2024-03-28T13:11:38Zhttps://uir.unisa.ac.za/oai/requestoai:uir.unisa.ac.za:10500/256142019-07-25T01:00:29Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
van Wyk, Quintus
author
Van Biljon, Judy
author
Schoeman, Marthie
author
2019
Incident Management Systems (IMS) assist in
managing resources in order to minimize fatalities and damage.
Visual artifacts in an IMS can facilitate knowledge transfer
between responders to an incident, however, evidence-based
guidance on the design of these visualizations are lacking. The
aim of this study is to propose evidence-based knowledge
visualization criteria (KVC). Design Science Research (DSR)
was the guiding methodology. We abstracted a set of KVC from
the academic literature, and then applied said criteria to
evaluate a cloud-based prototype IMS. The evaluation included
interviews with content experts from the South African Fire
Service to establish the relevance of the KVC. The KVC were
also used in a heuristic evaluation of the IMS by usability
experts. The theoretical contribution of the study is the validated
set of KVC based on the triangulation of the findings from the
content experts and the usability experts. The study also makes
a practical contribution by demonstrating the use of evidencebased
visualization criteria in IMS.
978-1-5386-7365-2
http://hdl.handle.net/10500/25614
Criteria
Incident
Incident Management System
Knowledge
Knowledge Transfer
Knowledge Visualization
Knowledge Visualization Criteria
Visualization Criteria: supporting knowledge transfer in Incident
oai:uir.unisa.ac.za:10500/245952018-08-15T01:01:18Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Van der Merwe, Ronell
author
2018
There are many uncertainties about the future of e-Learning, but one thing is certain: e-Learning will be more data-driven in the future. The automation of data capturing, analysis and presentation, together with economic constraints that require evidence-based proof of impact, compels this data focus. On the other hand, the importance of community involvement in learning analytics and educational data mining is an accepted fact. Citizen science, at the nexus of community engagement, and data science can bridge the divide between data-driven and community-driven approaches to policy and content development. The rationale for this paper is the investigation of citizen science as an approach to collecting data for learning analytics in the field of e-Learning. Capturing data for policy and content development for learning analytics through citizen science projects is novel in the e-Learning field. Like any other new area, citizen science needs to be mapped in terms of the existing parent fields of data science and education so that differences and potential overlaps can be made explicit. This is important when considering conceptual or functional definitions, research tools and methodologies. A preliminary review of the literature has not provided any conceptual positioning of citizen science in relation to the research topics of learning analytics, data science, big data and visualisation in the e-Learning environment. The intent of this paper is firstly to present an overview of citizen science and the related research topics in the academic and practitioner literature based on a systematic literature review. Secondly, we propose a model that represents the relationship between citizen science and other salient concepts and shows how citizen science projects can be positioned in the e-Learning environment. Finally, we suggest research opportunities involving citizen science projects in the field of e-Learning.
Ronell van der Merwe and Judy van Biljon (2018) Citizen Science: The Ring to Rule Them All? ICEL 2018 13th International Conference on e-Learning. Cape Peninsula University of Technology, Cape Town, South Africa, 5-6 July 2018, p 471
978-1-911218-90-6
http://hdl.handle.net/10500/24595
E-learning
learning analytics
data science
citizen science
Citizen Science: The Ring to Rule Them All?
oai:uir.unisa.ac.za:10500/298192023-02-24T09:41:41Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
van der Merwe, O. R.
author
Van Biljon, Judy
author
Pilkington C, /
author
2022-07-07
Developing and presenting a well-formulated research argument
is core to the learning journey of a graduate student. In open
distance e-learning, computer-supported learning is instrumental in providing
a platform for graduate students to develop their argumentation
skills. However, there is little guidance on the elements required in using
computer supportive collaborative learning (CSCL) to augment argumentation
skills development (ASD). This paper reports on elements
identified in literature that should be present in a framework using CSCL
to augment ASD. The thematically analysed data gathered during the
focus group sessions were used to confirm the structure of the argumentation
skills development framework (ASDF), and confirmed that there
is a need for a framework to provide guidance in using CSCL to augment
ASD. The contribution includes the conceptual ASDF using CSCL, comprising
seven elements, that provides a strategy of scaffolded learning for
implementation in a graduate course to augment ASD.
van der Merwe, R., van Biljon, J., Pilkington, C. (2022). A Conceptual Framework for the Development of Argumentation Skills Using CSCL in a Graduate Students’ Research Course. In: Arai, K. (eds) Intelligent Computing. SAI 2022. Lecture Notes in Networks and Systems, vol 508. Springer, Cham. https://doi.org/10.1007/978-3-031-10467-1_16
2771-5892
https://doi.org/10.1007/978-3-031-10467-1_16
https://hdl.handle.net/10500/29819
Learning
Collaboration
Computer support
Argumentation skills
ODeL
CSCL
Scaffolded learning
Argumentation skills development
A Conceptual Framework for the Development of Argumentation Skills Using CSCL in a Graduate Students’ Research Course
oai:uir.unisa.ac.za:10500/288872022-05-24T09:44:10Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
Chiyangwa, Tawanda Blessing
author
Van Biljon, Judy
author
Renaud, Karen
author
2021
Designing systems for/with marginalized populations requires
innovation and the integration of sophisticated domain
knowledge with emergent technologies and trends.
