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Browsing by Author "Deacon, Andrew"

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Approaches from the literature: Activity Theory, new tools and changing educators' practices

Author: Glover, Michael ; Czerniewicz, Laura ; Walji, Sukaina ; Deacon, Andrew ; Small, Janet Date: 03 Feb 2016 For a study being undertaken to investigate if and how educator practices change through MOOC development and engagement with open education, Activity Theory provides a heuristic to observe contradictions and changing educator practices after ... Read more c b
Developing world MOOCs: A curriculum view of the MOOC landscape

Author: Czerniewicz, Laura ; Deacon, Andrew ; Small, Janet ; Walji, Sukaina Date: Jul 2014 MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and ... Read more c b
Learning analytics: New thinking supporting educational research

Author: Deacon, Andrew Date: 27 Jul 2017 This presentation at the 3rd Learning LandsCAPE conference at Cape Town, 14-16 April 2015 explores how learning analytics have the potential to transform educational research by providing fine-grained data on access, usage and completion of ... Read more c b
Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education

Author: Allie, Saalih ; Armien, Mogamat Noor ; Burgoyne, Nicolette ; Case, Jennifer M ; Collier-Reed, Brandon I ; Craig, Tracy S ; Deacon, Andrew ; Fraser, Duncan M ; Geyer, Zulpha ; Jacobs, Cecilia ; Jawitz, Jeff ; Kloot, Bruce ; Kotta, Linda ; Langdon, Genev Date: 2009 In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive ... Read more
Learning from the rhetoric of academics using educational technology

Author: Deacon, Andrew ; Wynsculley, Cathrine Date: 2007 Seminar presentations, by academics successfully using educational technology to support their courses, form a visible part of many staff development programmes. These events contribute to developing a community of academics that use educational ... Read more
Learning through engagement: MOOCs as an emergent form of provision

Author: Walji, Sukaina ; Deacon, Andrew ; Small, Janet ; Czerniewicz, Laura Date: 01 Jun 2016 Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not ... Read more
Mathematical errors made by high performing candidates writing the National Benchmark Tests

Author: Bohlmann, Carol A ; Prince, Robert N ; Deacon, Andrew Date: 25 Apr 2017 When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students’ academic and quantitative literacy, and mathematical competence, assess the relationships between higher ... Read more c b
MOOC-making and Open Educational Practices

Author: Czerniewicz, Laura ; Deacon, Andrew ; Walji, Sukaina Date: 05 Dec 2016 MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the ﬁrst MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original openness goals than ... Read more c b
MOOCs, openness and changing educator practices: an Activity Theory case study

Author: Czerniewicz, Laura ; Glover, Michael ; Deacon, Andrew ; Walji, Sukaina Date: 06 Mar 2017 The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested ... Read more c b
MOOCs, openness and changing educator practices: an Activity Theory case study

Author: Czerniewicz, Laura ; Glover, Michael ; Deacon, Andrew ; Walji, Sukaina Date: 15 Mar 2017 The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested ... Read more c b
MOOCs, openness and changing educator practices: an Activity Theory case study

Author: Czerniewicz, Laura ; Glover, Michael ; Deacon, Andrew ; Walji, Sukaina Date: 19 May 2016 The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested ... Read more c b
MOOCs: A UCT Discussion

Author: Czerniewicz, Laura ; Walji, Sukaina ; Small, Janet ; Deacon, Andrew Date: 05 Nov 2014 This is a presentation by MOOC Task Team to inform the discussion around MOOCs in the UCT Course provision landscape. The presentation took place at the Centre for Innovation in Teaching and Learning (CILT), Centre for Higher Education ... Read more c b
OER in and as MOOCs

Author: Czerniewicz, Laura ; Deacon, Andrew ; Walji, Sukaina ; Glover, Michael Date: 10 Nov 2017 This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators involved in their production. ... Read more c b
Pedagogic strategies to support learning design thinking in a masters course

Author: Hodgkinson-Williams, Cheryl ; Deacon, Andrew Date: 2013 The demand for further skills and qualifications in the educational technology field remains strong as the range of technologies increases and their potential use in educational contexts becomes more compelling. Students registering for the ... Read more
Position Paper: MOOCs

Author: Czerniewicz, Laura ; Deacon, Andrew ; Fife, Mary-Ann ; Small, Janet ; Walji, Sukaina Date: 2015 Massive open online courses (MOOCs) are a flexible and open form of self-directed, online learning designed for mass participation. There are no fees or entry requirements and no formal academic credit is available. While completion rates are ... Read more c b
Weathering wikis: net-based learning meets political science in a South African university

Author: Tony Carr ; Morrison, Andrew ; Cox, Glenda ; Deacon, Andrew Date: 2007 Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student ... Read more