North South Conference Bios

8/11/2019 North South Conference Bios

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10 - 12 SEPTEMBERLagoon Beach Hotel, Milnerton, Cape Town

M - Po we r i ng Lea r n i ng :

De s ig n o f Lea r n i ng S pace

& D ig i ta l Teac h i ng

Me t hodo log ie s to E n ha nce

S t ude n t Pe r fo r ma nce

COLLEGE OF

CAPE TOWNI n s p i r i n g m i n d s P

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G o l d S p o n s o r

H o s t e d b y

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A South African andNorwegian Partnership 2014

INTERNATIONAL

NORTH SOUTHTVET ICT CONFERENCE



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North South ICT Conference 2014 Overview

D1P1Deon Halls, Marian Theron, Tim Golding and Pieter Bruwer

Topic:

Opening welcome to the conference – Speaker 1

Marian TheroneLearning Manager

False Bay College, South Africa

http://www.falsebaycollege.co.za/

Bio:

Marian was a lecturer at Technikon Pretoria now TshwaneUniversity of technology (TUT) for 14 years in the Department

of Hospitality Management. During this time she enrolled into

the Partners@work programme and became an eLearning

practitioner within her department. She joined False Bay

College in 2008 as the eLearning manager, responsible for the

implementation of eLearning strategies and activities across

ve campuses and also holds the position of Open LearningCentre (OLC) manager. Marian is enthusiastic and optimistic

about the application of technology and innovation in teaching

and learning and the vast opportunities it holds for the

enrichment of courses. She has published several articles on

the implementation of eLearning in the FET sector in the FET

College Times .

Presenters: DAY 1 – Wednesday, 10 September 2014



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Topic:


Deon HallsAcademic Manager of the IT Department

College of Cape Town, South Africa

http://www.cct.edu.za/

Bio:

Deon has spent most of his 21 years in educationin the FET eld. He was instrumental in the inception and

development of the IT Department at the college and introduced

the Cisco Networking Academy Programme to the college

13 years ago. He was also instrumental in the implementation of

the Microsoft IT Academy and the Cape Peninsula University of

Technology IT Level 5 Programme. Deon takes a keen interest in

eLearning and new educational technologies and several of hisarticles have been published in the FET College Times.



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Topic:


Timothy-Scott GoldingeLearning manager,

Haugaland Upper Secondary School, Norway

http://www.haugaland.vgs.no/

Bio:

Tim has an engineering degree (electrical) from AucklandUniversity (1989). He has worked with computers and computer

aided design (CAD) at various electrical companies and oil

installations in NZ before moving to Norway in 1992. Tim

has been teaching at his present college, Haugaland upper

secondary college since 1993 where he has been responsible

for the developing and teaching of the colleges eLearning

curriculum for the rst year students as well as teaching CADto the construction and mechanical students. He is now a head

of department responsible for the further implementation of

ICT in the college and the training of the teaching staff in the

pedagogical use of ICT. Recently he has been involved with

Rogaland county instructing teachers from other colleges in the

district in the use of screen capture and how this can improve

the students learning.

His role as lead ICT Integrator has been to train teachers and

learners, design courses, research the latest trends, promote

eLearning, blended learning and 21st century skills, amongst

other things.



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Topic:


Pieter BruwerCEO, Future Managers

http://www.futuremanagers.com/

Bio:

Pieter is the CEO of Future Managers (Pty) Ltd,

one of the leading developers and publishers of learningmaterial for FET Colleges throughout South Africa.

Pieter previously lectured and examined extensively on

Entrepreneurship and Business Management at FET Colleges

and has co-authored a number of successful books on

Entrepreneurship. His academic qualifications include a BA

in Education, BA Honours and an MBA from the University ofStellenbosch Business School.

For the last two years he has been the driving force of all the

processes that have enabled Future Managers to integrate new

technology with best education practice. This has resulted in

the development of an ever-growing range of enriched eBooks

for FET colleges. The first ever educational App in South Africa

for tablets and cell phones was launched by Future Managers

in September 2012, followed quickly by an educational App for

laptops and PCs. He is currently exploring latest technology to

bring learning to life and cognitive thinking to the lecturer room.



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D1P2

Councillor Xanthea Limberg

Mayoral Committee Member for Corporate Services

Topic:

Ocial Opening and Welcome

Bio:

By the age of 17, Xanthea had lived in four cities, two

countries and had attended seven schools. After matriculating

from Abotts College in Durbanville, Xanthea went on to study

at the University of Cape Town where she majored in Politics and Public Policy.

At 17 she joined the Independent Democrats as a volunteer in their Woodstock

oces and later entered the Independent Democrat’s internship programme.

Xanthea was then promoted to Assistant Researcher at National Parliament.

2009 saw Xanthea’s election to Youth President of the Young Independent

Democrats, and by the age of 22 she was ranked tenth on the Independent

Democrats list for National Parliament, making her the youngest nominee at

the time. Xanthea was then appointed as Researcher and Speechwriter for the

Western Cape Provincial Legislature.

In 2011, at the age of 24, Xanthea was elected as a PR Councillor for the

Democratic Alliance and allocated to Ward 9, serving the Bellville South

community. This was followed by tenures on the Economic Development,

Environment, Spatial Planning Energy and Climate Change Portfolio Committees

respectively.

Xanthea was most recently appointed as the Mayoral Committee Member forCorporate Services Directorate, which supports all the internal workings of the

City’s administration.



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D1P3

Liz Waller

Deputy Director for Information and Head of Information

Services at the University of York, United Kingdom

http://www.york.ac.uk/

Topic:

Keynote speaker: Creating Flexible Learning Spaces for the

future student.

Bio:Liz Waller is Deputy Director for Information and Head of Information Services at

the University of York. She took up this post in 2009.

An English graduate from Leeds University with an MA from Leeds Polytechnic,

she has over 23 years experience of library work in the Higher Education sector.

Liz’s expertise encompasses information literacy and graduate skills, supported

by a teaching fellowship at Leeds Metropolitan University. Liz has published

widely on skills development and space planning. She transferred to York from

the post of Head of Public Service Strategy at the University of Leeds, whereshe was responsible for Customer Services, Marketing and Estates Planning,

refurbishing the Health Sciences Library there in 2007 and 2008.

At York, Liz leads the Information Services Team and in 2012 completed the

extensive refurbishment and extension to the University Library. Her current areas

of interest include Research Data Management. A member of the SCONUL User

Experience and Success Strategy Group, Liz led the 2013 SCONUL Building Awards.

Abstract:

Technology permeates our lives, no less so those of the students we support.

The question is how we as information professionals should respond to this?

Liz’s presentation will examine the context in which libraries operate in the

early part of the 21st century and how this impacts library space design. She

will highlight the move to technology-enabled learning spaces in the United

Kingdom Higher Education sector, drawing on statistical trends in learning space

development and exemplars of recent best practice amongst SCONUL libraries

in the UK. Her session will incorporate rich visuals and a virtual tour around the

nest UK Higher Education library developments over the past few years.



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D1P4

Pieter Bruwer

CEO, Future Managers

http://www.futuremanagers.com/

Topic:Going mobile: A Visual Experience of How Lecturers can Utilize

eLearning Assets to Complement Traditional Teaching Methods

Bio:Pieter is the CEO of Future Managers (Pty) Ltd, one of the leading developers and

publishers of learning material for FET Colleges throughout South Africa.

Pieter previously lectured and examined extensively on Entrepreneurship

and Business Management at FET Colleges and has co-authored a number of

successful books on Entrepreneurship. His academic qualifications include a

BA in Education, BA Honours and an MBA from the University of Stellenbosch

Business School.

For the last two years he has been the driving force of all the processes that

have enabled Future Managers to integrate new technology with best education

practice. This has resulted in the development of an ever-growing range ofenriched eBooks for FET colleges. The first ever educational App in South Africa

for tablets and cell phones was launched by Future Managers in September

2012, followed quickly by an educational App for laptops and PCs. He is currently

exploring latest technology to bring learning to life and cognitive thinking to the

lecturer room.

Abstract:Pieter Bruwer, CEO of Future Managers, will be presenting a host of e-book

enrichment assets to enhance learning in the classroom.

