Technological innovations

Technological innovations have improved quality of education

junio 18, 2019junio 16, 2019Louis Fourie

By: Louis Fourie.

History has proven that education is one of the most powerful tools to drive positive social, economical and technological change, and, therefore, create a more prosperous future for a country.

In South Africa many approaches to enhance the educational experience and quality have been tried in the past, but none of them were dramatically successful in improving the results of students, giving them greater access to post-school studies or enhance their employability.

There is a constant drive for educational policy change at national level, yet the attempts generally seem to be perennially futile. We have tried the appointment of more teachers, pedagogical methodologies that did not work elsewhere, and instructional designs that are outdated in the Fourth Industrial Era.

Perhaps the answer (partly) lies in technology. In our endeavours to increase the access and quality of education in South Africa, the Internet of Educational Things (IoET) may provide the much needed support. Historically, technological innovations and enhancements have improved the quality of and access to education all over the world.

In particular the Internet has had a profound impact on teaching and learning. Due to the many free online resources such as Massive Open Online Courses from leading institutions such as Harvard and MIT it is possible to take a class at home.

High school learners can access the rich sources of the Khan Academy and digital encyclopedias. Almost any skill or theory can be learned via YouTube and TED.

It is possible to find an online tutor for a child in any subject for a reasonable amount and children can even (illicitly) outsource their mathematics homework and other assignments to an unknown person on the Web.

But the Fourth Industrial Revolution (4IR) has not left education untouched. The Internet of Things (IoT), one of the building blocks of the 4IR, is an important innovation to create smart learning environments in schools and universities.

The IoT can improve the education system and can also add value to the face-to-face teaching environment and to structured learning.

The IoT makes it possible for schools to implement an unparalleled number of systems and methods that could enhance the abilities of students. It also revolutionises classroom dynamics, from primary school to university education.

The IoT, with its inherent connection of numerous devices and people to the Internet, will significantly transform our learning processes, as is evident from recent research that confirmed the educational potential at lower grade levels of the IoET devices.

Dr Jim Ang and his team from Kent University in the UK investigated how IoET technology could be effectively designed and used to support education in primary schools in rural Northern Thailand.

They developed a bespoke IoET platform called “Observation Learning System” (Obsy) that made the learning process more “real, local and fun”.

The toy-like Obsy device was based on the inexpensive Raspberry Pi mini computer and had several ports to which the learners could connect environmental sensors to measure ambient light and temperature. The recorded data was then transferred wirelessly to the tablets of the children. The Obsy was specifically designed to look like a toy to rouse the curiosity of the children and to minimise any possible technology anxiety or distrust.

At the back-end the system consisted of an IoET platform, which processed the context of learning activities, how the experiments have been carried out, as well as the results, allowing for improvements.

The children had to undertake three science-based learning activities with the aim of improving their understanding of certain science processes while simultaneously learning to work in teams.

They had to study the growth of mould in different conditions; learn about the factors that influence the growth of mushrooms; and determine how much light can pass through different objects by taking photos or videos, monitoring temperature changes, and measuring the amount of light with the Obsy device.

All the information that was wirelessly transmitted to their tablets, visualised in the form of graphs to assist the learners in making comparisons of the results and also in understanding how different conditions can lead to different results.

The device not only encouraged observation, but also invited students to share their results with the rest of their classmates.

From the research in Thailand, the researchers were able to demonstrate that the children using the IoET device had a significant higher learning engagement and obtained better scores than a control class that undertook the same experiments without the use of the Obsy device.

The current growth in the IoT has the potential to cause a move towards a new class of ubiquitous learning applications that rely on inexpensive sensors, edge devices, IoT middleware, and web-based protocols like HTTP to enable innovative ubiquitous and personalised learning designs in language and social sciences learning, science and technology learning, and domain independent learning.

Through the confluence of physical objects with the digital world, IoT allows the development of new hybrid systems. One solution is the powerful combination between Virtual Reality (VR) and IoT that was researched by Mohamed Fahim and others in Morocco.

