http://hdl.handle.net/11189/5136 2026-09-03T06:38:12Z 2026-09-03T06:38:12Z van der Merwe, A Bozalek, Vivienne Ivala, EN Nagel, L Peté, M Vanker, C http://hdl.handle.net/11189/5139 2018-06-07T07:28:15Z 2015-01-01T00:00:00Z

Title: Blended learning with technology Authors: van der Merwe, A; Bozalek, Vivienne; Ivala, EN; Nagel, L; Peté, M; Vanker, C Abstract: Blended learning is a well-known term, but not always well understood. This article seeks to provide some recommendations, a clear definition of this approach to teaching and learning, international trends, some affordances, as well as costs, some examples of its use within the different higher education contexts in SouthAfrica, as well as a glossary and references for further reading.

2015-01-01T00:00:00Z Gachago, Daniela Ivala, EN http://hdl.handle.net/11189/5138 2018-11-08T01:01:23Z 2015-01-01T00:00:00Z

Title: Web 2.0 and social media: essential tools for contemporary teaching and learning Authors: Gachago, Daniela; Ivala, EN Abstract: This article briefly reports on the use of Web 2.0 tools and social media in higher education institutions, both in South Africa and around the world. For ease of reading, we have positioned our recommendations directly after the introductory section explaining what these tools are; supporting sections follow outlining the global and local contexts, as well as the advantages, challenges and costs of social media in a higher education context.

2015-01-01T00:00:00Z Pallitt, N Strydom, S Ivala, EN http://hdl.handle.net/11189/5137 2016-09-16T13:20:28Z 2015-01-01T00:00:00Z

Title: E-portfolios Authors: Pallitt, N; Strydom, S; Ivala, EN Abstract: There is increasing interest in the process of maintaining an electronic portfolio (e-portfolio) and the role it can play in student learning. This interest has been driven by a greater awareness of student-centred and lifelong learning, graduate attributes and professional development, both locally and internationally.

2015-01-01T00:00:00Z Gachago, Daniela Ivala, Eunice Barnes, Veronica Gill, P Felix-Minnaar, J Morkel, Jolanda Vajat, N http://hdl.handle.net/11189/4606 2020-05-18T11:53:16Z 2014-01-01T00:00:00Z

Title: Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds Authors: Gachago, Daniela; Ivala, Eunice; Barnes, Veronica; Gill, P; Felix-Minnaar, J; Morkel, Jolanda; Vajat, N Abstract: Digital storytelling has entered higher education as a pedagogical tool for enhancing students’ digital literacies in digitally saturated contexts. Increasing access to freely available software programs for video production and the ubiquity of mobile technologies have made digital storytelling viable in resource-poor environments. This article reports on an on-going project at a university of technology in South Africa employing both quantitative and qualitative research approaches, with the aim of understanding students’ perceptions of context-specific digital storytelling practices across various disciplines and student backgrounds. Bourdieu’s (1986) notions of field, habitus and capital as well as Yosso’s (2005, 70) idea of ‘community cultural wealth’ were applied to understand students’ perceptions of practices of digital storytelling that emerged from this project. The authors argue that complex technology projects, such as digital storytelling, are potentially viable in poorly-resourced environments, across disciplines and with students with diverse digital literacies and backgrounds, provided that: (1) technical barriers are lowered to the minimum and technologies are adopted that are freely available, owned by or easily accessible to students; (2) that the appropriate model is chosen based on these students’ social and cultural capital; and (3) that the community cultural wealth of students is considered in curriculum delivery.

2014-01-01T00:00:00Z