A platform for computer-assisted multilingual literacy development
- Authors: Mudimba, Bwini Chizabubi
- Date: 2011
- Subjects: FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4600 , http://hdl.handle.net/10962/d1004850 , FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Description: FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
- Full Text:
- Date Issued: 2011
- Authors: Mudimba, Bwini Chizabubi
- Date: 2011
- Subjects: FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4600 , http://hdl.handle.net/10962/d1004850 , FundaWethu , Language acquisition -- Computer-assisted instruction , Language arts (Elementary) -- Computer-assisted instruction , Language and education , Education, Bilingual , Computer-assisted instruction , Educational technology , Computers and literacy
- Description: FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
- Full Text:
- Date Issued: 2011
An architecutre for the effective use of mobile devices in supporting contact learning
- Authors: Alnseerat, Nemr
- Date: 2014
- Subjects: Mobile communication systems in education , Educational technology
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:10490 , http://hdl.handle.net/10948/d1020079
- Description: The features and capacities of mobile devices offer a wide range of significant opportunities for providing learning content in workplaces and educational institutions. This new approach of teaching, called mobile learning, allows for the delivery of learning content on the move at any time. Mobile learning supports learning by producing learning content to learners in a modern and acceptable way. The number of mobile learning applications has increased rapidly in educational environments. There are, however, limited mobile learning applications that take advantage of mobile devices to support contact learning in the classroom environment. The aim of this research was to design a mobile learning architecture to effectively support contact learning in the classroom. The researcher investigated the historical and theoretical background of mobile learning and reported these findings. This included an overview of existing mobile learning architectures. After identifying their limitations, the researcher designed the Contact Instruction Mobile Learning Architecture (CIMLA) to facilitate the use of mobile devices in the classroom. The researcher developed the LiveLearning prototype based on the proposed architecture as a proof of concept. He conducted a usability evaluation in order to determine the usability of LiveLearning. The results indicated that the LiveLearning prototype is effective in supporting contact learning in the classroom.
- Full Text:
- Date Issued: 2014
- Authors: Alnseerat, Nemr
- Date: 2014
- Subjects: Mobile communication systems in education , Educational technology
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:10490 , http://hdl.handle.net/10948/d1020079
- Description: The features and capacities of mobile devices offer a wide range of significant opportunities for providing learning content in workplaces and educational institutions. This new approach of teaching, called mobile learning, allows for the delivery of learning content on the move at any time. Mobile learning supports learning by producing learning content to learners in a modern and acceptable way. The number of mobile learning applications has increased rapidly in educational environments. There are, however, limited mobile learning applications that take advantage of mobile devices to support contact learning in the classroom environment. The aim of this research was to design a mobile learning architecture to effectively support contact learning in the classroom. The researcher investigated the historical and theoretical background of mobile learning and reported these findings. This included an overview of existing mobile learning architectures. After identifying their limitations, the researcher designed the Contact Instruction Mobile Learning Architecture (CIMLA) to facilitate the use of mobile devices in the classroom. The researcher developed the LiveLearning prototype based on the proposed architecture as a proof of concept. He conducted a usability evaluation in order to determine the usability of LiveLearning. The results indicated that the LiveLearning prototype is effective in supporting contact learning in the classroom.
- Full Text:
- Date Issued: 2014
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