Researchers need to be cognizant of existing research trends
when aspiring to design interventions to build on current
and emergent needs. Traditional manual mechanisms for
revealing developments in a field, such as systematic literature
reviews (SLRs), cannot meet this challenge because
they are time and effort intensive and the domain itself is
dynamic and ever expanding. This compromises the efficacy
of SLRs in keeping up with the growing academic literature.
A number of emergent technologies and modern methods
exist that could be harnessed to make it possible to monitor
the field more effectively and efficiently. In this paper, we
propose the use of natural language processing (NLP), an
AI-powered text analysis technique that operates efficiently
and requires limited human intervention. To investigate the
use and usefulness of NLP for identifying research themes,
we applied Latent Dirichlet Allocation (LDA), a topic modelling
technique that uses a probabilistic model to find the
co-occurrence patterns of terms that correspond to semantic
topics. We applied it to a collection of 176 articles published
in the Human-Computer Interaction for Development
(HCI4D) field. We demonstrate the usefulness of the LDA
method by comparing the findings of the LDA analysis to
those of a manual analysis carried out by researchers. While
NLP techniques may not be able to replace SLRs at this stage, we share some insights on how NLP techniques can complement
SLRs to offset investigator bias and save time and
effort in revealing emerging domain-related themes.
978-1-4503-8575-6
https://hdl.handle.net/10500/28887
HCI4D, Natural language processing, Latent Dirichlet Allocation
Natural Language Processing Techniques to Reveal Human-Computer Interaction for Development Research Topics
oai:uir.unisa.ac.za:10500/256172019-07-25T01:00:51Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Naude, Filistea
author
2018-08
In this study, research collaboration in the context of South African
Information and Communication for Development (ICT4D) researchers was
investigated using a mixed methods approach. South Africa, a country with stark
development challenges and on the other hand a well-established ICT infrastructure,
provides an appropriate context for ICT4D research. Firstly, a quantitative
analysis of South African research collaboration between 2003 and 2016
was conducted to determine the existing research collaboration patterns of South
African ICT4D researchers. This is based on the publications in three top ICT4D
journals namely the Electronic Journal of Information Systems in Developing
Countries (EJISDC), Information Technologies & International Development
(ITID), and Information Technology for Development (ITD). The results show
that most co-authored papers were intra-institutional collaborations, with limited
inter-institutional collaboration between South African authors or between
South African and other African authors. Secondly, interviews were conducted
with South African researchers who emerged as inter- and intra-institutional
collaborators to gain insight into the technology, drivers and barriers affecting
South African research collaboration. We report our findings and discuss the
implications for employing research collaboration as a mechanism for
addressing inequality and supporting inclusion.
978-3-319-99604-2
https://doi.org/10.1007/978-3-030-19115-3_21
http://hdl.handle.net/10500/25617
ICT4D
research collaboration
co-authoring
research cooperation
South Africa
Collaboration Towards a More Inclusive Society: The Case of South African ICT4D Researchers
oai:uir.unisa.ac.za:10500/276932021-07-16T09:22:36Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
Mwapwele, Samwel
author
Marais, Mario
author
Dlamini, Sifiso
author
Van Biljon, Judy
author
2019
The South Africa Connect national broadband policy of 2013 aims to ensure that
the country achieves universal internet access by 2030, thereby fostering digital skills
development. This study investigates one dimension of the South Africa Connect policy
objectives, by considering rural teachers’ adoption of information and communication
technologies (ICTs) for teaching and learning at 24 schools. This research used baseline
data from the Information and Communication Technology for Education (ICT4E)
project undertaken in rural schools in seven South African provinces. The technology
readiness index (TRI) was used as the theoretical lens. We found that the vast majority
of the teachers surveyed were optimistic about the use of ICTs for teaching and learning,
which suggests teachers’ readiness to use ICTs despite the existing financial, technical
and digital skills challenges at their schools. We also found that the majority of the
schools had policies prohibiting student use of personal digital devices, apart from
calculators, on school premises. In our analysis, these policies potentially conflict with
the objectives of South Africa Connect. This study contributes to theory and practice by
offering empirical evidence of the usefulness of the TRI for presenting teachers’ readiness
to adopt ICTs in situations of conflicting forces. The study also has the potential to
contribute to policy deliberations by highlighting the possible disconnect between the
schools’ bans on student personal digital devices and the objectives and targets set by the
South Africa Connect policy.
Mwapwele, S., Marais, M., Dlamini, S. & van Biljon, J. (2019), ‘Teachers’ ICT Adoption in South African Rural Schools: A Study of Technology Readiness and Implications for the South Africa Connect Broadband Policy’, The African Journal of Information and Communication, Issue 24, ISSN: 2077-7205. https://doi.org/10.23962/10539/28658
2077-7205
http://hdl.handle.net/10500/27693
information and communication technologies (ICTs), schools, rural areas, teachers, adoption, teaching and learning, technology readiness index (TRI), South Africa, national broadband policy, South Africa Connect
Teachers’ ICT Adoption in South African Rural Schools: A Study of Technology Readiness and Implications for the South Africa Connect Broadband Policy
oai:uir.unisa.ac.za:10500/288332022-05-11T08:37:07Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Masavah, Vincent
author
Mwapwele, Samwel
author
van der Merwe, Ronell
author
Van Biljon, Judy
author
2021
In South Africa, one of the major reasons for the lack of employment
opportunities among youth is a skills deficiency and in some cases a mismatch with
the skills required. The challenge of finding employment opportunities is
exacerbated by a lack of access to relevant information. Open government data
(OGD) could potentially be useful in meeting the information needs. However, that
possibility has not been investigated and described in this context. Therefore, the
focus of this study is to investigate how access to OGD can support the awareness of
employment opportunities among youth in a township in the Gauteng province. The
Choice Framework is used as the theoretical framework to analyse the individual's
choice with a focus on social structure, individual agency, the degree of
empowerment, and the development outcomes. The research design involves a case
study with semi-structured interviews being conducted in the Alexandra Township of
Johannesburg. We collected data from 34 participants between the ages of 18 and 35
who are currently looking for work. Thematic data analysis was undertaken using
Atlas.ti 8. Our findings show there was limited awareness of OGD and several
challenges in optimally using OGD were identified. The study’s contribution is to
foster an improved understanding of youth’s awareness of OGD including the
challenges affecting youth in accessing OGD and recommendations towards
overcoming those challenges.
