages engage with questions about the nature and functioning of their community of practice of researchers, students and teachers. Cheryl explains that there are "probably are a number of overlapping communities of practice". Dolf describes how his experience of teaching in Sudan has made him more aware of language issues and "accomodation of differences". He asks "how we can help students to do justice to their dual lives, without compromising on quality."?
Workshops: In "Novakian Concept Maps: Discussions with Alberto Canas and Joseph Novak" Joseph Novak discusses the importance os Ausubel's work on meaningful learning. In his view "it remains the only comprehensive cognitive psychology of learning, especially when one adds to it some of the more recent findings from neurobiolgy and genomic studies of learning." In "The Emerging Competencies of Online Interaction" participants approach their tools ion different ways. Some treat them more like spaces for interaction with others while one message says "Why can't we use it as a tool, like we use a screw driver, or hammer to put a nail in wall?" Nancy emphasises that "We need to be discerning AND imaginative. Playful AND responsible."
Big Picture Forums: In "The Challenges of eLearning in Africa" a conference host has posted a summary that weaves together common themes across all three discussions. In "From Theory to Praxis" one participant wants the C to be left in ICT, two e/merge delegates are gathering stats about the demographics of computer lab staff in South African universities and a conference host asks if black and white students both have experiences of marginalisation in South African universities.