With his guided expertise he will demonstrate examples of the awesome power

of technology to elevate learning and inspire interest, not only amongst students,

but also lecturers who may have fallen into a teaching rut. It will also be useful for

anyone who may be intimidated or feel overwhelmed by new technologies. The

ease of use of these new tools and the power they have to engage students and

complement traditional teaching methods to reinforce learning will be apparent.

Using a mobile device, he will demonstrate how easy it is to incorporate tools

that transcend all barriers to learning. Tools that engage the senses, reinforce

learning, teach by example, entertain, inspire cognitive thinking and make theclassroom a fun, practical and exciting place to be.



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D1P5

Dr. Rick van Sant

Topic:

Designing Education for the Global Decade of Challenge

Bio:

Dr Rick Van Sant is a Senior Educational Strategist with 30

years experience in Education. He is considered a global

expert in the evolution of technologically enhanced teaching

and learning. He has served as the Blackboard Corporation’s senior thought

leader working with governments, universities, and corporations around theglobe to develop and implement 21st century teaching and learning strategies.

He is a tenured full professor of education, and has served as an Associate

Provost, Dean of Education, Director of eLearning and Faculty Development at

Universities on three continents.

He led the national education reconstruction effort for El Salvador at the end of

their 14 year civil war, and has previously consulted with the governments of the

United Arab Emirates, Saudi Arabia, Vietnam, Mexico and the United States on

issues of online learning and eLearning.

Abstract:

The 21st Century has brought us foundational shifts in education. We are

all familiar with the hottest trends like Mobile Learning, MOOC’s, Inverted

Classrooms, and even Simulations and Gamication. No doubt these are trends

worth paying attention to, but do they lie at the core of educational change in the

decade to come?

Join Dr Rick Van Sant as he delves deeper into the ve seismic shifts in education

that are redesigning the landscape of education across the world into the next

decade.

Take a journey into the future of education, which will be based on many of the

same principles of sustainability and community that are being designed and

deployed by architects, engineers, and social planners into our living, working

and entertainment spaces.



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D1P6

Panel discussion:

Topic:

Technology-enhanced learning environments in the 21st Century

Panel members:

Cassie Kruger (Principal, False Bay College)

Karin Hendricks (Deputy Principal, False Bay College)

Liz Waller (Deputy Director for Information and Head of

Information Services at the University of York, United Kingdom)

Trudi van Wyk (Director: Career Development & Open Learning:

Department of Higher Education and Training)

Alister Payne (Founder and Director: Cloud Education Solutions)

Dilawer Chogle (Academic Support Manager – College of Cape

Town)



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D1E2

Chantelle Bosch

North West University, South Africa

http://www.nwu.ac.za/

Topic:The Potential of a Learning Management System to Enhance self-

Directed learning

Bio:Chantelle Bosch is an Advisor at the North West University (NWU)

which specialises in Information Technology in Education. She has been aliated

with the NWU since 2008 where she started her career as a lecturer in the facultyof Educational Sciences. Chantelle completed her BEd in Natural Sciences at the

University of Pretoria in 2006. In 2008 she started her postgraduate journey at NWU

where she obtained her Honours degree in Computer Science Education in 2009.

In 2013 she concluded her Master’s Degree in Computer Science Education under

the supervision of Prof Elsa Mentz and Dr Roelien Goed entitled: ‘The potential of a

learning management system to enhance self-directed learning’ .

She is currently registered for her PhD in Computer Science Education, again under

the supervision of Prof Elsa Mentz and Dr Gerda Reitsma. The proposed title for this

study is: ‘The inuence of cooperative learning in a blended learning environment onintrinsic motivation’ . She hopes to complete this by 2015.

Abstract:The use of Learning Management Systems (LMSs) in higher education institutions is

not new. However, there are a few problems concerning these systems. Educators

tend to apply traditional classroom ideas and pedagogy in computer-supported

eLearning environments, assuming that because these environments allow the

interaction that we see in the classroom, traditional pedagogy can be used. Although

most of the pedagogical principles that apply to the traditional classroom-delivery

method also apply to eLearning, the e-environment supports such interactions in adifferent manner.

Traditional pedagogical principles should be adapted to accommodate the eLearning

environment and should form the very basis for inclusion of features in LMSs. These

principles should be integrated into the LMS, where every feature incorporated, is

accompanied by explicit guidelines on how to use the feature in such a way as to

produce pedagogically sound instruction and enhance student performance.

One way in which student performance can be improved, is by teaching them

to manage their own learning processes. In an educational context, this ‘self-

management’ is known as self-directed learning (SDL). Thus, the aim of this paper isto determine how an LMS can be used to enhance self-directed learning.



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D1T1

Karen Greyling

Pearson’s Lecturer Education and Leadership Academy, SA

http://www.pearson.co.za/

Topic:ICT in Education

Bio:Karen Greyling is part of a team at Pearson focusing on

teacher training and development, school turnaround projects, assessment and

testing services.

Karen studied Human Resources Management through Unisa and worked

for a number of years as a consultant to various organisations, focusing on

training and development. These relationships led to further writing projects

and a change in direction following the publication of various titles, including

Foundation Phase readers as well as school and college textbooks.

As Marketing and CSI Manager of the Learning Channel, Karen had the

opportunity to engage with teachers, learners and their educational materials.

She has also worked in co-operation with schools and teachers requiring support

and development. In her role at Pearson she has the opportunity to workcollaboratively on teacher and lecturer development through various training

and support initiatives. This is where she feels her most valuable and fullling

contribution to South African Education lies.

Abstract:Using tablets in TVET colleges can create a positive learning experience. Get a

taste of Pearson’s ICT in Education course and discover how tablets can improve

independent learning, communication and collaboration.

Pearson’s Lecturer Education and Leadership Academy offers tablet training

to assist lecturers in maximising the potential of the devices to create dynamic

teaching and learning experiences.

The training includes: how to integrate tablets to support creativity and learning,

where and how to access relevant resources and Apps and integrate them into

classroom activities, how to use tablets to enhance communication and create

media-rich content and how to plan pedagogically sound interactive learning

activities.

To help lecturers excel, Pearson offers a range of lecturer training courses

developed for TVET colleges. Our training courses provide practical content andlecturer resources with a focus on active engagement.



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D1V1

Arno Hart

TENET

http://www.tenet.ac.za/

Topic:Ending Bandwidth Poverty at TVET Colleges

Bio:Arno Hart spearheads TENET’s program, offering connectivity to TVET colleges around

South Africa. He started his telecommunications career at TENET, managing the Cape

Town TV White Spaces trial in partnership with Google. He is an economist who started

his career in economic development in the United States, followed by managinginfrastructure projects for a large American multinational engineering rm.

About TENETTENET is recognised as the National Research and Education Network (“NREN”) of South

Africa. It was created in August 2000 by the public universities of South Africa as the

organisational home of and vehicle for collaborative internetworking by universities,

science councils and associated support institutions.

The core of the NREN network that TENET operates is the South African National Research

Network (“SANReN”) that has been deployed over the past six years by the Meraka

Institute of the CSIR under contract to the Department of Science and Technology (DST).

Abstract:The Tertiary Education and Research Network of South Africa (TENET) are currently

working with the TVET college community to form a non-prot company, similar to

TENET. The aim of this is to address bandwidth poverty at TVET colleges and campuses.

TENET was created in August 2000 by the public universities of South Africa to secure

Internet and Information Technology services for their benet and their associated

research and support institutions.

The proposed new ‘TENET’ for TVET colleges will be responsible for acquiring high

capacity access networks linking TVET colleges to the South African National Research

and Education Network (SANREN), managing connectivity and data services over thosenetworks, and securing national and international bandwidth on behalf of the member

TVET colleges.

South Africa’s TVET colleges are increasingly frustrated by a lack of ability to interconnect

their member campuses, and to connect their combined campus networks to a high

capacity and affordable Internet.

Most TVET colleges typically rely on a combination of ADSL and Diginet leased lines, as

well as satellite services, to provide connectivity to multiple campuses serving thousands

of students. Lately though, TVET colleges have begun exploring other opportunities, and

are reaching out to organisations like TENET and SANReN for a broader solution to theirInternet problems.



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programmes and two Further Education and Training programmes with relevant

regulatory bodies, as well as serving on the OLG Academic Board.

Abstract:

The greatest obstacle in the success of any distance learning delivery modelrelates to the ‘distance’, both perceived and geographic, between the institution

of learning and the learner.

