Eat, sleep, blog, Economics: Die toekoms van onderrig en assessering is op jou selfoon
Die toekoms van onderrig en assessering is op jou selfoon
As mens eers ŉ blog het sien jy skielik oral berigte oor hoekom ŉ Prof moet tweet en blog. Daar is dalk ŉ mate van self-selection ter sprake, maar oral waar ek kyk is daar nuus oor die gebruik van tegnologie in onderrig. The Economist het ŉ lekker berig gehad oor die internet in die klaskamer en mens kan sommer direk na Salman Khan se TED lesing luister.
Op die NWU-Pukke kampus is ek self betrokke by ŉ loodsprojek waaroor ek baie opgewonde is: in-klas, intydse elektroniese terugvoer. Die ou grappie is dat op skool draai die Juffrou by die bord om, om seker te maak dat almal by is. In derdejaars ekonometrie hoop die Prof dat iemand by is! Maar die dae wat ek ŉ vraag uitgooi vir die gehoor is nou getel. Met die nuwe Quiz stelsel kan mens vooraf ŉ klomp vrae op die stelsel laai en studente kan hulle selfone se web browsing funksie gebruik om daar in die klas vrae te antwoord en terugvoer te kry.
Die opsies is natuurlik uiteenlopend. Mens hoef nie net meervoudige keusevrae te vra nie.
Om seker te maak dat die uitkomste is bemeester word makliker. Die resultate is op die internet beskikbaar vir die dosent so as jy jou iPad of Galaxy tablet byderhand het kan jy vinnig sien waar die studente vashaak.
Daar is natuurlik nog groeipyne: almal se fone werk nie ewe lekker nie en 3G en wi-fi sein wissel oor kampus, maar ons is besig met die proof of concept. Die toekoms van onderrig en assessering is op jou selfoon.
Posted by Waldo Krugell at 12:37
Erich Wilgenbus 9 October 2011 at 14:22
Moore’s law postulates that technological capacity grows exponentially. If Moore’s law does in fact hold true, institutions who want to grow a competitive edge rooted in technology, will need to grow a capacity to absorb technology exponentially. This might seem ridiculous, but you will attest that technology is easily absorbed by those willing to learn-by-doing!
It is nice to see technology in education indeed being actively pursued by the NWU. I am very interested to see how this will play out. I am however realistically pesimistic. Yes, we should expect growth pains, however, many issues are rooted in the legacy systems employed by the NWU. The NWU is unfortunately not quick enough to absorbed new technology, and will therefore always be backwards in this regards (The lack of Internet Explorer updates on campus computers are a simple example of this).
The benefits of technology will only be realized if people are hungry to use it. For a university to be truly technology centered, we will need people to embrace technological change. The truth is we need technological movers, shakers and rainmakers to drive cultural change. We just don't have those power users at the NWU. Very few NWU-colleagues are as technological savvy as you are. I fear any efforts to drive the use of technology in education will be met my resistance and lack of interest.
Technology-in-education will only be viable if the NWU starts to grow a technology-culture. I don't think this is (yet) addressed on the lecturer- side as well as on the student-side.
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