IoT makes physical objects part of the virtual and digital environment, while VR makes digital environments seem realistic. Due to the increase in learners and shortage of physical resources in Morocco, the researchers resorted to VR and the IoT to create a credible virtual learning space where the learners could perform practical activities like in the real world – in this case the measurement of ultrasonic velocity in the air.

Thirty students were randomly divided into an experimental and a control group. A post-test revealed that the experimental group using the learning system based on IoT and VR were significantly better than the control group who only had a theoretical course.

Fourteen learners in the experimental group averaged 93.3percent, while the control group averaged between 46.7 and 53.3percent in the test.

The study indeed indicated that IoT and VR could widen the possibility for innovations in the teaching and learning, especially by creating a virtual environment where the learner is an active participant that can “learn by doing”, through the interaction with the 3D virtual objects.

An educational environment based on VR and IoT can further solve the problem of the equipment/product insufficiency often experienced by institutions. Such an environment can provide learners with a rich, interactive learning experience where they can perform tasks safely; participate in learning situations that require repetition; and participate in learning situations that are too expensive to implement in the real world.

It is evident that IoET technology in the classroom can bring major educational benefits. It can significantly improve learning outcomes and participation and allows learners to grasp more complex concepts.

Given the high percentage of children and students with smart phones in South Africa, the smart phones with their various sensors could easily be integrated into the learning activities of schools.

Learners live in a world where digital devices constitute a vital part of their daily lives.

It is time that the educational system harnesses this proficiency of students in the use of modern tools in order to stimulate their appetite for learning and their understanding of complex concepts.

Educational institutions can benefit greatly by using IoT in their regular educational activities. Perhaps the biggest problem is not the readiness of the students, but the readiness of the teachers.

Source of the article: https://www.iol.co.za/business-report/opinion/opinion-technological-innovations-have-improved-quality-of-education-26220202

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EEUU: Humanizing Distance Education

septiembre 19, 2017septiembre 18, 2017Pluma Invitada

By Amanda Benigni

The fact that technological innovations are disrupting traditional business models and digital technologies will continue to transform the economic marketplace is hardly breaking news to members of West Virginia’s business community. Higher education is no exception.

Across the nation, online education, or distance education, is rapidly growing in popularity. According to the “Almanac of Higher Education,” which is published annually by the Chronicle of Higher Education, “Nearly 29 percent of students were enrolled in distance education courses, either in part or exclusively, in the fall of 2014.”

Today’s college students are turning to distance education in search of flexibility and convenience. Here in the Mountain State, West Virginia Junior College (WVJC) is not just accommodating that demand but also offering a different type of online learning experience. What is unique about the online learning experience at WVJC is that in an environment where technology creates barriers to interaction, WVJC infuses the human element back into the student experience. The faculty, staff and administration have adopted an approach that is based on a foundation of personal and meaningful relationships.

“The secret to a successful online program is not what you might think,” says Chad Callen, campus president of WVJC. “While technology is important, it’s nothing without the people behind it that make it work. A successful online program requires people who understand how to connect and build relationships with other people. Only from these relationships can trust be developed, and from that trust between the student and your people that work in tandem as a single unit, greatness can be accomplished.”

Online education by definition separates the instructor and the student by distance. However, WVJC is committed to putting human engagement back into distance education while still maintaining the in-demand benefits of online education. According to Brittany Nuzzo, academic dean at WVJC, the secret to effectiveness in online education is not just the content and effective delivery of that content through technology but rather the humanization of the online learning experience. “When we constructed our Online Division, we wanted to put the user at the forefront,” she says. “We wanted to humanize distance education.”

WVJC has been able to develop meaningful relationships with students in a variety of ways. Before an online course even begins, a student at WVJC receives a personal phone call from their instructor welcoming them to the class.

“It’s an expectation of our faculty that students have a direct line of access to their instructors,” says Nuzzo. “We also expect our instructors to respond to emails, voicemails and other student inquires within 24 hours, although it is usually much sooner.”

