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AODM (Activity-Oriented Design Method)

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This post unpacks the AODM (Activity-Oriented Design Method) which forms the basis of the methodology adopted for the research proposal ( Oyekola, 2020 ) and class activity ( Teaching and Learning during COVID-19 ) described in other posts. AODM as a framework and model for characterising learner experiences with technology   “Learner interactions with mobile and ubiquitous technology can be personally meaningful to the individual, and contextually sensitive to the social and cultural practices of the settings in which technology is used. Therefore, the design of future learning systems depends on a thorough understanding of the complexity of learner practices and interactions with technology” (Mwanza-Simwami, 2011, 76). Emerging technologies (ET) provide great opportunities that enhance the learners experience. They are rapidly changing how learners engage with one another and educational resources. On the flip side, the continuous changes in learner requirements, perspecti
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Sociocultural Theory, Activity Theory and Activity Systems

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Introduction According to Vygotsky, the zone of proximal development is "[The] distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."—Lev Vygotsky, Mind in Society, 1978. Sociocultural theory suggests that learning is a social process. This theory emanates from the works of Lev Vygotsky. Sociocultural theory emphasises not only how scaffolding and coaching influence individual learning, but also on how cultural beliefs and attitudes play important roles. Tools have significant impact on actions. Tools mediate interactions and collaborative creation of knowledge. Thus, tools are saturated with cultural meaning and become important mediators that partly direct resulting human actions (Engeström, 1999). Activity systems theory provides a framework through which interactions, context, objective of
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Impact of Collaborative Engagement on Teaching and Learning

Authentic Learning Through Multiple Perspectives and Collaboration 4 of the 9 elements highlighted by Herrington et al 2010, which came to the fore during the class activity, where all students had to present a proposal were (1) Articulation: through presentation of argument and thoughts, (2)  Multiple Perspectives: considering the fact we are all from different backgrounds our contexts differ and this inevitably influenced our conceptualisation of the task given, (3) Reflection: while each student reflected on their work before it was presented, they had to reflect again afterwards after listening to others, (4) Collaboration: listening to other people's presentations and discussing afterwards provided joint problem solving and social support. See details of these elements in a previous post ( Authentic learning ). The four elements as described by Jan Herrington are shown in the video gallery below In this blog post, I will be reflecting on three (3) students' pre
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Teaching and Learning with Emerging Technologies: Research Proposal

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Using Google Classroom to Facilitate Collaborative Construction of Knowledge in a Final Year Engineering Class   The emerging COVID-19 pandemic has forced higher institutions of learning to rethink delivery of teaching and learning activities, from the traditional face-to-face to online classes. As such, all interdependent systems (socioeconomic, family, education, etc.) need to be adjusted. Being an emergency, there is a global unpreparedness, which is associated with multifaceted challenges that require a systematic approach.  In this study an approach to continue teaching and learning activities is explored. The current investigation proposes that authentic learning can be achieved by adopting Google classroom where students can write proposals to solve real-life engineering problems. The solutions can be formulated using engineering software for simulations. Considering the current circumstance of nationwide lockdown, this serves as an authentic learning activity situated as
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Unpacking Authentic learning using a Class Activity on the Creation of Apps Repository

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Authentic Learning Starting from the antithesis of authentic learning paints a background for what authentic learning is. What Authentic learning is not It’s devoid of interactions between the teacher and the learner. There is no connection between the teacher and the learner’s conceptual knowledge/ context. It’s devoid of developing higher order thinking skills. It’s merely abstract or theoretical without any practical or experiential learning. It doesn’t consider the context. When a topic or content is not related to the real-world. It’s not empathic. The teacher or students are after grades more than long-term learning. It’s not flexible or adaptable When students do not actually do, but rather are just taught When students are not provided with practical skills that they will need in the real world.  What is Authentic Learning? Students learn better if they can relate content to the real world. Jan Herrignton describes in detail  what authentic learning is an
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Application of AODM in Addressing Education with Emerging Technologies during the Emerging COVID-19

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Creating Learning Apps Repository: Application of Activity-Oriented Design Method  The growing spread of the COVID-19 virus has resulted in the enforcement of physical distancing and school closures. The school calendar has been disrupted and there is a high level of uncertainty and anxiety. This present parents and community at large with burdens to adopt new roles as teachers, many of whom are unprepared or trained to play this role. “The outbreak of the virus and lockdowns at the national level could be used as a good test for the education technology interventions for distance learning. Unfortunately, few systems arrived at this point fully prepared” (World Bank Blogs, 2020). In this post AODM (Activity-Oriented Design Method) was employed as a guide for a learning activity of collating a wide variety of teaching tools (apps) that are readily available, easily accessible and user friendly to equip parents as teachers. The activity is described as follows; “As students and lea
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Evaluating Authentic Learning in South Africa through the Sociocultural Lens in the Current Crisis

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Sociocultural theory According to Vygotsky’s (1978) higher order of thinking skills and human responses in general are mediated by technical tools and psychological tools. Individuals learn with a wide variety of tools, and people that help them carry out their goal-oriented activities in a sociocultural setting (Figure 1). Tools serve an extensive purpose and can be employed by individuals for interactions with their peers and subsequent creation of knowledge or contents. Thus, tools are infused with cultural meaning and influence human actions (Hasu and Engeström, 1999). See details of this theory in another post in this Blog ( Sociocultural Theory ). Figure 1 : Sociocultural theory of development Considering the fact that learning is a social process and teaching and learning do not take place in isolation (Lim, 2002), a similitude between culture and garden was drawn by Cole (1995) (Figure 2). According to this illustration, one “must attend concurrently to two
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