steyn TS15

THE PLACE AND ROLE OF MLEARNING IN MULTI-MODE DELIVERY OF EDUCATOR TRAINING IN SOUTH AFRICA : 

THE PLACE AND ROLE OF MLEARNING IN MULTI-MODE DELIVERY OF EDUCATOR TRAINING IN SOUTH AFRICA HJ Steyn, FJ Potgieter, R Basson, J Roeloffse, P Steyn, N Steyn North-West University South Africa

Introduction: 

Introduction The aim of this paper is to report on the development and implementation of the project as well as on the initial results. Attention will be given to: the nature and contents of the ADP-programme, the theoretical framework that was used and the nature and content of the multi-mode teaching strategy that was employed

THE AFRICAN DRIVE PROJECT (ADP) FOR ENRICHED TEACHER EDUCATION IN THE RURAL AREAS : 

THE AFRICAN DRIVE PROJECT (ADP) FOR ENRICHED TEACHER EDUCATION IN THE RURAL AREAS A joint venture between the Department of Education (North-West Province, South Africa), the North-West University (Faculty of Education Sciences, Potchefstroom, South Africa), eDegree, GTZ, SAP and Duxbury Appliance The context: the serious shortage of suitably qualified primary and secondary school educators;

THE AFRICAN DRIVE PROJECT (ADP) - Cont: 

THE AFRICAN DRIVE PROJECT (ADP) - Cont The focus was to: Support Gr 10 – 12 educator development; develop innovative new learner-centred learning programmes and strategies; utilise appropriate information and communication technologies, to ensure: increased access, improved delivery and effective management of learning; develop and evaluate appropriate models by using: a blended learning model for relevant learning, an appropriate technology model for scalability, and an attainable cost model for sustainability; facilitate the introduction of ICT into the delivery of learning at schools; facilitate the rollout of blended learning to educators; and to inform Government policies and strategies on educator development (provincially, nationally, SADC and Africa)

THE AFRICAN DRIVE PROJECT (ADP) - Cont: 

THE AFRICAN DRIVE PROJECT (ADP) - Cont Eight learning centers mostly in rural areas. Control Overall control of the project is the responsibility of the ADP-Trust, The actual responsibility to deliver the program is that of the Faculty of Education Sciences supported by eDegree, The responsibility to develop the relevant technologies is that of SAP, and The North-West Department of Education is responsible to equip the facilitation centres and identify and support the relevant teachers as students

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM : 

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM: 

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM: 

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM: 

TEACHING AND LEARNING STRATEGY FOR THE ACE IN THE AFRICAN-DRIVE PROGRAM Blended learning Students have access to a variety of resources that can be accessed in a flexible way. The blended teaching support ensures that the risks and benefits of synchronous and asynchronous support are spread and that support is always available. The format gives time and distance flexibility. The blended format takes students’ familiarity with technology into consideration. The students are expected of to take more control over their studies.

The multi-mode teaching and learning strategy: 

The multi-mode teaching and learning strategy Paper-based learning content The paper-based material: study guide as roadmap and paperbased learning material - ensures continuous accessibility DBD (digital book disk) The DBD includes the integration of the written word, spoken word and hypermedia text for enriched support Contact sessions Limited number of contact sessions for direct contact between the lecturer and student – problem-solving and reinforcement

The multi-mode teaching and learning strategy: 

The multi-mode teaching and learning strategy Cellphone/sms contact Continuous contact with the students. The main aim of a sms should be to provide information, such as reminders and guidance E-mail The e-mails provide more extensive continuous information and guidance to the learners The web provide in-time (longer) information/ learning material and longer real (video) communications to students and discussion forum

The multi-mode teaching and learning strategy: 

The multi-mode teaching and learning strategy Results Very positive. The students: fully benefits from the familiar paper-based and face-to-face support, appreciate the sms-support and started to get acquainted to the use of the DBD, the e-mail and the web-support. One of the main stumbling blocks is the problem regarding internet connectivity at the different centres