While much has been done from an ICT perspective to put the distance student

in closer contact with the sources of learning, there is still room to explore the

benets of utilising ICT to provide expanded student support, both academic and

non-academic.

This presentation aims rstly to dene what is meant by academic and non-academic student support followed by a discussion on the integrated delivery

of a holistic support model for distance learning students. The model utilises

all readily available ICT components and focuses specically on reactive and

proactive communication strategies, incorporating SMSs, MMSs, and social media

postings to the utilisation of online platforms and telephonic interventions. The

aim here is to provide support utilising the right ICT components at the right time

so that distance learning students are not only drawn into an institution’s sphere

of learning, but also its support and social spheres.



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D1E4

Marié Heyns

Helderberg College

http://www.hbc.ac.za/

Topic:

The Continental Lecturer

Bio:

Marié Heyns graduated from the North West University in

Potchefstroom in 2003 obtaining a BComm degree in Informatics and Economics.

In 2005 she earned her Post Graduate Certicate in Higher Education at the

same university. 2009 saw Marié complete her studies in student assessment at

Rhodes University and in 2010 she graduated from the University of Stellenbosch

with an Honours Degree in BA Socio Informatics. For the past 10 years she has

been teaching at Helderberg College’s Business Faculty (IT Department), and is

passionate about her work. Marie is also studying Mandarin with a view to one

day visiting China.

Abstract:

The challenges that small private colleges experience are numerous, often resultingin their closure. Could a possible solution for struggling colleges be ‘Continental

Lecturers’? In this paper, the technology needed, approaches to synchronous vs

asynchronous delivery, associated timetable challenges, and competencies needed

by lecturers and students to become part of this model are discussed, in addition

to how private institutions can also benet from this approach.

Each year enrolment declines as a result of high tuition fees. Because of

dwindling student numbers, colleges often cut programmes, announce layoffs

and dive deeper into debt. Parents of prospective students are uncertain if theinstitution will still be in business by the time their children have to graduate,

which makes it increasingly dicult to attract new students.

Businesses have been able to cut down on general expenses, simply by applying

modern day technology like Skype and VoIP. What would happen if we transfer

this model to academia? This study shows how struggling private colleges could

be saved by implementing available technology. ‘Continental Lecturers’ can boost

enrolment and in so doing, create a steady income and secure the future of the

institution. Various private colleges and universities in Africa (due to time zoneconstraints) are included in this study.



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D1T2

Romeo Mabasa

Pearson, South Africa


Topic:

MyLab South Africa

Bio:

Romeo Mabasa is currently the Sales Director at Pearson South Africa looking

after the TVET Market. He has held numerous Management positions from IBMand SAP among others. His passion lies in the Education sector from advisory to

systems implementation.

Abstract:

MyLab South Africa is an engaging, online revision tutorial designed to improve

student results through personalised and enhanced learning. It was specically

created for Technical and Vocational Education and Training (TVET) colleges in

South Africa. Its features include:

• Engaging videos and animation that bring subject matter to life in real-worldscenarios;

• Content developed specically for the South African TVET curriculum;

• An eBook that allows for note-taking and highlighting;

• A unique whiteboard feature for classroom sharing.



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D1V2

Megan Verkuil

Capsule Technologies

http://www.capsule-sa.co.za/

Topic:

Connecting the Unconnected – The African Android Desktop

Computer.

Bio:Megan Verkuil is the founder and CEO of Capsule Technologies and has initiated the

African Android Computer project. She has worked in the private and public sectorsabroad and has returned to South Africa after having obtained IT qualications and

a postgraduate Diploma in Management Studies from the London Metropolitan

University.

Megan’s vision is to understand and solve the challenges experienced in Africa by

transforming life on the continent using technology. She is a true Africanist, and is

saddened by the fact that people do not support African technologies. According to

Megan, many institutions still prefer the European or American alternatives and are

not properly educated about the African technologies available.

Megan now spends most of her time nding entrepreneurial solutions for societalchallenges. She currently manages projects in education, green technology and

bridging the digital divide.

Abstract:Connecting the Unconnected – Many global stakeholders are putting universal

Internet access on par with other basic human rights, which is why governments are

rolling out these services to their citizens at scale.

Given the transformative power of technology in many spheres of life, like education,

nancial services and healthcare, connecting people’s homes could prove to be a

cornerstone for successful future service delivery by government. In order to provide

the last mile of connectivity into people’s living spaces, a much more affordable

device ecosystem needs to be created.

The solution rather than the focus on the device itself: lies in the creation of an

entire ecosystem. This would look at the design, development, manufacturing,

distribution, maintenance and skills development of an African Android Desktop

computer product range.

The real second life – Our solution offers interplay between hardware and software

components from an environmental and job creation point of view in order toprovide a more sustainable foundation for local economic development.



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D1E5

Dr. Verona Leendertz

North West University, South Africa

http://www.nwu.ac.za/

Topic:

Metamorphism of the Learning Space to Captivate Digital

Natives

Bio:

Verona Leendertz is currently a post-Doctoral student at the Faculty of EconomicSciences and IT at the Vaal Triangle Campus of the North West University. She

was Head of Department at Pacaltsdorp Primary School and taught Mathematics

and Technology for 17 years in George in the Western Cape.

After completing her MEd degree on The Pedagogical Use of ICTs for Teaching

and Learning within Grade Eight Mathematics in South African Schools, Verona

was awarded a PhD Sol Plaatje scholarship to study fulltime at the North

West University in Potchefstroom. In 2012 she was on a CIMO PhD exchange

programme at the Faculty of Computer Sciences of the University of EasternFinland. For her PhD research she developed, standardised and validated an

instrument which can be used in various contexts.

Additionally the PhD research developed guidelines for the professional

development of Mathematics teachers for the pedagogical use of information

and communication technology in open distance learning.

In 2013 she worked as an academic advisor of Academic Development and

Support at the Potchefstroom Campus of the North-West University. Her work

there involved curriculum design and assessment as well as supporting and

developing Mathematics lecturers in online and blended environments.

Her interests include professional development, survey development, and

conceptualisation of research, statistical analysis, research support, web design,

curriculum development and assessment.



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Abstract:

The inux and precipitous dissemination of digital technologies are forcing

Higher Education Institutes (HEIs) to embrace digital technologies and create

ubiquitous environments to captivate the digital natives. However, in spite of

this reality check, lecturers at HEIs are fundamentally digital immigrant teachersand novices in applying appropriate methodologies to create learning spaces to

engage digital natives.

The question is – How can HEIs equip lecturers to design a learning space which

reduces the digital native/immigrant divide and simultaneously achieve the

programme outcomes?

This presentation refers to how the application of an on-campus framework for

Technology Enhanced Learning (TEL) within the Learning Management System atthe North West University was used to design a training model for lecturers to

foster an interactive learning environment to captivate digital natives and achieve

programme outcomes.

The proposed training model encompasses: situation analysis, orientation,

design, support, application and evaluation through numerous face-to-face

sessions and workshops.



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D1E6

Marc Vliestra and Kirsty Chadwick

The Training Room Online

http://www.thetrainingroomonline.com/

Topic:

Nano-Learning

Bio Mark Vliestra:

Marc Vlietstra is an Instructional Designer at The Training Room Online (TTRO),

where he designs and develops online learning experiences.

Originally from the Netherlands, Marc has worked as a freelance educational

consultant in the roles of designer, coach and trainer in corporate and

educational environments. As a developer, Marc has created modules for

companies, training agencies and various universities, ranging from single

workshops and full courses, to whole curricula.

Marc has a Masters of Science Degree in Strategic Human Resource Management.

He has also worked as a trainer and lecturer at Fontys Applied University, as partof the Faculty of Human Resource Management & Psychology. At 25 Marc started

his own company as an educational consultant.

Marc is an avid gamer, which has inspired him immensely within his work. He

has even developed a supply chain management gamication project for an

international company in the Netherlands.

Bio Kirsty Chadwick:

With over 20 years experience in the eld of education, Kirsty has spoken

internationally on re-inventing education and training through the creative use of

technology and blended learning systems.

She plays a vital role in new business development, key account management

and the international expansion of The Training Room Online.

