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Call for chapters: Teacher Education in the Digital Age in the Southern African context

Digital technologies have impacted on all walks of life, including education. Indeed, digital artefacts and applications have reshaped teacher-learner interactions within and beyond the four walls of the classroom. This book relates to the experiences and initiatives of teacher education institutions in the Southern Africa region to empower to cope with teaching and learning in the digital age. The book covers the impacts of digital on the teaching and learning process. Online and blended learning, digital pedagogies, the design of curricula and learning experiences to address the learning needs and profile of learners are considered in this book.

The book chapter proposal submission deadline is 20 February 2021

Proposals should be limited to between 200-400 words, explaining the focus, objectives and methodology of the chapter and how it fits into the general theme of the book. Proposals should be submitted electronically on the following address teachereducation@nomsa.org. Proposals should be in Word format.

Editors: Prof. J.A.K. Olivier, Dr V. A. Oojorah & Dr W. Udhin

http://nomsa.org/CallForBookChapters.pdf

One of the key activities for the NOMSA network and the UNESCO Chair is mapping the landscape regarding research and practices on self-directed multimodal learning as well as open educational resources. To this end a project with two phases have been launched: (1) taking stock of the research on these two aspects within the Southern African region and (2) researching practices in terms of the two aspects at universities in the region.

Main research question
What is the nature and extent of multimodal self-directed learning and OER in higher education in Southern Africa?

Research objectives
In answering the research question, the following research objectives are posed – with this research we aim to:
– determine the trends in academic literature on multimodal self-directed learning within higher education in Southern Africa;
– determine the trends in academic literature on OER within higher education in Southern Africa;
– empirically map the nature of multimodal self-directed learning within higher education in Southern Africa in terms of:
* policies and institutional strategies,
* levels and ranges of multimodal self-directed learning-teaching (blended learning) and delivery (contact and distance),
* type, role and integration of the learning management system,
* the application of multimodal self-directed learning in terms of: quality control, cultural appropriateness,
* the fostering of self-directed learning through multimodal self-directed learning in terms of: active learning, cooperative learning, problem-based learning, and
* research being conducted on multimodal self-directed learning; as well as
– empirically map the nature of OER within higher education in Southern Africa in terms of:
* policies and institutional strategies,
* integrating OER into learning, teaching and assessment,
* developing and sharing OER,
* establishing OER repositories,
* using OER towards localizing the curriculum for a Southern African context, and
* research being conducted on OER.

Publications

Bosch, C., Laubscher, D. & Olivier, J. 2020. The affordances of the Community of Inquiry framework for self-directed blended learning in South African research. In Olivier, J., ed. Self-directed multimodal learning in higher education. Cape Town: AOSIS.

Ongoing research

Dhakulkar, A. & Olivier, J. Mapping of publications in Southern Africa on OER.