Vincent MASAVAH, Samwel MWAPWELE, Ronell VAN DER MERWE, Judy VAN BILJON (2021) Open Government Data Support for the Awareness of Employment Opportunities Among the Youth in Alexandra Township in Gauteng Province in South Africa. IST-Africa 2021 Conference Proceedings
978-1-905824-67-0
www.IST-Africa.org/Conference2021
https://hdl.handle.net/10500/28833
Critical skills, Youth unemployment, Open government data, Scarce Skills, Unemployment, Choice Framework
Open Government Data Support for the Awareness of Employment Opportunities Among the Youth in Alexandra Township in Gauteng Province in South Africa
oai:uir.unisa.ac.za:10500/288482022-05-20T09:14:57Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Renaud, Karen
author
2021
The human–computer interaction for development (HCI4D) field emerged at the
intersection of the fields of information and communication technology for development
(ICT4D) and human–computer interaction (HCI). In 2010, Michael Best
nominated HCI4D as one of ICT4D’s “grand challenges”. This HCI4D field is now
entering its second decade, and it is important to reflect on the research that has been
conducted, and to consider how HCI4D researchers have addressed the challenge
that constitutes the raison d’être of HCI4D’s existence. Best provided four guidelines
to inform researchers embracing this challenge. This study commences by identifying
the primary HCI4D-specific themes, and then carries out a systematic literature
review of the HCI4D literature to build a corpus to support the analysis. The corpus
is analysed to reflect on how well the field’s practices align with Best’s guidelines.
The overall finding is that HCI4D researchers have largely been following Best’s
guidelines and that the HCI4D field is demonstrating encouraging signs of emerging
maturity.
Van Biljon, J., & Renaud, K. (2021). Reviewing a decade of human–computer interaction for development (HCI4D) research, as one of Best’s “grand challenges”. The African Journal of Information and Communication (AJIC), 27, 1-15. https://doi.org/10.23962/10539/31368
2077-7205 /077-7213
https://hdl.handle.net/10500/28848
https://doi.org/10.23962/10539/31368
Human–computer interaction for development (HCI4D), information and communication technology for development (ICT4D), human–computer interaction (HCI), guidelines, Michael Best
Reviewing a Decade of Human–Computer Interaction for Development (HCI4D) Research, as One of Best’s “Grand Challenges”
oai:uir.unisa.ac.za:10500/196992016-02-26T12:00:13Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Lupizo, Sikho
author
Van Biljon, Judy
author
Herselman, Marlien
author
2015
Business process adoption is one of the factors that determine an
organisation’s performance. While there are various factors that can have an impact
on business processes adoption, this paper focuses on the impact of individual,
process and organisational factors when adopting business processes in a large
insurance organisation. Given evidence of non-optimal adoption, this paper
investigates the factors that affect the adoption of business process by employees in
insurance organisations in the context of Information Technology (IT) software
development projects. A case study methodology was used with one large insurance
company in South Africa as the unit of analysis. The data collection process started
with conducting interviews with eight business process analysts to gain an
understanding of how business processes are used in this organisation. This was
followed by an online survey targeted at 120 business process users for which 65
responses were received. From the results of this study, a business process adoption
(BPA) model has been developed which can be applied to assist an insurance
organisation to improve the adoption of its business processes. The factors proposed
in the model could guide future initiatives that aim to ensure the success of business
processes in organisations
Lupizo, S., van Biljon, J., Herselman, M., 2015. Business Process Adoption in Organisations: A Case Study from an Insurance Company in South Africa. IST-Africa 2015 Conference Proceedings, Paul Cunningham and Miriam Cunningham (Eds), IIMC International Information, In Management Corporation, 2015, 1 -10.
978-1-905824-50-2
http://hdl.handle.net/10500/19699
Business processes, adoption, insurance organisations
Business Process Adoption in Organisations: A Case Study from an Insurance Company in South Africa
oai:uir.unisa.ac.za:10500/299122023-03-28T12:11:48Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Mwapwele, Samwel
author
2023-02-16
Collaboration among researchers and across disciplinary, organisational and cultural
boundaries is essential for addressing the increasingly complex challenges and opportunities
facing international development. Despite the known advantages and various incentives,
research collaboration within Africa (specifically within South Africa) is lacking. To better
understand the reasons for this lack of research collaboration, this study explored collaboration
between students and supervisors in an information and communication technology for
development (ICT4D) postgraduate student project in South Africa. South Africa, a country
with major social inequalities and asymmetric power relations, provides an appropriate
context. The students’ perspectives provided a space for investigating the collaboration factors
by unpacking the capability inputs according to Robeyns’ representation of personal
capabilities. Data were captured from a survey and focus groups (FG) with students and
supervisors in ICT4D from different universities in South Africa. Thematic analysis was used
to identify and link the participants’ expectations of research collaboration with their
perceptions of the challenges of such collaborations. The contribution is a conceptualisation of
the main components representing research collaboration viewed in terms of personal
capabilities, including the factors that influence collaboration.
