Presentation for the Mobimooc2012

1. Train the trainer -
Continuous professional
development
(Mobimooc2012)
Dr Jacqueline Batchelor
University of Johannesburg
jbatchelor@uj.ac.za

2. Illustrations: Magi Wechsler http://www.at-coalition.org/itf/report2010.html

3. Training levels
Master Trainers 5 days
Regional Trainers 2 days
Local trainers 1 days
Workshops 5 hours

4. Cascading training
Concerns beyond
Training level 2
• Decreased training
duration
• Domain knowledge
• Lack of experience
• Quality of support

5. ICT Spectrum (Anderson,2010)

6. Factors influencing choice of ICT’s
• Physical limitations - Electricity supply
• Level of competencies
• Number / variety / compatibility of tools
• Connectivity
• Policy issues
• Timeframe / time zones
• Speed / clarity of services
• Context and cultural issues
• Curriculum demands
• Collaboration across borders
• Ownership and accountability
• Personal vs institution owned devices
• Degree of Technology permeation

7. Emerging Technologies
• They are technologies which arise from new
knowledge, or the innovative application of existing
knowledge;
• They lead to the rapid development of new
capabilities;
• These technology concepts are projected to have
significant systemic and long-lasting economic, social
and political impacts;
• They create new opportunities for and challenges to
addressing global issues; and
• They have the potential to disrupt or create entire
industries.

8. mLearning Framework GSMA (2010)

9. Integrating Technology
• Perceived as a wicked problem within teaching circles. It
is demanded at policy level but neglected at operational
level.
• Multiple role players not well coordinated with hidden
agendas looking for the quick fix
• Driven by an utopian outlook of recent research agendas
restricting theory building.
• Rapid changes in the field with options that change
before they can be deemed appropriate solutions

10. Strategies are polarised
• Top down versus participatory solutions
• Global versus local solutions
• Technological versus social solutions
• Optimism versus pessimism

11. Role of Technology
• Learning ABOUT
• Learning WITH
• Learning THROUGH
To bring about
experiences not
possible without
technology

12. Mobile cloud opportunities
• We need to make creative use of existing and emerging
infrastructures and innovations
– next generation mobile devices
– mobile broadband
– cloud computing to provide mobile PLE
– virtual worlds
– immersive environments
– collaborative webs
– context aware learning
– deep tagging tools
– social operating systems / personal web
– semantic-aware applications
– smart objects

13. Ethics of responsibility
• Future Ethics
• Social Ethics
• Ethics of Nature
• Ethics of
Democracy

14. Teaching and Learning Theory
• The teaching and learning environment
comprises people, technology, resources, physical
and virtual environment
• A move from knowledge transmission to
generative knowledge models
• Perceived and real pedagogical affordances
• Blended teaching environments

15. Exploiting the affordances of mobile
technologies
Positive affordances Negative affordances
• Immediacy • New literacy skills
• Collaboration • Privacy
• Reflection • Costly
• Interaction • Coverage - connectivity
• Dialogue • Time consuming
• Authenticity
• Locality
• Context
• Inquiry
• Preferences

16. Pedagogical considerations
• Content analysis
• Audience analysis
• Goal analysis
• Media analysis
• Design and development approach
• Implementation methods and strategies

17. Comparing Pedagogy to Andragogy
In The Modern Practice of Adult Education (1970), Knowles
defined andragogy as "an emerging technology for adult
learning."
His four andragogical assumptions are that adults:
1) move from dependency to self-directedness;
2) draw upon their reservoir of experience for
learning;
3) are ready to learn when they assume new roles;
and
4) want to solve problems and apply new knowledge
immediately

18. Andragogy asserts that adults learn best when:
• They feel the need to learn
• They have some input into what, why, and
how they learn
• The learning’s content and processes have a
meaningful relationship to the learner’s past
experience
• Their experience is used as a learning
resource
• What is to be learned relates to the
individual’s current life situation and tasks
• They have as much autonomy as possible
• The learning climate minimizes anxiety and
encourages freedom to experiment
• There is a cooperative learning climate
• There are mechanisms for mutual planning
• Accountability – how do they know they
know?
Taken from: http://web.njit.edu/~ronkowit/teaching/andragogy.htm

19. Exploring and valuing diversity
Broad definition of cultural
diversity:
Culture, is more than race or
ethnicity. It encompasses
values, lifestyle and social
norms and includes issues
such as different
communication
styles, mannerisms, ways of
dressing, family
structure, traditions, time
orientation and response to
authority.
(Mentor: national mentoring Partnership http://www.mentoring.org/

20. Culture shock
• Age REMEMBER TO BE YOURSELF
• Gender
• Socioeconomic status
• Race
• Ethnic background
• Sexual orientation
• Conflict management
• Role of authority and
family
• Perspectives on time

21. Trainer mind-set
• Provide new perspectives on old issues
• Give advice on how to move forward
• Show understanding of organisational context
• Present clear, direct feedback on
behaviour/needs
• Create good rapport & trust
• Encourage and support in on-going
relationship
• Monitor progress
• Grow and develop cause champions

22. I See You  - AVATAR
• Connect with the human being
• No techno-centric approach