Abstract:

D1E6



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D1T3

Zania Van Niekerk

MacMillan, South Africa

http://www.macmillan.co.za/

Topic:

Understanding ebooks

Bio:

Zania van Niekerk entered the world of education in the eLearning environment

in 2009 as a project manager, implementing various types of technology intoclassrooms. She has since been involved with interactive technology and recently

joined Macmillan as their Digital Consultant.

Abstract:



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D1V3

Tatiana Sango



Topic:

Test and Improve

Bio:

Tatiana’s experience lies in publishing, learning technology, corporate training,

material development, project management, marketing, teaching and lecturing.

Her 12-years of experience in the publishing industry has ranged from

newspaper to textbook publishing and the design and delivery of educational

projects. Prior to joining Pearson, Tatiana lectured Mathematics, Information

Systems and Project Management, and more recently gained experience in

Professional Development and Assessment solutions design and management.

She has a Master of Science in Mathematics, Applied Mathematics and a Master

of Science in Operations Research.

Abstract:

An effective diagnostic assessment programme for Maths and English at NCV

Levels 2, 3 and 4.

Being able to identify the skills gaps of students will help to make learning more

personalised and effective. Test and Improve is a targeted diagnostic assessment

programme designed to help improve student results at TVET colleges.



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Presenters: DAY 2 – Thursday, 11 September 2014

D2P2Malcolm Seegers

Macmillan, South Africa

http://www.macmillan.co.za/

Topic:

Tips For Making M-Learning A Reality In Your Classroom

Bio:

Malcolm Seegers has a software development background.

He worked for nine years in the education eld in the Western Cape, where he

was engaged in various eLearning projects, both assessing the value of different

technologies in the classroom, and managing eLearning implementations.

Subsequently, Malcolm spent a number of years as an independent IT consultant

in the corporate eld. Subsequently, he returned to education and is now the

digital publisher at Macmillan South Africa.

Abstract:

Lecturers are regularly encouraged to push the boundaries and use mobile

technology in their classroom. This can be a big challenge for many. Where to

start? Who can help? This presentation will cover some tips for lecturers who

want to make M-Learning a success in their classroom.



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D2P3

Ann Michaelsen

Pedagogical development leader, Sandvika Upper Secondary

school, Norway

Topic:

Creating a Global Classroom

Bio:

Ann S. Michaelsen is a teacher and administrator at Sandvika

High School in Oslo Norway. Sandvika high school was

Norway’s 2009 Pathnder school in the global Microsoft

Partners in Learning Innovative Education Forums, and Ann presented at thesame event in South Africa 2010.

She has been recognized by Microsoft Partners in Learning as a ‘Global Hero

in Education’ in August 2012 and June 2013. She is an active writer of the blog

‘Teaching using web tools’ where she offers advice to fellow educators. She

was on the 2013 Horizon Norway Advisory Board and the 2014 Horizon

Report Europe Advisory Board. In 2013 she wrote the book ‘Connected Learners:

A Step-by-Step Guide to Creating a Global Classroom’ with 27 high school

students. Her work has been featured by BBC News and Italy’s newspaperThe Corriere della Sera.

Abstract:

The presentation covers all the basic topics needed to start collaborating across

networks and developing prociency with the tools of technology. It challenges

the myth of all students being digital natives. The talk will look at the 21st century

skills that students need to master.

Many examples will be from the book “Connected Learners: A Step-by-Step

Guide to Creating a Global Classroom”. As a classroom teacher, you cannot

create your own educational system. However, you can change what is going on

in your classroom. The workshop will show how one can help students become

connected leaners. The goal is for teachers and students to be able to model a

true learner centered environment! It is a way to make students’ voices count.

Student participation means letting the students make the important decisions,

like what to learn and how to learn it. When students are able to create their

own learning they take ownership of the content and have a better sense of what

needs to be done, and what mastery looks like.



28


D2P4 (Video Conference)

Marci Powell

Global director for education and training – Polycom

http://www.polycom.com/

Topic:

Innovative Global Trends and Best Practices for Designing Today’s

Video-Enabled Learning Spaces

Bio:

Marci Powell is Global Director for Education & Training at Polycom and Chair

Emerita and Past President of the United States Distance Learning Association(USDLA). Powell is an industry expert in the eld of educational technology and

telecommunications with extensive experience in applications related to lifelong

learning and innovation.

Powell began her career as a classroom teacher and has served as an administrator

at various educational institutions. With over 20 years of educational leadership Marci

shares global best practices and trends as a fellow educator and futurist through her

keynote addresses and serves as an advisor to public and private sectors worldwide.

Most recently, Marci was recognized by the European Distance and eLearningNetwork (EDEN) as an EDEN Fellow, an honour reserved for those the association

believes are distinguished leaders in distance and eLearning across Europe.

In 2012, Marci was inducted into the USDLA Hall of Fame and in 2011, the Texas

Distance Learning Association (TxDLA) Hall of Fame. Marci currently serves on

the USDLA Board of Directors, the International Council for Open and Distance

Education (ICDE) High Level Advisory Board, and The Learning Consortium Thought

Leaders group.

Abstract:With an accelerated demand for a broad and rounded knowledge base that

equips citizens with skills for a new economy and a worldwide push to increase

student performance, we must strategically plan how to address education and

training needs. By focusing on the design aspect within an educational context,

we can transform our learning environments and incorporate digital teaching

methodologies that meet the demands of the 21st century.

Let’s examine what these new spaces look like and how they are being designed both

physically and pedagogically to provide students with greater access and a highly

personalized learning experience that equips them for their future.



29


D2E1

Adrian Ziller

Executive Dean: The African eLearning Academy

http://www.kalleo.com/index.php/menu/african-elearning-academy

Topic:

The Class of 2025: Teaching in a World Where There is No Box

Bio:

Adrian is an exceptional speaker who specialises in the subject

of modern learning techniques and people development. He is a gifted Learning

Experience Designer and has a talent for inspiring creativity and out-of-the-box -thinkingin his audience. Having divided his time between his two passions, education and

the entertainment industry, Adrian has a distinct style that is highly engaging, always

entertaining, and pushes boundaries in conventional education thinking.

Adrian has an Honours degree in Classical Culture and a Bachelor of Humanities,

majoring in Anthropology. He has a distinctive understanding of the human species and

its development over time; an understanding he puts to great use in developing relevant,

inspirational and above all useful training interventions, customised to the specic

audience he facilitates.

Adrian has spent the last 16 years in the education space and has trained at every level of

the education system: from school level, technicon (FET), and at universities, but has found

his calling in adult education and eLearning. He has facilitated the personal development

of literally thousands of delegates over the years and still loves what he does.

He is the Executive Dean of The African e-Learning Academy, a division of Kalleo People

Group and drive innovation across the group.

Abstract:

Technology is changing the face of education at an unprecedented rate. Technologies

that were only invented a few years ago are now endemic to everyday life; in fact itwould be hard to imagine life without many of them. There was a time we conscated

cellphones from our learners for “playing’ on them. Now, in many classes around the

world, the cellphone is how the learners access content.

Schools and teachers are already faced with classrooms lled with ‘technology natives’.

These learners discovered how to use an iPad before they could read, walk or even talk.

Technology is an extension of their self-concept; it’s part of who they are.

The class of 2025 will be even further down this path. How can we prepare for that

which we cannot predict or even hope to explain? What can we do today to start theprocess of learning in a technology-focused world?



30


D2E2

Vusi Maseko

South West Gauteng College

http://www.swgc.co.za/

Topic:

My Class in my Pocket

Bio:

Vusi Maseko is a Senior Education Specialist at South West

Gauteng College (SWGC). He studied Electrical Engineering at Ahmadu Bello

University, Nigeria and specialised in Educational Management (BED Hons) withUnisa.

Vusi lectured Industrial Electronics for many years and is involved in the national

examinations for Electronic Control and Digital Electronics. He established the

Department of Information and Communication Technology at George Tabor

Campus, South West Gauteng College when NCV courses were introduced in 2007.

He was on an ICT Study Visit to South Korea in 2009 and in 2010 was seconded

to Holland to share best practices currently used for vocational education.

He is currently conducting research entitled: The Ubiquitous Class, Impact of

Implementation of Tablets at SWGC and, Teaching and Learning Beyond 2016 . Vusialso is also the College Social Media Manager and its eLearning Project Manager.

