The ever-changing demands of working life pose considerable challenges to higher education. The literature indicates that traditional forms of university instruction positioned a deficit model of teaching and learning, which is embedded in a logical positivist paradigm, as authoritative in the production of ‘experts’ who possess legitimate knowledge. However, in professional practice, health practitioners often deal with ill-defined problems. If health practitioners are to be prepared properly for their future careers, the development of reflective thinking should be an integral component of professional education courses. The aim of this study was to explore the public narratives on existing teaching and learning practices in higher education, orthotics/prosthetics and psychology, and to examine the authority of these narratives in the unfolding stories of students and the facilitator in a pilot applied psychology course designed for orthotist/prosthetist professionals. There is a paucity of psychological research in orthotic/prosthetic practice and further research in this domain is needed, particularly from a qualitative approach. A story map was used to integrate the methodology of personal experience methods and narrative analysis into one model that represents the voice of public and private narratives in a specific temporality of past, present and future. The analysis of public and private texts revealed the narrative themes of teaching and learning, co-constructing knowledge, reflection-on-practice, disability, community of concern and agency. A critical psychology and social constructionist approach is proposed to facilitate reflective clinical practice in a psychology module for orthotics and prosthetics. In a collaborative learning community, the lived experiences, knowledge, skills, and desires that invited orthotist/prosthetists into this helping field are honoured. In addition, they are encouraged to reflect on the value of professional interventions by using pragmatic criteria of whether an approach fits or is useful for a client, rather than relying on some abstract notion of ‘truth’. / Thesis (PhD (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

Learning Analytics plays an increasing role in the analysis of virtual learning activities. This article addresses the gap between educational needs and technical supply. By means of a Systematic Literature Review of the LAK conferences the authors extracted observations, methods and tools which represent potential solutions for a given eCollaboration scenario. Based on three prioritised examples of an observation sheet, methods are derived and recommendations for the use of Learning Analytics tools are given. The result is a catalogue that enable users to select suitable methods and tools for an implementation. The (semi-) automation can increase the efficiency of Community Managers in monitoring the participants and hence make real-time intervention feasible.

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.