Technology Enhanced Learning [Access, Equity & Quality – Critical Factors

to Unleash the Potential of Digital Education]

Reuben Dlamini, Ph.D.

Wits School of Education
May 22, 2021
KNOWLEDGE STRUCTURE
 Conceptual knowledge…  Analysis processes
 Factual knowledge…  Problem analysis…
 Conceptual analysis…
 Representational knowledge…
 Strategic analysis…
 Strategic knowledge…
 Representational…
 Meta-cognitive knowledge…  Complex constructive analysis…
 Self knowledge…  Reasoning processes
 Operational knowledge…  Comparing and contrasting…
 Procedural knowledge…  Interpreting…
 Problem-state knowledge…  Special and limiting cases…
 Prototype and counter-examples…
 Generalization…
 Meta-cognitive processes
 Reflection…
 Meta-communication…
 Self-evaluation…

Multiple Representation…
Gatekeepers to Technology Enhanced Learning (TEL)

Technology-Enabled Learning Implementation Handbook (Kirkwood & Price, 2016)

How Objectives Guide Facilitation (WHO, 2005)
 In order to develop an effective lesson you need to develop precise and measurable objectives.

 Objectives describe what will be learned and what learners need to be able to do after the completing the
lesson.

 Clear and precise objectives help you to determine the lesson content, sequencing of activities and determine
how the learners understanding will be assessed.

CONTENT METHODS ASSESSMENT

[What is to be taught?] [How it is taught?] [How learners’
understanding is
assessed?]

Effective Facilitators Provide:

High-quality, culturally sensitive learning environment to promote genuine involvement,

commitment, and emotional response using a broad and flexible range of pedagogical styles.
Personal Learning Network
New Learning Ecology
Elements of the Dynamic Model Muijs et al (2014, p. 244)

FACTORS MAIN ELEMENTS

Orientation Providing the objectives for which a specific task /lesson/series of lessons take(s)
place.
Structuring Beginning with overviews and/or review of objectives or outlining the content to be
covered and signalling transitions between lesson parts.
Questioning Raising different types of questions (i.e. process and product) at appropriate difficulty
level.
Teaching Engage learners to use problem-solving strategies presented by the teacher or
Modelling classmate.
Application Using application tasks as starting point for next step activities…
The classroom Establishing on-task behaviour through the interactions
as a learning
environment
Management Organising the classroom environment and maximizing engagement of time.
of Time
Assessments Using appropriate techniques to collect data on student knowledge and skills.
Cognitive Theory of Multimedia Learning
 The cognitive theory of multimedia learning is based on three assumptions suggested by
cognitive research:
 Dual-Channel Assumption – the idea that humans have separate channels for processing
visual/pictorial representations and auditory/verbal representations (Baddeley, 1998; Paivio,
1986);
 Limited Capacity Assumption – the idea that only a few pieces of information can be
actively processed at any one time in each channel (Baddeley, 1998; Sweller, 1999);
 Active processing – the idea that meaningful learning occurs when the learner engages in
cognitive processes such as selecting relevant material, organizing it into a coherent
representation, and integrating it with existing knowledge (Mayer, in press; Wittrock, 1974).

 Variables to be cognisant of:

 Instructional challenges are an indication of a number of variables which should be taken
into consideration to improve the programme outcomes:
 subject knowledge
 pedagogical knowledge
 technological knowledge
 physical variables such as location, aesthetic appeal and functionality, and class size
 infrastructure-related variables including the availability of ICT access
Seven Principles of Multimedia Learning
 Multimedia Principles - students learn more deeply from animation and narration than from narration
alone. The theoretical rationale is that students are better able to build mental connections between
corresponding words and pictures when both are presented than when only one is presented and the
learner must mentally create the other.

 Spatial Contiguity Principle - students learn more deeply when on-screen text is presented next to the
portion of the animation that it describes than when on-screen text is presented far from the
corresponding action in the animation. The theoretical rationale is that learners are better able to build
mental connections between corresponding words and pictures when they are near each other on the
screen; in contrast, when they are not near each other, learners must waste limited cognitive capacity in
searching for the portion of the animation that corresponds to the presented text.

 Temporal Contiguity Principle - students learn more deeply when corresponding portions of the
narration and animation are presented at the same time than when they are separated in time. The
theoretical rationale is that learners are better able to make mental connections when corresponding
words and pictures are in working memory at the same time.

 Coherence Principle - students learn more deeply from animation and narration when extraneous
words, sounds (including music), and video are excluded rather than included. The theoretical rationale is
that the learner may attend to the irrelevant material and therefore have less cognitive resource available
for building mental connections between relevant portions of the narration and animation.
Seven Principles of Multimedia Learning Continued…
 Modality Principle - students learn more deeply from animation and narration than from animation and
on-screen text. The theoretical rationale is that the learner’s visual channel might become overloaded when
words and pictures are both presented visually, that is, learners must process the on-screen text and the
animation through the eyes, at least initially. Thus, the learner might not have much cognitive capacity left
over to build connections between words and pictures.

 Redundancy Principle - students learn more deeply from animation and narration than from animation,
narration, and on-screen text. It is based on the same theoretical rationale that learner’s visual channel
might become overloaded when words and pictures are both presented visually, that is, learners must
process the on-screen text and the animation through the eyes, at least initially.

 Personalization Principle - students learn more deeply from animation and narration when the
narration is in conversational rather than formal style. The theoretical rationale is that students work
harder to understand an explanation when they are personally involved in a conversation.
CLASSROOM MANAGEMENT RESOURCE GUIDE
 Instructional planning which has two stages: mental stage & physical stage.
 Firstly, in mental stage the teacher asks the following question; what is to be taught, who is to be taught and
how is to be taught.
 Secondly, under physical stage the teacher physically collects information; write up notes, and collects and
chooses the right Learning and Teaching Support Material (LTSM).
 The three key components as illustrated below for preparing a lesson to maximize the chance of having a
meaningful teaching and learning experience with learners:

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CLASSROOM MANAGEMENT ELEMENTS
“Classroom management refers to actions taken to create and maintain a learning environment conducive to successful
instruction (arranging the physical environment, establishing rules and procedures, maintaining students' attention to
lessons and engagement in activities)” (Brophy, 2006, p. 17).

“Classroom management as the actions teachers take to create an environment that supports and facilitates both
academic and social-emotional learning" (Evertson and Weinstein, 2006, p. 4-5).

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DIVERSITY INCLUSIVITY FRAMEWORK (Alexiadou & Essex,
2016; Cole & Zhou, 2014; Deluca, 2012)

 The diversity framework is important but is always up to the facilitator to create an inclusive
learning environment especially a multicultural oriented learning spaces.
 The diversity framework provides facilitators with elements of how to improve their classroom
organization and facilitating.

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 EFFECTIVE WAYS OF GIVING INSTRUCTIONS

1. Wait until students are seated and not moving around

the room.

2. Give one instruction at a time.

3. Use a clear firm voice and repeat each instruction.

4. Provide an opportunity for students to acknowledge

understanding of the instruction given. This can be by
done asking for thumbs up or thumbs down and
answering questions or concerns of the students with
their thumbs down.

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Planning Pyramid (Schumm,Vaughn, Leavell, 1994, p. 610)
References
 Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia
learning. Educational psychology review, 14(1), 87-99.
Thank You…