Abstract:

The new generation of learners today acquire knowledge differently from the way

it was received 80 years ago. These digital natives love information; information is

their currency, their life! They trade information every second of their lives and they

are always on the go with information. These digital natives prefer to be engaged

24/7/365. There is no end to their quest for knowledge.

Digital natives know no boundaries and learning is lifelong and seamlessly embedded

into their everyday social lives. They challenge the world to engage them, they seek

collaboration, are highly creative, love sharing and prefer accessible solutions.

Before the advent of mobile technologies, teachers could not meet the challenges

of continuously engaging 21st century learners. Improved connectivity and compact

design of smart devices has enabled learning to take place beyond the four walls of

a classroom. Mobile devices facilitate learning anywhere and at any time. There are

now no time constraints, no xed schedules to follow; classroom interaction is via

discussion boards, webinars, chatrooms, VoIP and podcasts.

With Mobile Learning, all that students need are smart devices with Internetconnectivity, to have their class in their pockets!



31


D2T1

Arne Håland

Lecturer, Haugaland Upper Secondary school, Norway

http://www.haugaland.vgs.no/

Topic:

Google+ – Practical Use in a Classroom

Bio:

Arne is currently working as an ICT teacher at Haugaland upper secondary

school. Before that he was employed by the major companies ABB and YIT,spending the last ten years as a project manager.

He has a technical degree in IT (low current), and in recent years has taken his

teaching diploma.

Abstract:

Local storage of data on students’ computers has been the usual practice for a

long time. At Haugaland Upper Secondary School we asked: What if we were to

take EVERYTHING out in the cloud? This was something we wanted to try!

In autumn 2013, we introduced and implemented all Google+ applications in

the classroom. This includes Google Hang Outs, forms, calendars, docs, sheets,

sharing, collaborative writing, circles and groups.

The presentation features the practical experiences, addressing both drawbacks

and advantages. Follow this exciting “journey” for both students and teachers

alike.



33


D2E3

Alan Goldberg

Digicape, South Africa

https://www.digicape.co.za/

Topic:

It’s not about the technology – it’s about the teaching!

Bio:

Alan grew up in Johannesburg, left South Africa in his late teens and

spent the rst 20 years of his working life as a lighting and stage set designer in Rock &

Roll and theatre, working with clients as diverse as Genesis, Slade, Duran Duran, Cameoand Joan Armatrading.

Having fully contemplated the horrors of what it might be like to be a 60 year old

itinerant, he left the road and embraced his other love, Macintosh computers, starting

out as a trainer for SAMS Apple Centres in the UK, the largest Apple dealership in the UK

at the time, graduating to country Technical Support Manager.

Following democratic elections in South Africa he returned and set up the country’s rst

ocial Apple Centre. As Director for Education Development at Digicape, South Africa’s

largest independent Apple Premium Reseller, he has spent 15 years working with the

country’s tertiary institutions, and with the rise in popularity of Apple equipment inSouth Africa, he has dedicated the past ve years to working with schools to assist them

in realising the potential that using Apple technology in the classroom affords.

Abstract:

Since the introduction of the iPad, many schools have been irting with the idea of

introducing tablets into the classroom for a variety of reasons; affordability, portability,

connectivity, convenient textbook replacement – the list goes on.

But the tablet is not a replacement for the traditional computer. This is not to say it is

limited – far from it – it is simply different. In many cases it is a superior device for use

in the classroom, but many educational establishments view it as a replacement for the

computer, and in so doing limit its power and functionality.

The presentation will address the point that it’s not about the apps and the tablet, but

it’s about how you use the device that that makes the iPad a transformative tool for

teaching and learning. I will be drawing on Reuben Puentadura’s SAMR model, and that

the crux of any modern technology implementation should be to use IT as a service to

pedagogy, and not as the driving force behind any tablet implementation, referring to

the role of the school leader in any successful iPad implementation, using the TPACK

model as a reference.

The presentation will be part presentation, part demonstration.



34


D2E4

Carol Dwyer

E-Developer – False Bay College, South Africa


Topic:

From Teacher to Instructional Designer

Bio:

Carol was employed by False Bay College in 2009 as a full-time

lecturer in the Life Orientation Department. Here she was instrumental in designing the

Level 2 Life Orientation syllabus, content and activities, onto the Blackboard LearningManagement System. She has received training on and engaged actively with her

students using the Interactive Smart Board and provided training to other staff members

as required. She has been a National Examiner and has also co-authored the NCV Level 2

and Level 3 textbooks for the new syllabi for Life Orientation. She is a passionate lecturer

who appreciates what technology can achieve in the classroom and has used this to

make the learning experience for her students exciting, relevant and active.

In 2013, Carol moved from lecturing into the Education and Training Department of

False Bay College as a full time eLearning developer under the leadership of Marian

Theron. Her focus is now on developing online courses, encouraging, introducing andtraining staff on the use of the Learning Management System and discovering new and

innovative ways to teach using technology.

Carol has recently received a scholarship from the Commonwealth of Learning to study

her Masters in Instructional Design through the Open University of Malaysia, which she

is currently busy with.

Abstract:

Is there any method to the madness when we teach? When I was a teacher we used to

laugh when people asked what our pedagogical style was in the classroom. Who has

time for that was the constant lament?

This year I have been introduced to the concept of instructional design and its

relationship to Learning Theories. From Behaviourism to Connectivism the theory is

about knowing what method to use that will best facilitate the learning process. Note the

word facilitate and not teach – instructional design goes beyond the ‘sage on the stage’

and really starts to implement the concept of ‘guide on the side’.

My experience of lesson design and using technology for this has allowed me to offer

students a more rounded learning experience and also include them more actively in

the learning process. I want to take you on this journey as I describe the relevant ‘new’learning theories, what works for me and how the world and our students have changed.



35


D2V2

Philip Wyse

Avicii, South Africa

http://www.quantumsolutions.co.za/

Topic:

College Connect

Bio:

Philip Wyse is managing director of Quantum Solutions, a South African company

he founded in 1995. A B.Com graduate of UNISA he has worked in diverse rolesfrom business analysis to software design and training.

His company has specialized in optical character recognition technologies for

many years and in 2008 was appointed sole distributor in sub-saharan Africa for

software used to manage student surveys and assessments in higher education.

In addition he has designed several add-on applications that enhance and extend

these products.

More recently, his focus has been directed towards cloud based solutions thatfocus on integration of key technologies for higher education.

Abstract:



36


D2E5

Beverley Wharton-Hood

Head of Learning Innovation: Post School – Pearson, SA


Topic:

Bringing Learning to Life: How Engaging Learning Resources

Support Practical Skills Development and Employability

Bio:

Beverley Wharton-Hood grew up in Johannesburg. She studied at Wits Universitywhere she graduated with a Bachelor of Arts degree and a Higher Diploma in

Education.

She taught at Queens High School and Parktown High School for Girls for a

number of years before venturing into the world of Educational Publishing. She

has worked for Butterworth Publishers, Heinemann Publishers and has been with

Pearson Education for 14 years. She is currently Head of Learning Innovation at

Pearson and is responsible for creating innovative solutions that will help to solve

the biggest challenges facing higher and further education in South Africa.

Beverley has a special interest in eLearning technologies and learning analytics

as tools to improve the quality of teaching, learning and operational eciency.

Other areas of interest include mobile learning, the development of new learning

models and Blue Ocean Strategy methodology.

Abstract:

The goal of attaining meaningful post-schooling must be supported by the

development and sharing of well-designed, quality learning resources that build

on the expertise and experience of top-quality scholars and educators. Many

institutions using face-to-face instruction now incorporate extensive use of

resources designed to support learning.

Providing students with access to current and varied digital resources can

develop a deeper, more engaged understanding of a topic. As a result, students

learn through critical thinking, problem solving, and inquiry – important skills for

college and work readiness.



38


D2E6

Marylynne Coopasami

Lecturer – Durban University of Technology, South Africa

http://www.dut.ac.za/

Topic:

Assessing Nursing Students’ Readiness For eLearning

Bio:

Currently a lecturer at the Durban University of Technology, Marylynne has been

a lecturing in the faculty of Health Sciences for the past eight years. She has aMasters Degree in Public Health. Her research focused on assessing eLearning

readiness amongst undergraduate nursing students. The research was important

to conduct because of the university shift from traditional classroom teaching to

an online environment.