Transdisciplinarity contribution: Research collaboration is fundamental to promoting multi-,
inter- and transdisciplinary research. The novelty of this study lies in applying a theoretical
lens from the field of human development to explore research collaboration in the
transdisciplinary field of ICT4D. Given the research application context and the theoretical
lens applied, the findings have implications for initiatives and policies on funding
transdisciplinary research collaboration.
Van Biljon J, Mwapwele S. Research collaboration in asymmetric power relations: A study of postgraduate students’ views. J transdiscipl res S Afr. 2023;19(1), a1288. https://doi.org/10.4102/ td.v19i1.1288
2415-2005
https://doi.org/10.4102/ td.v19i1.1288
https://hdl.handle.net/10500/29912
conversion factors
ICT4D
postgraduate students
Research collaboration
capabilities
Research collaboration in asymmetric power relations: A study of postgraduate students’ views
oai:uir.unisa.ac.za:10500/276982021-07-16T09:24:05Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
Renaud, Karen
author
Van Biljon, Judy
author
2019
Knowledge visualisation, in the field of information systems, is
both a process and a product, and is informed by the closely aligned
fields of information visualisation and knowledge management.
Knowledge visualisation has untapped potential within the purview
of knowledge communication. Even so, there is little evidence of
knowledge visualisations being deployed. This might be due to
a lack of evidence-based guidance to inform their creation. To
improve this situation, we derived a number of “lenses” that can be
used to reveal essential perspectives and feed into the visualisation
production process.
We propose a conceptual framework which incorporates these
lenses to guide producers of knowledge visualisations. This framework
uses the different lenses to reveal critical perspectives that
need to be considered during the design process. We conclude by
demonstrating how this framework could be used to produce a
knowledge visualisation with maximum communicative power.
Renaud, K. & van Biljon, J. (2019), ‘A Framework to Maximise the Communicative Power of Knowledge Visualisations’, SAICSIT2019 Conference Proceedings, Skukuza, South Africa, 17-18 September 2019, ACM, ISBN: 978-1-4503-7265-7. https://doi.org/10.1145/3351108.3351111.
978-1-4503-7265-7/19/09
http://hdl.handle.net/10500/27698
Knowledge visualisation, knowledge communication, conceptual framework
A Framework to Maximise the Communicative Power of Knowledge Visualisations
oai:uir.unisa.ac.za:10500/197032016-05-25T15:23:37Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
van Staden, Cornè J
author
Van Biljon, Judy
author
Kroeze, Jan H
author
2015
eModeration (or online moderation) can improve the user experience of the examination process while lowering the risk of losing scripts or delaying the moderation process. Despite these benefits to optimising examination procedures, the application of online moderation is limited. There could be various reasons for the lack of adopting eModeration including the technical, organisational and human factors. The focus of this study is on the human factors involved in eModeration and the research is guided by the following question: What are the most important user experience constructs for valuating an electronic moderation (eModeration) system within the context of Higher Education Institutions in South Africa? This research uses a design science
methodology, which comprises the development and testing of a user experience framework. In this paper, we will only report on the identification of the constructs for the user experience framework. The data generation methods will include interviews with deans from the different faculties and a survey with moderators and deans. The research was conducted at Midrand Graduate Institute, a Private Higher Education institution in South Africa. The contribution of the paper is to identify the most important user experience constructs for evaluating an eModeration system and also to provide some insights on the user experience of the two different user groups. The enriched understanding of eModerators’ and deans’ user experience of eModeration contributes to the understanding of the human factors that influence the adoption of innovative assessment practices.
978-1-4503-3683-3
http://hdl.handle.net/10500/19703
eModeration, eModerators, user experience, functionality, effectiveness, efficiency
eModeration: Towards a User Experience Evaluation Framework
oai:uir.unisa.ac.za:10500/256162019-07-25T01:00:28Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Renaud, Karen
author
2019
Human-Computer Interaction for Development (HCI4D) research aims to maximise the usability of interfaces for interacting with technologies designed specifically for under-served, under-resourced, and under-represented populations. In this paper, we provide a snapshot of Southern African HCI4D research against the background of the global HCI4D research landscape. We commenced with a systematic literature review of HCI4D (2010–2017) then surveyed Southern African researchers working in the area. The contribution is to highlight the context-specific themes and challenges that emerged from our investigation. © 2019, IFIP International Federation for Information Processing.
