Laura Czerniewicz

Educational technology – mapping the terrain with Bernstein as cartographer

This paper uses the literature of educational technology as the site of analysis in order to map the field of educational technology. Having considered Kuhn and Bourdieus theories, the paper frames the analysis of the field in Bernsteinian terms as a horizontal knowledge structure in a vertical knowledge discourse. Using the concepts of interacting discursive planes, the paper maps the field in terms of its general approach planes and its problem planes. Finally, the paper shows that researchers in the field themselves acknowledge its weak grammar, and calls for commensurability of approaches to be acknowledged in order for robust knowledge to be developed and the legitimacy of the field to be enhanced.

Learning through engagement: MOOCs as an emergent form of provision

Abstract 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 informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers, we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning, and peer learning.

The habitus and technological practices of rural students: a case study

This paper describes the habitus and technological practices of a South African rural student in his first year at university. This student is one of five self-declared rural students, from a group of 23 first-years in four South African universities, whose access to, and use of, technologies in their learning and everyday lives was investigated in 2011 using a ‘digital ethnography’ approach. Their digital practices, in the form of their activities in context, were collected through multiple strategies in order to provide a nuanced description of the role of technologies in their lives. The student reported on here came from a school and a community with very little access to information and communication technologies (ICTs). While the adjustment to first year can be challenging for all students, the findings show that this can be especially acute for students from rural backgrounds. The study provides an analysis of one student’s negotiation of a range of technologies six to nine months into his first year at university. Earlier theoretical concepts provide a lens for describing his practices through a consideration of his habitus, and access to and use of various forms of capitals in relation to the fields – especially that of higher education – in which he was situated. Keywords : Bourdieu; ethnography; higher education; practices; rural; South Africa; students; technology; university

Bottlenecks in the Open-Access System: Voices from Around the Globe

Abstract A level playing field is key for global participation in science and scholarship, particularly with regard to how scientific publications are financed and subsequently accessed. However, there are potential pitfalls of the so-called “Gold” open-access (OA) route, in which author-paid publication charges cover the costs of production and publication. Gold OA plans in which author charges are required may not solve the access problem, but rather may shift the access barrier from reader to writer. Under such plans, everyone may be free to read papers, but it may still be prohibitively expensive to publish them. In a scholarly community that is increasingly global, spread over more and more regions and countries of the world, these publication access barriers may be quite significant. In the present paper, a global suite of colleagues in academe joins this debate. The group of colleagues, a network of researchers active in scholarly publishing, spans four continents and multiple disciplines in the natural sciences, humanities, and social sciences, as well as diverse political and economic situations. We believe that this global sampling of researchers can provide the nuance and perspective necessary to grasp this complex problem. The group was assembled without an attempt to achieve global coverage through random sampling. This contribution differs from other approaches to the open-access problem in several fundamental ways. (A) It is scholar-driven, and thus can represent the ‘other side of the coin’ of scholarly communication. (B) It focuses on narrative report, where scholars were free to orient their responses as they saw fit, rather than being confined to binary or scalar choices. Finally, and perhaps most importantly, (C) it distinguishes among institutions and countries and situations, highlighting inequalities of access among wealthy and economically-challenged nations, and also within countries depending on the size and location of particular institutions.

MOOC—making and open educational practices

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 anticipated. The aim of this study is to examine the practices and attitudes of MOOC educators at an African university and ask whether and how their practices and attitudes become open after creating and teaching a MOOC. Activity Theory is used to contextually locate the educators’ motivations and to analyse their practices in terms of striving towards an object. With this lens we describe how educators’ openness-related practices and attitudes change over time in two different MOOCs. Two sets of conceptions of open practices are used to detect instances of change, providing four dimensions of changed open educational practices. Semi-structured interviews, focus groups, and artefacts provide data for this rare study, which considers these issues from the perspective of the Global South. Through studying the educators’ practices in relation to openness, it becomes evident how open practices are emergent and responsive.

Online content creation: looking at students’ social media practices through a Connected Learning lens

As the boundaries between technology and social media have decreased, the potential for creative production or participatory practices have increased. However, the affordances of online content creation (OCC) are still taken up by a minority of internet users despite the opportunities offered for engagement and creativity. While previous studies have addressed creative production by university students for specific purposes, there is a research gap concerning OCC in the everyday lives of African university students. This paper describes the stories of three students who are online creators of content, the social media they utilised; their trajectories; their linkages with career interests; the types of online presences they created, maintained or discontinued into their university lives. As the case studies spanned digital practices that were informal and extracurricular yet peer-supported as well as interest-driven and academically oriented, the pedagogical framework of Connected Learning proved an appropriate heuristic. The study shows that being a digital creator gives students a competitive edge in our globally competitive society.

The online visibility of South African knowledge: Searching for poverty alleviation

This paper reports on an investigation into the online visibility of work undertaken in South Africa in the field of poverty alleviation. An experiment with Google searches was undertaken, motivated by concerns about the visibility of South African research and development work, particularly in a context where social inequality is extreme and poverty such a critical issue. Aware that much attention - through research and the practice of development work - is being paid to poverty alleviation, the authors set out to examine whether that work could be found easily, and what the nature of the search results would be. Significant sums of public money are invested in research, which should result in the production and dissemination of locally generated knowledge as a public good grounded in local realities. A great deal of national and international funding is also spent. Thus, research published online should inform and reflect on national and regional development practice, while contributing perspectives from the South to the global corpus of poverty research. Research to understand poverty and inform the design and targeting of poverty alleviation programmes needs to be freely available and actively shared in order for it to accumulate value. In this regard it is argued that there are exponentially beneficial linkages between research, scholarly publication and social development, which originate with local knowledge production and are amplified by the availability and discoverability of that research. Availability and discoverability add breadth and depth to the potential use, value and impact of the knowledge produced.

Objectified Cultural Capital and the Tale of Two Students

Social divides in South Africa remain deep and the digital divide is worsening with regards to access to broadband and to computers. Yet standard cell phone technologies are ubiquitous among university students, creating new forms of digital practices and offering possibilities of access to learning and to higher education itself.

Students’ use of computers in UCT's ‘walk-in’ laboratories

Introduction In a time of decreasing resources for higher education, South African universities are required to respond to the myriad inequities of the past while simultaneously ensuring participation in an Information and Communication Technology (ICT)-enabled future. As pressure mounted at the University of Capetown (UCT) to extend student access to computer laboratories, build bigger and better laboratories, wire residences, improve networks and provide faster computers, we asked what students do with the computers they already have access to, and whether they are using those computers to support their learning.

Institutional educational technology policy and strategy documents: An inequality gaze:

Issues of inequality in higher education have received considerable attention in recent decades, but the intersection of inequality and educational technology at an institutional level has received little attention. This study aims to provide a perspective on institutional educational technology policy informed by current understandings of inequality. The study takes the form of a content analysis of institutional educational technology policy and strategy documents of universities in the United Kingdom and South Africa. A preliminary review of the educational technology policy literature reveals low levels of engagement with issues of inequality in policy documents at an institutional level. Therborn’s typology of inequality provides the basis of a structured framework for the analysis, with Bourdieu’s concepts of capital being incorporated as markers of the various types of inequality. The study reveals regional differences in the approach to inequality as a policy matter, as well as a varied engagement with the issues of inequality related to educational technology at a policy level.