Abstract:

This presentation journeys to the Indumiso campus of the Durban University

of Technology (DUT), nestled in a peri-urban area outside Pietermartizburg, the

capital of KwaZulu Natal. Here goats roam on the street, and billboards of soap,and signposts of funeral parlours meet wireless networks, enabling nursing

students to study in residence.

It is the aim of the DUT to produce graduates who possess attributes such as

being active, reective, critical and creative thinkers who work independently

and collaboratively; who are effective communicators, and who are culturally,

environmentally and socially aware within a local and global context. To this end

the university’s academic management identied eLearning as a key strategy

to facilitate the development of such citizens, and an eLearning strategy was

created.

Taking its cues from this vision, this project aimed to assess rst year nursing

students’ eLearning readiness. A quasi-experimental interrupted time series

study design was used and data was collected using a validated questionnaire

before and after the intervention. The intervention consisted of exposure to

an eLearning classroom. The Chapnick Readiness Score Guide was used to

analyse psychological, technological and equipment readiness. Results and

recommendations will be discussed during this presentation.



39


D2T3

Dr Charles Kim

Chairman, Afri-CAN DO Foundation

http://democracy-africa.org/africando.html

Topic:

U-Learning as Future E-learning Technology

Bio:

Dr. Kim is a well-known and respected expert on Africa among Koreans and

has spent most of his time contributing to the socio-economic development ofAfrica, especially in the eld of Human Resource Development, Africanization

of Commerce and Industry and Black empowerment. After completing foreign

studies in Korea, Mr. Kim continued his university education at the Institute

of African Studies at Columbia University in New York, USA, and gained his

Master of Arts degree in Comparative Politics and African Specialist Certicate.

Thereafter he moved to Oxford University, UK, and completed his Doctorate

Degree of Philosophy in the eld of Politics, specialising in Political Economy and

Development Studies.

He has had an extensive career in private business, consulting and university

teaching. Mr Kim is a pioneer and founder of the Afri-CAN DO Foundation,

through which he brings a new paradigm of human capital development in Africa

i.e., Spiritual reform of Afri-CAN DO.

If Koreans, whose country have no natural resources could achieve such an

economic growth with GNP capital increase of 200 times from the year of 1970

to the year of 2010 and successfully transferred itself from an aid-receiving to a

donor country, why can the same not happen in Africa with its natural resources

and environment.

The only difference he sees, is the investment in human capital development

without which, no country in African continent can achieve any economic

success. He believes that the only role model of development that South Africa

and Africa can take is the Korean model for socio-economic development and

change people’s mind-set through a CAN DO spirit.



40


Abstract:

NS Devil is a Korean based innovative venture company that develops new

technology for U-Learning system and partnered with Umfolozi FET College in

South Africa. Equal Education Opportunity provided to all students in the world is

the objective of the company’s foundation.

Equal Education Opportunity By U-Learning Technology (EEEBULT) is based on

the principle that although there are many students, educational contents and

institutions in the world but only small limited number of students enjoy high

quality of educational contents. EEO BUIT program is designed to share good

and high quality educational contents with Anyone, Anywhere, Anytime by

applying U-Learning Technology. U-learning Based Technology (UBT) is the next

generation and advanced technology to eLearning that is composed of smart and

mobile used learning method. U-learning Based Technology Test is an innovativetesting technology that does not require any papers for testing and it only

requires Ubiquitous Smart devices such as iPhone, iPad, Android and installed

equipments required are relay server, wireless AP and tablet.



41


D2V3

Wesley Lynch

RealmDigital, South Africa

http://www.realmdigital.co.za/

Topic:

Snapplify

Bio:

Wesley Lynch is a serial technology entrepreneur and Angel Investor. He is the

CEO and Founder of Realmdigital, a leading top South African e-business strategyand technology partner, specialising in Web, Social and Mobile platforms. Wesley

and his team have proven success in working with, amongst other, the likes of

Exclus1ves, AVUSA, Media 24, Property24.com and MiX Telematics. The company

is a winner of the recent International Global Enterprise & IT Architecture

Excellence Awards in the category Open Source Technologies. Realmdigital has

also been awarded and listed in the Top 100 technology companies in 2009 and

2011 from the Da Vinci institute.

Wesley is also the founder of digital publishing solutions startup, Snapplify.The company has won multiple global awards and startup challenges for its

innovation in technology and works with leading publishers such as Penguin,

Random House, Macmillan, Pearson, Oxford and Cambridge. In keeping with

his collaborative and entrepreneurial spirit, Wesley co-founded AngelHub, the

aim of which is to provide mentorship and advisory services to the above two

mentioned groups of businesses. Wesley sits on the board of leading South

African retails brands as a digital advisory.

Wesley is passionate about technology, new evolving technology for businesses

and proving innovative solutions for the African market. He is using this passion

to create change and continuously evolve the industry as we know it.

In 2011 Wesley was named as one of the “38 emerging South African tech

entrepreneurs to watch” in the Old Mutual Entrepreneurs guide as well as Top 10

IT Personality from the Computer Society of South Africa. In 2013 he was named

a nalist in IT Web’s Top 10 IT Personality of the year awards. He has presented

at worldwide events including London Book Fair, Frankfurt Book Fair and Book

Expo America.



42


Abstract:

Snapplify seeks to determine how ebooks and technology, as well as teacher and

student training to implement them, can effectively help to escalate learning

in South Africa. Our research into the best practices and considerations when

implementing an ebook system in local schools will highlight how ebooksare currently being used in classrooms and whether it has been successfully

achieved.

Our aim is to distinguish the unique challenges of the South African classroom

environment, such as shared environments where there are multiple learners

per tablet device, where print and digital textbooks are used simultaneously,

and where infrastructure is unstable, and pinpoint the best technologies to

resolve them. We investigate the strategic training of teachers to holistically and

effectively incorporate ebooks in the classroom.

To observe this topic holistically, we also investigate the role of textbook

publishers who will need to offer content appropriate for the environments

that mirror the various hybridities of the modern classroom. For example,

considerations regarding producing content that does not weigh heavily on

bandwidth, content that can stand alone in low Internet areas, and more robust

licensing models that enable schools to purchase textbooks for their student

body at reduced rates.



43


D2E7

Dilawer Chogle

Academic Support Manager – College of Cape Town, SA

http://www.cct.edu.za/

Topic:

Blending In: A Fit to Purpose-Blended Learning Approach

Bio:

Dilawer is currently appointed as the Integrated Learning Manager

for the College of Cape Town. Her duties include overseeing all eLearning initiatives at

the college and she serves as the custodian of the Open Learning Centres across theeight campuses.

Dilawer started at the college a number of years ago after a stint in Teacher Training.

She has vast experience in education and specialises in pedagogy. Her interest is in

the effective use of eLearning and technology aids in the classroom. She has been

active in the development of various staff support initiatives such as academic blogs,

electronic resource banks, echoe lesson capture, the use of LMS, Plato implementation

strategies and the development of Media Rooms (Interactive Whiteboard support).

Most of her recent efforts involve the development of content using 3rd party authoring

environments and suppliers.

Abstract:

Generally in the FET sector, eLearning has become something of a trial and error

process, based on factors such as the availability and affordability of current

technologies rather than on a consideration of what is best suited to the needs of

students and staff. A one-size-ts-all approach prevails, often with the objective of a

Learner Management System (LMS) infrastructure.

This paper presents an approach that allows for the adoption of a clearly dened

eLearning pathway, with the dedicated goals of improving condence in using

technology, stimulating a creative and adventurous approach to learning and teaching

and ultimately improving student performance. The approach considers particularly

such factors as existing levels of prociency in digital literacies, the inuence of socio-

economic factors as well as our learning and teaching environments in determining our

choice of blended methodologies.

The paper will provide a rationale for the use of a hierarchy of (learning) needs based

on Maslow’s model and will deconstruct the choice of a number of clarifying and

interconnected digital learning tools. The emphasis thus shifts from driving adoption to

responding to an organically created need to use technology, both with staff and students.