978-303019114-6
https://doi.org/10.1007/978-3-030-19115-3_21
http://hdl.handle.net/10500/25616
HCI4D
Southern African Snapshot
Systematic literature review
Human-Computer Interaction for Development (HCI4D): The Southern African Landscape
oai:uir.unisa.ac.za:10500/288472022-05-11T10:20:32Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Mwapwele, Samwel
author
Van Biljon, Judy
author
2021
Collaboration is fundamental to progress in the field of information and communication
technologies for development (ICT4D) research where interdisciplinary teams
are involved in the requirements elicitation, design, implementation and evaluation of
context-sensitive digital solutions. Research collaboration harbors the potential for
knowledge exchange, improving research impact and human development; it is often
a requirement in grant applications for funding. Despite the known benefits and
incentives, there is evidence that research collaborations between African countries
are lacking compared to those with and between other geographic regions. Furthermore,
research collaboration has been studied as a variable but theorisation of the
concept is lacking. Therefore, the purpose of this paper is to theorize research collaboration
as an object with affordances based on the perspective of novice researchers
(master's, doctoral and postdoctoral students) in South Africa. The data capturing
from a survey and focus groups with ICT4D novice researchers from different universities
in South Africa produced 39 responses to be captured, transcribed and analyzed
with Atlas.ti 8 using thematic analysis. The main contribution is the theorisation
of research collaboration as an object with properties and then an investigation of
the affordances offered to novice researchers together with the facilitating conditions
and conversion factors influencing the actualisation of those affordances. The
practical contribution is the insight gained into the perspectives of novice researchers
as representatives of the future generation of research collaborators.
1681-4835
https://hdl.handle.net/10500/28847
affordances, facilitating conditions in research, ICT4D, novice researchers, prerequisite conditions, research collaboration
Novice researchers' perspectives on affordances in ICT4D research collaboration
oai:uir.unisa.ac.za:10500/197002016-02-26T12:07:43Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Platz, Melanie
author
Van Biljon, Judy
author
2015
Reputable Information and Communication Technology (ICT) for
Development (ICT4D) collections focused on Sub-Saharan Africa exist but a
platform where these silos of excellence can be aligned and shared for open access is
not a reality yet. In this article, we explore questions on how that should be done and
propose a first collection of the contents and the functionalities of an open browser based. ICT4D knowledge repository (ICT4DKR). To evaluate and extend this
collection, a survey on the usefulness and functionality of a South African ICT4D
knowledge repository (SA-ICT4DKR) was performed and will be reported in this
article. From the results of the questionnaire, motivators, barriers and constraints on
an ICT4DKR were derived
Platz, M., van Biljon, J., 2015. Design of an Open ICT4D Knowledge Repository. IST-Africa 2015 Conference Proceedings, Paul Cunningham and Miriam Cunningham (Eds), IIMC International Information, In Management Corporation, 2015, 1 -11.
978-1-905824-51-9
http://hdl.handle.net/10500/19700
ICT4D, Knowledge Repository, Open Source
Design of an Open ICT4D Knowledge Repository
oai:uir.unisa.ac.za:10500/294572023-01-25T07:00:31Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Lehong, Sewisha
author
Van Biljon, Judy
author
Sanders, Ian
author
2022
The 2020 health pandemic brought renewed interest in using learning management systems
(LMSs) to deliver educational services as routinely done in open distance and electronic
learning (ODeL) environments. LMSs usability has been researched but the lecturers’
perspective remains unexplored. The purpose of this study was to propose validated usability
guidelines for an LMS in an ODeL context. A set of usability requirements was abstracted from
the literature and used as the basis for a heuristic evaluation (HE) of the institution’s LMS.
These results of the HE was triangulated with three other usability evaluation methods
including usability testing with eye tracking, a post-test system usability scale (SUS)
questionnaire and interviews. The primary contribution is the validated usability requirements
for ODeL LMSs based on the lecturers’ perspective. A secondary contribution is the
triangulation approach to evaluating the guidelines in situ which confirmed HE as a valid
evaluation method for LMSs.
Sewisha Lehong, Judy van Biljon & Ian Sanders (2022) Usability Requirements for Learning Management Systems in Open Distance Electronic Learning Environments: Considering Lecturers’ Views on Students’ Needs, International Journal of Human–Computer Interaction, DOI: 10.1080/10447318.2022.2121205
1044-7318
https://doi.org/10.1080/10447318.2022.2121205
https://hdl.handle.net/10500/29457
Distance education
Online learning
Evaluation methodologies
Human computer interaction
Usability Requirements for Learning Management Systems in Open Distance Electronic Learning Environments: Considering Lecturers’ Views on Students’ Needs
oai:uir.unisa.ac.za:10500/216042016-10-06T01:00:11Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
de Kock, Estelle
author
Van Biljon, Judy
author
Botha, Adele
author
2016-09-26
In Open Distance Learning (ODL) institutions the teaching model is moving towards fully integrated information and communication technology applications. To successfully teach or facilitate the use of technology, academics need to have a strong comfort level with the use of technology tools. The academic staff are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform.
The objective of this paper is to identify the factors that influence the user experience when using a Learning management system (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to evaluate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative responses were analysed and the results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The scope of this paper is the analysis and presentation of the quantitative results of the study.
The contribution of this paper is to present a framework of the factors that influence the user experience of the academic when using a LMS and to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment. The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.
978-1-4503-4805-8/16/09
http://hdl.handle.net/10500/21604
User experience, Learning management systems, Open distance learning
User Experience of Academic Staff in the Use of a Learning Management System Tool
oai:uir.unisa.ac.za:10500/288452022-05-11T10:18:31Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Choshi, Phillip
author
Sanders, Ian
author
Van Biljon, Judy
author
2021
Honours students, who are mostly new to research, require support in
finding, selecting and sharing information resources to conduct research. Providing
students with access to information resources becomes problematic in Open and
Distance Learning (ODL), especially in developing countries due to constraints that
are introduced by distance among the students, and between students and the
supervisors. The constraints include isolation, lack of peer collaboration, the cost of
Internet facilities, and time management for working students. Mobile applications
could offer solutions, but the extant literature offers little guidance on the functional
design of such applications. This design science research study presents a mobile
tool with an interface for information access, information sharing and collaboration.