The faculty are also expected to provide timely feedback on student work. In both online and on site courses, students can expect to receive formal, written feedback within 48 hours of submission. Nuzzo knows firsthand the importance of reaching out to students early and responding to their concerns quickly. As academic dean, she makes a point to personally contact each new student at WVJC during their first term. Additionally, she meets with them regularly throughout the year to discuss their progress. As students are quickly made aware, at WVJC, the academic dean, program directors, instructors and support staff are all readily available by phone to offer guidance and feedback.

“Our students have access to their instructors 24 hours a day, seven days a week,” explains Nuzzo. “From the time they enroll to the time they matriculate and enter the workforce, we are there to provide them with support and encouragement.”

Nuzzo has personally taken phone calls from students on Christmas Day and knows that other instructors and administrators have done the same for students whose situations were especially urgent.

When a tech-related issue arises at WVJC’s online campus, it is often Ryan Langley, the director of instructional design and technology, or one of his internal staff who fields the call. In an attempt to ensure adequate response times, WVJC has a third-party service available to its students 24/7. However, WVJC prefers tech issues be handled by its internal staff because of the humanized element they add.

“I take a lot of calls outside of business hours,” says Langley. “I trouble shoot students’ technical issues, help fix their computers and internet connections and do my best to quickly and effectively address any other technical issues they might experience while enrolled in our online courses. We even fix viruses and install virus protection software for our students.”

Langley has personally answered phone calls from students in the middle of the night, as have other members of the faculty and staff. “If students are experiencing a hiccup in their progression through their degree program and that hiccup is tech related, we are going to do everything we can to resolve it, even when it’s outside the realm of service a technical support team would normally provide,” he says.

Langley believes technological advancements will help ensure more students gain access to higher education. “We create a lot of opportunities for a lot of people who otherwise might not be able to attend a college or further their education,” he says. “Many of our students work all day. They have to support their families. They cannot take time away from their responsibilities at work and at home to spend all day in a classroom. That’s something I take a lot of pride in. We give students the opportunity to accomplish things they would not be able to accomplish elsewhere, and we’re using technology to do it.”

Nuzzo also recognizes that many of her students, particularly those who are first-generation or nontraditional college students, require extra support to achieve their academic goals. “We are side by side with our students through not only this academic journey but through all of their life pursuits,” she says. “We have seen our students in their darkest hours and their moments of triumph. We have laughed with our students, cried with our students and rejoiced when they have accomplished so much on nothing but perseverance.”

Langley and Nuzzo are both humbled by seeing their students’ accomplishments. “It reminds me daily of why I entered education,” says Nuzzo.

WVJC students are appreciative of the support people like Nuzzo provide.

“WVJC online was a wonderful experience for me,” says Michelle Kornegay, a 2015 graduate of WVJC’s medical assisting program. While attending, Kornegay experienced some family-related issues that could easily have prevented her from achieving the goal she set out to accomplish, but she says the faculty and staff at WVJC were dedicated to her success. “They would not let me quit my journey. They pushed and encouraged me, even when I did not have confidence in myself. It’s because of them I earned my degree,” she says.

While WVJC prides itself on the personal relationships faculty, staff and administrators form with students, just as crucial, it seems, is the relationship students form with the institution itself. According to Callen, it is vital that students feel connected to WVJC on a personal and professional level.

“We accomplish this in several ways,” says Callen. “We often feature our students on our social media when they pass certification exams or get hired into a career they love. One of the most unique methods though is through our random gift mailings. At random times throughout the year we will mail—not email, but traditional snail mail—little mementos to let the students know we are thinking about them and encouraging them and that they are part of a larger family.”

At various points throughout the year, a student at WVJC can expect a Christmas ornament, student survival packet, handwritten note containing words of encouragement or car decal.

Education is, in essence, about human relationships, regardless of how much technology is infused into it. WVJC believes cultivating human relationships is central to the success of an online program. If the school’s online education programs are any indication, the key to maintaining effectiveness in the future will be how institutions of higher education are able to maintain and maximize those relationships as technology disrupts the environment in which those relationships are nurtured.

About the Author

Dr. Amanda. Benigni holds a Ph.D. in literature and criticism and is currently pursuing teaching certification in secondary English education. A resident of Morgantown, WV, Benigni teaches introductory-level composition and literature courses at various institutions of higher education, both in person and online.

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