Information and communication technologies have enabled the desegregation of the three core components (or clusters) in teaching and learning in higher education : content (access to and apprenticeship to disciplinary knowledge, content creation) ;interaction (between peers, between students and academic experts through pedagogy, feedback and engagement) ; and accreditation (summative evaluation and certification).
Not only are these now all digitally mediated, they are also increasingly open in various permutations, through for example open content and MOOCs (massive open online courses which provide free access to whole courses for anyone with online access).
This session will describe current trends and focus on the questions and implications for UCT with its twin imperatives of global prestige and benchmarking, and local development and redress imperatives
The Africa STIC facilitates R&D, best practice sharing and innovation in education, supported by innovative technologies, processes and pedagogies for teaching and learning in schools across sub-Saharan Africa, towards skills
development and employability.
The safety of the self-contained classroom, one separated (by walls and firewalls) from the rest of the world - the world we are supposed to prepare our students for - goes against everything that surrounds young people today and prevents them from learning how to navigate the complex online world
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