The evaluation results show that the tool supports collaboration effectively by
allowing students to access and share information. Besides the proof of concept, the
theoretical contribution also lies in sharing the recommendations for improving the
functionality of similar applications.
978-1-905824-67-0
https://hdl.handle.net/10500/28845
Open and Distance Learning, Mobile Application, Collaboration, Information Sharing, Information Access
Mobile Applications in Supporting Open and Distance Learning Students’ Research
oai:uir.unisa.ac.za:10500/296122022-11-17T09:38:01Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Renaud, Karen
author
2018
The 2018 M4D conference marks a decade of dynamic growth in
the Mobile Communication Technology for Development (M4D) discipline.
This paper reflects on the developments and maturity of the field based on a
systematic literature review of the research papers published in the biennial
M4D conference series (2008-2016). The findings offer a comprehensive
overview of what was studied (application domains), where the research took
place (geographic locations), by whom (the researchers affiliations), how the
research was carried out (methodologies) and how the research contributed to
the maturity of the M4D field. We conclude by summarising the insights gained
from our investigation, with the goal of enriching discussions on how M4D
research has evolved, where research gaps may exist and what can be gained
by retaining a M4D theoretical corpus.
978-91-7063-886-2
9789170639814
https://hdl.handle.net/10500/29612
M4D maturity
M4D theorization
Reflections on the Maturity of the Mobile Communication Technology for Development (M4D) Landscape: 2008 - 2016
oai:uir.unisa.ac.za:10500/245962018-08-15T01:01:17Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Van der Merwe, Ronell
author
2018
Advances in cloud computing technology coupled with increasing volumes of data has driven the growth and differentiation of cloud-based solutions in teaching and learning. The cloud computing industry has matured over the past decade and the number of publications steadily rose, to build on the maturity of the field researchers investigating cloud computing research in the mobile teaching and learning domain need to be cognisant of the state of the art. The objective of this paper is to analyse the available literature in the field of cloud computing for mobile teaching and learning to identify the main categories of research, the prevalent methodologies and research gaps, and then integrate the findings in a conceptual framework representing the current state of the field in terms of research opportunities. A systematic mapping study on relevant publications in journals and conferences was conducted. Mapping studies are a suitable method for structuring a research field concerning research questions about contents, methods and trends in the available publications. A systematic literature review and mapping was used to select 107 articles from a total of 21 822 publications in five prominent databases, namely ACM, ERIC, IEEE, Google Scholar and Springer. The analysis was done in October 2017 on papers published between 2013 and 2017. The contribution is to classify existing work and suggest future opportunities based on a systematic mapping of mobile cloud computing (MCC) for teaching and learning research. The analysis provides an overview of the field in terms of what is researched, how that is researched and where the future research contributions may lie. The findings are integrated to present a non-prescriptive, conceptual framework on mobile cloud computing research for teaching and learning. Researchers can use the proposed framework as a point of reference in starting or aligning their own projects and establishing where future research opportunities exist.
Ronell van der Merwe and Judy van Biljon (2018) Research on Mobile Cloud Computing in Teaching and Learning: A Conceptual Model ICEL 2018 13th International Conference on e-Learning. Cape Peninsula University of Technology, Cape Town, South Africa, 5-6 July 2018
978-1-911218-90-6
http://hdl.handle.net/10500/24596
mobile
cloud computing
maturity
m-learning
e-learning
Research on Mobile Cloud Computing in Teaching and Learning: A Conceptual Model
oai:uir.unisa.ac.za:10500/288462022-05-11T10:19:10Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Rajamany, Vanitha
author
Van Biljon, Judy
author
van Staden, Corne Johandia
author
2021
The 2020 COVID-19 health pandemic has accelerated the trend towards
digitizing education. Increased digitization necessitates a robust and regulatory
framework for monitoring standards in a knowledge society, which requires adaptivity
to the continuous changes in the quality assurance processes (moderation).
This provides the rationale for an investigation into the literature trends in eModeration
processes. This study draws on a systematic literature review as methodology
to examine the extant literature on trends in eModeration research including the
purpose of the research, methodologies and limitations regarding existing eModeration
systems. The findings reveal that there is little, if any, empirical evidence
of systems dedicated to online moderation of assessments specifically within the
secondary school sector and that eModeration is mainly an emergent phenomenon
with numerous adoption challenges, especially in resource constrained contexts.