44


D2E8

Rudo Mazenge



Topic:

Rules of Engagement: A Classroom Practitioner’s Perspective

Bio:

Rudo has four years experience in the FET sector. After graduating

from Chinhoyi University of Technology in Zimbabwe; she has

worked for three different high schools in Zimbabwe as an accounting teacher. She

worked in the private sector as a junior accountant for Rio Tinto gold mine (Zimbabwe).She is currently employed by False Bay College, Mitchells Plain campus. She is

passionate about interacting with learners for the purpose of knowledge sharing and

improving learner satisfaction. She uses one of the latest social media platforms to

contact students outside normal teaching time. By doing so, she has seen an improved

learner satisfaction and performance in the subjects that she is teaching.

Abstract:

For Rudo the traditional role of teacher is no longer applicable in today’s world.

The educator can no longer be the dispenser of knowledge, standing aloof and

unapproachable. Today’s educator needs to forge relationships with all stakeholders

particularly the students. The educator needs to use a language, and ways of

communicating, that the students understand.

Rudo has taken an ordinary way of communicating, via whatsapp, and used it to encourage

discourse with students on academic issues. She creates chat groups with her students and

encourages them to engage in fruitful discussions, discussions to help some get clarity on

matters they are struggling with. It also creates a platform for those that excel to display

their knowledge and ultimately gain condence in expressing what they know.

Students communicate at all hours. At times she has to mute the incoming messages

when the focus has to be her family. However, the platform remains open. Studentscontinue helping each other. When they are unable to nd solutions she drafts solutions

on paper and takes a picture which she then posts on whatsapp.

For Rudo (which means Love in English) it is not so much the communication on

academic issues that is of paramount importance; what she prizes are the links that

she forges with her students. She maintains that the relationship she creates with her

students create a conducive environment for learning and teaching.

Educators need to adapt and embrace the technologies that the students of today

use. Mrs Mazenge is breaking boundaries and this is having a positive impact on her

students. By showing the students that she is prepared to learn their ‘language’ she isshowing that she cares about them.



45


D2T4

Eva Csernyanszky

Learning Curve, Cape Town

http://learningcurve.co.za/

Topic:

Adobe Captivate 8.0 – Training

Bio:

Eva Csernyanszky is an Industry Speaker for Adobe Systems SA. She offers

corporate training in eLearning, design, e-publishing and mobile delivery, just toname a few.

Eva is the Founder and Director of Friends of Design Academy of Digital Arts, a

buzzing Digital Design centre located in the heart of Cape Town. Having been

based in Berlin, Germany for eight years prior to founding the Academy, Eva

brought her extensive experience gained from this and incorporated modern and

forward thinking training methods to the college. The Academy is proud to hold

an Apple and Adobe Training Centre Status as well as accreditation with the DHET

(Department of Higher Education).

Abstract:



46


D2V4

Richardo Platt

Director, Payfare South Africa

http://www.payfair.eu/

Topic:

Tomorrow’s College (Card, Mobile & Online Solutions)

Bio:

Ricardo Platt is a Director of Payfare, a solutions based company focused

primarily on the education and transit environment. He has a rich retail andbanking history. He spent the last ve years of his career as a senior manager

within the innovation division of The Standard Bank of South Africa, Beyond

Payments. He was intricately involved in creating and taking to market products

that were at some point, considered non-traditional banking products.

Abstract:

All over the world, card, mobile and online technologies have revolutionized

the student experience. Technology has unlocked the ability to link a range of

technical capabilities to a single student prole. Add to this a rich data set andthe ability to access it through multiple interfaces, and the result is simple,

elegant solutions that enhance the campus experience across multiple aspects of

student life.

Come discover the latest platform design trends in integrated student payment

systems, campus communication platforms, resource allocation and the tracking

of student time and attendance. Arrive with a fresh mind, ready to be inspired!



47


D2E9

Joseph Okharedia

Umfolozi College, South Africa

http://www.umfolozicollege.co.za/

Topic:

Introducing u-Learning with eLearning into the Teaching and

Learning Environment of FET Colleges

Bio:

Joseph holds a Bsc. (Hons) degree in Geology, PGD (Computer Science), MastersDegree in Computer Science and PGC in Education

Abstract:

In recent years, the educational system has undergone changes and experienced

challenges due to the introduction of Information Communication Technology

(ICT) in teaching and learning. Traditional methods of learning are gradually

giving way to eLearning. The concept of eLearning has been with us in South

Africa for some time now, but it has not yet been successfully implemented

largely due to the problem of low bandwidth in terms of Internet connectivity.

Many nations, particularly South Korea are currently leading in the adoption of

u-learning, which is considered a better approach to learning because it allows

for the integration of eLearning with mobile learning (u-learning=eLearning +

mobile learning).

In terms of infrastructural development, it is cheaper to engage in u-learning

than eLearning. We cannot afford at this stage of development to continue to lay

cables to implement eLearning, followed by delays, when a new approach to the

use of wireless technology is already with us.

U-learning stands for Ubiquitous learning and is a new paradigm, which ideally

allows learning to take place anywhere and at any time through the use of

wireless devices like smartphones, tablets and iPads etc. Mark Weiser (1993), rst

proposed ubiquitous computing technology, which refers to the use of devices

such as personal digital devices (PDAs), cell phones and portable computers in a

physical world of learning.



48


D2E10

Russell Chisango



Topic:

ICT Enabled Knowledge Sharing: a Case Study of Knowledge

Sharing Practices amongst Lecturers at False Bay College

Muizenberg Campus

Bio:Russell has worked in academic libraries for close to ten years and is currently

employed as the Open Learning Centre Coordinator at False Bay College in Cape

Town. Russell has a Masters degree in Information Studies obtained from the

University of the Western Cape. He is passionate about information literacy and

its impact on education. His other research interest includes knowledge and

information management and digital literacy.

Abstract:

This presentation explores knowledge sharing practices amongst the academicstaff at Falsebay College –located under The Department of Higher Education

and Training (DHET). It was established in September 2002, through the

amalgamation of Khayelitsha Community College, South Peninsula College

and Westlake Technical College (Falsebay College 2013). The DHET aims at

transforming FET colleges to become institutions of choice, able to compete

against the mainstream universities for students. Achieving academic excellence

and innovation in research are critical components for FET colleges to make a

mark. The presentation will attempt to cover the following questions:

• What knowledge and information resources are academics sharing?

• What is the purpose of sharing these resources?

• What ICT facilities are provided by the college that enhances knowledge and

information sharing?

• What are the problems that academics encounter in knowledge sharing?



49


D2V5

Beverley Wharton-Hood



Topic:

Digital Learning Resources at your ngertips. Learn more

about the TVET Toolbox from Pearson.

Bio:

Beverley Wharton-Hood grew up in Johannesburg. She studied at Wits Universitywhere she graduated with a Bachelor of Arts degree and a Higher Diploma in

Education.

She taught at Queens High School and Parktown High School for Girls for a

number of years before venturing into the world of Educational Publishing. She

has worked for Butterworth Publishers, Heinemann Publishers and has been with

Pearson Education for 14 years. She is currently Head of Learning Innovation at

Pearson and is responsible for creating innovative solutions that will help to solve

the biggest challenges facing higher and further education in South Africa.

Beverley has a special interest in eLearning technologies and learning analytics

as tools to improve the quality of teaching, learning and operational eciency.

Other areas of interest include mobile learning, the development of new learning

models and Blue Ocean Strategy methodology.

Abstract:

The goal of attaining meaningful post-schooling must be supported by the

development and sharing of well-designed, quality learning resources that build

on the expertise and experience of top-quality scholars and educators. Many

institutions using face-to-face instruction now incorporate extensive use of

resources designed to support learning. White Paper for Post School Education

and Training 2014.

Access to engaging, relevant, quality learning resources is critical in order to

support quality teaching and learning in TVET colleges.



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Pearson is creating a Digital Content Repository of high quality, cost effective,

curriculum-based digital learning resources for the NCV and Report 191

programmes featuring videos, interactive drawings, scenarios, animations and

games etc. It also includes assessments relating to each topic and lecturer

teaching tools and resources to assist the lecturer in teaching that topiceffectively.

