Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

Abstract

This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism-an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ blogging in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and Africanbased technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author.They are part of an argument put forward as a proposal which is yet to be tested in practice.

An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education

“…While the developed world use high speed, cost effective fibre optic technology for connectivity, most African univer sities are still on satellite connectivity which is very costly and has narrow bandwidth (Achimugu, Oluwagbemi & Oluwaranti, 2010;Jegede, 2009;Onwuagboke & Singh, 2016;UNESCO, 2011). African universities face challenges in terms of lack of modern ICT infrastructure and low bandwidth (Echezona, 2010;Kizito, 2016;Tondeur, van Braak, Siddig & Scherer, 2016). Modern ICT require money for acquisition, installation, maintenance, training and sustainability, which most African universities do not have (Drape, Rudd, Lopez & Radford, 2016;Eyitayo, 2008;Loisulie & Mselle, 2015).…”

“…In addressing the external factors, the acquisition of cuttingedge technologies in teacher education institutions addresses the lack of digital resources and infra structure (e.g., the unstable electricity support, low bandwidth, old and broken computers and lack of education software) in many African universities (Kizito, 2016;Oni & Uko, 2016;Rivers, Rivers & Hazell, 2015). Such limited technologi cal infrastructure in African teacher education institutions is making it hard to achieve their educational objectives (Figure 1).…”

“…In addressing the internal factors, teacher educators' beliefs and how teacher educators overcome contextual challenges through creative restructuring of class room learning environment are a necessity (Ertmer et al, 2012;Tsai & Chai, 2012). The creation of knowledge and practice by teacher educators when they are confronted with the advancement of ICT and its associated pedagogical affordances is crucial (Kizito, 2016;Rivers et al, 2015;Tsai & Chai, 2012). It moves beyond the knowledge perspective, which tends to be associated with codified/justified true beliefs, into the design mode of knowing.…”

“…This is termed as design thinking (Rivers et al, 2015;Tsai & Chai, 2012). Design thinking seeks to change and improve current situations and create what is desired (Kizito, 2016;Rivers et al, 2015;Singh, 2016;Tsai & Chai, 2012). It may therefore tackle inter nal barriers as it treats barriers as problems that need to be tackled and resolved through human creative thinking.…”

Designing and Applying a Pedagogical Interaction Model in the Smart Cloud Platform

“…The Connectivism in the creation of a personal learning environment allows anyone to access a distributed environment containing people, services, and resources (Reese, 2015). The environment supports diversified and autonomous participations to generate new knowledge through multiple levels of interaction (Kizito, 2016). The Connectivism allows individuals rather than institutions to manage learning processes.…”