2367-3370
https://hdl.handle.net/10500/28846
eModeration, eAssessment, quality assurance, e-submission, e-marking
Research trends in the implementation of eModeration Systems: A Systematic Literature Review
oai:uir.unisa.ac.za:10500/197022016-02-26T12:08:10Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Renaud, Karen
author
2015
South Africa is working hard to improve the education levels of all their citizens, and, as a consequence, many South African Universities have seen an impressive increase in the number of postgraduate students. On the other hand, South African Universities have not been able to employ experienced supervisors at the same rate. Given the increasing workload, examiners struggle to maintain their own high standards of
consistency, accuracy and fairness. Assessing dissertations requires a serial traversal from beginning to end, sometimes repeatedly, since words are an imprecise communication tool and writing ability variable. Is there any way of making the process
more efficient while retaining rigour? We cast the net wide to find a way, and, in doing so we noted the emerging use of visualization as a communication facilitator in other areas of academia and decided investigate it as a mechanism for easing the assessment
process. As a first step, we need to determine the current extent of usage. Such usage is not incentivized nor is it explicitly rewarded. If we detect an impact on final grades, this will justify further investigation. We carried out a study that revealed weak correlations with the final grade, depending where the visualizations appeared and also consulted supervisors for their views. The contribution of this paper is to suggest a discourse on
the deliberate deployment of visualization to ease postgraduate assessment.
van Biljon, J., Renaud, K., 2015. Do Visualizations Ease Dissertation Assessment? Proceedings of the 44th Annual Southern African Computer Lecturers Association 2015 (SACLA 2015), Renewing ICT teaching and learning: Building on the past to create new energies, 1-3 July 2015, Johannesburg, South Africa, Emma Coleman. Publisher: University of the Witwatersrand, Johannesburg. (pp. 177-185)
978-0-620-65158-5
http://hdl.handle.net/10500/19702
Visualization, postgraduate assessment
Do Visualizations Ease Dissertation Assessment?
oai:uir.unisa.ac.za:10500/288432022-05-11T10:06:25Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
2020
Human-computer interaction for development (HCI4D) operates at the
intersection of Human-computer interaction (HCI) and information and
communication technology for development (ICT4D). The
interdisciplinary nature complicates knowledge transfer and articulation
between the disciplines contributing to the HCI4D domain. This paper
proposes a conceptual framework to highlight the core issues and
domain questions in HCI4D towards supporting knowledge mobilization
between researchers in HCI4D and the related fields. This paper presents
an overview of the HCI4D literature (2007–2017) which investigated the
domain questions, including the core issues, focus areas, the
phenomena of interest, target users and the research methods. The
findings were presented as a conceptual framework which comprises
the core issues and salient elements for each of the domain questions.
This framework was evaluated and checked against 2017–2019 literature
to propose a final HCI4D knowledge mobilization framework
(HCI4D_KMF). The contribution lies in knowledge transfer and
articulation towards enriching discussions on HCI4D research.
udy van Biljon (2020) Knowledge mobilization of human–computer interaction for development research: core issues and domain questions, Information Technology for Development, 26:3, 551-576, DOI: 10.1080/02681102.2020.1767022
0268-1102
https://doi.org/10.1080/02681102.2020.1767022
https://hdl.handle.net/10500/28843
HCI4D, ICT4D, ICTD, human–computer interaction, knowledge mobilization
Knowledge Mobilisation of Human-Computer Interaction for Development Research: core issues and domain questions
oai:uir.unisa.ac.za:10500/256122019-07-25T01:00:28Zcom_10500_3072com_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3076col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Lehong, Sewisha
author
Van Biljon, Judy
author
Sanders, I
author
2019
Students in the open-distance and electronic learning (ODeL) environment often work in isolation and face challenges in accessing knowledge resources, especially when conducting research. To support these students in succeeding with their studies, the learning management system (LMS) needs to be usable; this implies the attributes of effectiveness, efficiency and user satisfaction. The purpose of this study is to propose usability guidelines specifically focused on the requirements for a learning management system in the context of ODeL honours research projects. The study is novel in exploring the supervisors’ view of the usability requirements of the LMS. Based on a pragmatic worldview, this study is guided by the design science research (DSR) methodology. The initial set of usability requirements was abstracted from the literature and used as the basis for the LMS evaluation. Usability testing of the LMS was followed by heuristic evaluation, post-test questionnaire and interviews. All evaluations were done with the supervisors as participants. The contribution of the study is the refined usability guidelines based on the triangulation of the findings from the different usability evaluations conducted on the same ODeL LMS.
978-1-5386-7366-9
http://hdl.handle.net/10500/25612
Open-distance learning
learning management systems
heuristics evaluation
usability testing
eye-tracking
Open-distance Electronic Learning Environments: Supervisors’ Views on Usability
oai:uir.unisa.ac.za:10500/197012016-02-26T12:16:10Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Renaud, Karen
author
2015
Advances in technology and subsequent access to inexpensive software have made visualisation, as a method of knowledge creation and transfer, more accessible. Visualisations have been used to support knowledge representation and transfer in teaching but the focus has primarily been on creating visualisations for learner consumption. The idea of students becoming active participants in producing visualisations, as part of knowledge creation and learning, has largely been overlooked.
The study reported here investigated the use of visualisation for summarising knowledge at postgraduate level. The student’s need to assimilate and organise knowledge is an important part of their learning. We suggest that it would be useful for students to learn how to produce knowledge visualisations as part of this activity. The production is an act of knowledge creation, which can improve their comprehension of the research literature.
Producing visualisations is not necessarily straightforward and it is therefore advisable to scaffold the process. We propose a faded-struts learning process that gradually removes scaffolding as the learner masters the principles and
becomes more adept. The contribution of this research is to present the idea of
providing worked examples and faded examples to support postgraduate
learning. This helps postgraduates to craft knowledge visualisations so that they
can slowly become more proficient and independent. Due to the ubiquity of mobile devices we propose providing this support on these devices, incorporating their unique constraints and affordances in our learning process.