These Learning Resources aim to:

• Allow for exible delivery of learning–you can create blended learning and

even online courses

• Improve access to learning- as learning resources can be used in class,

delivered through the LMS or accessed online via the web or mobile devices

• Improve your eciency – as they are packaged with relevant assessments to

support effective learning• Save you time – as all the resources are curriculum-based and in one place so

they’re easy to nd

• Support your professional development– by enabling you to use these

resources condently in class

• Improve student understanding –and practical application of the content to

improve results and ensure each student is better skilled for the workplace



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Presenters: DAY 3 – Friday, 12 September 2014

D3P2Troy Hector

Telkom

http://www.telkom.co.za/

Topic:

Connecting Every Learner and Lecturer to High Quality

Educational Material and Content by Employing Leading

Edge ICT

Bio:

Abstract:

Telkom Business is launching an end-to-end educational solution to uplift the

country’s educational standards and ultimately grow the economy.

Telkom Business’ dream is to connect every learner and lecturer to high quality

educational material and content by employing leading edge Information and

Communication Technologies

The primary outcomes of our educational initiatives are to:

• Connect every learner anywhere, anyhow and anytime;

• Empower every lecturer to master his/her teaching discipline; and

• Prepare the student community for the Information Age.

As a socially-responsible and proudly South African service provider, we believe

our educational initiative will go a long way to improving our country’s education,

while positioning us as a trusted ICT leader and advisor.



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D3P3

Professor Tom Brown

University of South Africa

http://www.unisa.ac.za

Topic:

Mobile learning – Moving Past the Myths and Embracing the

Opportunities

Bio:Tom Brown obtained his Ph.D. in the eld of distance learning in 1993 at the

University of Pretoria with the topic: The operationalisation of meta-learning in

distance education.

Tom has been involved in education for more than 23 years, 15 years in distance

learning and 13 years in mobile learning. Since 1995 he has also been involved

in consultancy work for various institutions in the eld of distance education,

mobile learning and exible learning. His interests and expertise are in the

following elds: learning, learning facilitation, education innovation, distance

learning (ODL), instructional design, educational technology, technology-

enhanced learning, exible learning, eLearning and mobile learning.

He is currently an associate professor at the Institute for Open & Distance

Learning, College of Graduate Studies, Unisa.

He previously held the position of CEO of the CTI Education Group (CTI). Prior to

that, Tom was Principal & Managing Director of the Midrand Graduate Institute(MGI), a private university in Midrand, Johannesburg. CTI has 14000 students

and 1400 staff across 13 campuses in South Africa.

Tom is one of the founding directors of the International Association for Mobile

Learning (IAmLearn). He is a visiting expert and guest lecturer in international

postgraduate courses in distance education, invited chair of research workshops

and keynote speaker at international conferences. He has also been involved in

editorial committees, review panels and programme committees for a number of

international conferences.



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Abstract:

Mobile learning (m-Learning) in education and training holds much promise

and provides exciting opportunities. To be able to understand and embrace theopportunities within each particular context and circumstances (e.g. within TVET),

we rst need to understand what m-learning is all about.

This paper denes m-Learning by describing what it is not, and through a critical

reection on the myths and misperceptions associated with it. It then moves on

to explore the opportunities that m-learning provides to learners, educators and

educational institutions. However, we should be careful not to ignore the lessons

of the past. Some challenges and risks are discussed to assist those, who are

keen to embrace these opportunities, in avoiding unnecessary risks and pitfalls.The paper then concludes by sharing a few thoughts on the future of m-learning.

These perspectives on m-learning seek to provide an overview of what m-learning

entails, recognise the achievements of m-learning to date, stimulate an appetite

to embrace the opportunities for the future, while minimising the potential

negative effects of technological, social and pedagogical change.



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D2P4

Steve Vosloo

Head of Mobile Innovation Lab, Pearson, South Africa


Topic:

Education Design in a Mobile Era

Bio:

Steve Vosloo is a mobile learning specialist with a particular

focus on ICTs in developing countries. Currently he is Head of Mobile at Pearson

South Africa, where he is responsible for setting the company’s mobile learningstrategy and delivering key projects.

Until recently he was Senior Project Ocer in mobile learning at UNESCO in

Paris. Before that he was Fellow for 21st century learning at the Shuttleworth

Foundation in South Africa. He founded the m4lit (mobiles for literacy) project,

which demonstrated the enormous potential of mobile publishing to support teen

reading and writing in South Africa and Kenya. In 2007 Steve was a research fellow

at Stanford University, where he investigated youth and digital media. He holds a

Masters Degree in Information Systems from the University of Cape Town.

Abstract:

Africa is the fastest growing and second largest mobile phone market in the

world. The mobile revolution has swept the continent and fundamentally

changed the way people communicate, do business, pay for goods and services,

farm and – the hope is – learn. We are witnessing the emergence of a mobile

society, where technology, information and people are mobile. At the same time

– or perhaps as a result of this change – the very nature of education is being

questioned. What should be taught, how should it be delivered and assessed, and

where does learning happen?

The mobile learning eld, which is already being explored through large-scale

tablet implementations at higher education institutions and mobile-based

tutoring for the poorest of school learners, presents both opportunities and

challenges for those designing learning spaces and teaching methodologies. This

presentation aims to highlight key implications for education design in a mobile

era, as well as the related challenges that are present today and in the future.

Being aware of the mobile learning opportunity, together with some guidelines

on how to begin to leverage this, will hopefully give the audience some food forthought on how mobiles can play their part in enhancing student performance.



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D3P5

Pablo Langa

Director, Global Market Development, Blackboard Mobile

http://www.blackboard.com/

Topic:

Mobility in 2014 – Beyond Information Consumption

Bio:

Originally born in Spain, Pablo has more than eight years of leadership and

global technology industry experience. Pablo has also had the opportunity to liveboth in the United States and the Netherlands. Pablo is a frequent speaker at

technology education events worldwide and has had the opportunity to work in

relevant innovation projects on ve continents.

Computer Science and an M.Sc in Marketing complete his education background

together with industry accreditations such as the Project Management

Professional from the PMI.

Pablo currently acts as Business Director for Blackboard International (withheadquarters in Washington DC and London) looking after mobile and mass

notication solutions. More than 10 million users across the globe are using

Blackboard Mobile solutions today. In addition, Pablo advises and collaborates in

a number of mobility and startup projects worldwide. In the last few years, Pablo

has focused his attention on the mobility phenomenon and how this sector is

empowering new ways of information consumption and collaboration.

Abstract:

Wikipedia, Google and even Facebook are things of the past for modern learners.

Traditional information consumption is also old fashioned to them. Students

require something that they cannot nd in Google to remain engaged.

Join this session to discover new ways to meet student expectations inside and

outside the classroom, resulting in a meaningful, informal learning experience.



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D3P6

Marc Lentini

Director for Instructional Design – Highline College, USA

http://www.highline.edu/

Topic:

Designing Online and Blended Courses for Student Success

Bio:

Marc Lentini is Director of Instructional Design at Highline College, located near

Seattle, Washington, USA. There, he manages support for eLearning design, thecollege’s Learning Management System, and the video production operation.

In recent years he led a state-wide selection process for Learning Management

Systems, participated in developing the Strategic Technology Plan for the

Community and Technical College system, and led the Steering Committee of the

Northwest eLearning Community, a regional eLearning organisation.

While at Highline, Marc taught web development and Business Technology

classes, managed the college’s public website, and coordinated severalcurriculum redesign projects. He has also led LMS adoptions, a state-wide

institute for Information Technology (IT) faculty, and IT curriculum development

projects. These projects were at Highline and partner institutions in the US, Egypt,

China, South Africa, and Namibia.

Marc holds a Masters of Science Degree in Organisational Behaviour, and

a Bachelor of Science in Industrial and Labor Relations, both from Cornell

University.

Abstract:

Highline College, near Seattle, WA, USA, serves the most diverse student

population in our region, with 68% students of colour and over 100 languages

spoken on campus. Many of these students work as well as go to school, have

family obligations, few resources, and limited secondary education experiences.

Many are the rst in their family to go to college.

Highline is an open-access community college, meaning there are no entrance

exams and minimal requirements for admission. Accordingly, the design and




teaching of our online and hybrid (blended) classes must effectively engage the

broad range of students in our classes.

This presentation will discuss the context for Highline College’s efforts to design

courses for student engagement and student success then describe some of ourmore promising efforts.

These include different approaches – from interaction with students to the

structure of course materials. Each technique is currently in use by instructors

at Highline, and helps students learn both content and the skills to successfully

complete college/tertiary-level work.

North South Conference Bios

Documents

Transcript of North South Conference Bios