This is essentially a proof of concept paper, suggesting how the idea could be realised. Further work is necessary to test the idea with students and to extend the repertoire of mobile learning (m-learning) visualisation tasks.
van Biljon, J., Renaud, K., 2015. Facilitating Knowledge Visualisation as Communication and Knowledge Transfer Mechanism in Postgraduate Learning. T.H. Brown and H.J. van der Merwe (Eds.): mLearn 2015, CCIS 560, pp. 1–16, 2015. Springer International Publishing Switzerland 2015.
978-3-319-25684-9
http://hdl.handle.net/10500/19701
Knowledge visualisation, Knowledge transfer, Post graduate learning, Faded-Struts approach
Facilitating Knowledge Visualisation as Communication and Knowledge Transfer Mechanism in Postgraduate Learning
oai:uir.unisa.ac.za:10500/288422022-05-11T10:04:38Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Nyamaka, Admore Tutsirayi
author
Botha, Adele
author
Van Biljon, Judy
author
Marais, Mario Alphonso
author
2020
The literature on information and communication technology comprises numerous
studies on the role of mobile technologies in developing communities, including
examples of innovative mobile applications which improve literacy and access to
healthcare, banking and agricultural services. There is a growing understanding that
sustainable development requires more than rational, scientific and technological
means – it also requires a web of support from both social networks and business
infrastructure. Innovation ecosystems consist of economic agents and relations, as
well as non-economic components such as technology, institutions, sociological
interactions and culture, which facilitate idea-making, innovation and the diffusion of
such innovations. There is, as yet, no evidence-based innovation ecosystem
conceptualisation to describe the situation in Botswana. This study aims to identify
and present the essential components of a mobile application innovation ecosystem,
by using Design Science Research methodology and adopting a pragmatic research
approach which draws on two theoretical streams: the Computing, Connectivity,
Content and Capacity (4Cs) framework for information and communications technology,
and a systems theory-based Triple Helix Model of Innovation. In addition to
making a theoretical contribution towards understanding information and communications
technology for development innovation frameworks, the study provides practical
recommendations in respect of supporting mobile application innovations in
Botswana.
Nyamaka AT, Botha A, Van Biljon J, Marais MA. The components of an innovation ecosystem framework for Botswana's mobile applications. Electron j inf syst dev ctries. 2020;e12137
1681-4835
https://doi.org/10.1002/isd2.12137
https://hdl.handle.net/10500/28842
ICT4D innovation ecosystem, innovation ecosystem framework components, mobile applications, mobile applications for development
The Components of an Innovation Ecosystem Framework for Botswana’s Mobile Applications
oai:uir.unisa.ac.za:10500/220332018-08-14T11:04:01Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Van der Merwe, Ronell
author
Van Heerden, D
author
2015-12-18
Mobile digital literacy skills development as part of digital inclusion is compellingly relevant but exactly what the curriculum should contain is less evident. In this paper, we report on the development of a mobile digital literacy skills development curriculum for teachers using a Design Science Research (DSR) methodology. The use of design science research for curriculum development is not common but appropriate where the relevance cycle ensured engagement with the needs of the community while the rigor cycle guided the evaluations by other stakeholders. The main contribution of this paper is the mobile digital literacy skills development curriculum as artifact. Furthermore, the paper provides insights gained on using the DSR methodology for community informatics research
Van Biljon, J., Traxler, J., van der Merwe, R. & van Heerden, D. (2015), ‘Curriculum development for mobile digital literacy skills acquisition using a Design Science Approach’, The Journal of Community Informatics, North America, 11 (3), ISSN: 1712-4441, Available at: http://ci-journal.net/index.php/ciej/article/view/1162
1712-4441
http://hdl.handle.net/10500/22033
Curriculum development for mobile digital literacy skills acquisition using a Design Science Approach
oai:uir.unisa.ac.za:10500/233452023-05-09T07:41:54Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Mabila, Jabulisiwe
author
Van Biljon, Judy
author
Herselman, Marlien
author
2017-11
The application of mobile technology integration in schools has been
widely researched. However, the sustainability of mobile technology
integration in resource-constrained environments has received less
attention. Diverse contexts and devices complicate the construction of
a consolidated view of how to sustain the pedagogical practice of
learning with mobile devices in these environments. The purpose of
this article is to indicate how feedback from teachers and district
officials informed the development of a sustainability framework for
mobile technology integration in schools (SFMTIS) in resourceconstrained
environments in South Africa. Employing design science
research as methodology, an initial sustainability framework was
synthesised from the existing literature. Teachers’ views were
obtained regarding the integration of mobile technology in their
schools and were subsequently processed to inform the further
development of the framework. Teachers, who were trained, and had previously participated in an initiative that introduced mobile tablet
use, and where information and communication technology
infrastructure was provided to their schools, were purposively
selected for the study. The Department of Basic Education officials
based at district offices were also interviewed for their views on the
sustainable integration of mobile technology. The findings were used
to refine the initial SFMTIS. Besides the refined sustainability
framework, the research contributes novel insights into the different
perspectives of the teachers and the district officials, and how those
can impact the sustainability of mobile technology integration in
resource-constrained environments.
1712-4441
http://hdl.handle.net/10500/23345
A sustainability framework for mobile technology integration in schools: the case of resource-constrained environments in South Africa
oai:uir.unisa.ac.za:10500/276952021-07-16T09:23:17Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
Van Biljon, Judy
author
Pilkington, Colin
author
Van der Merwe, P.
author
van der merwe
author
2020
In response to the challenge of increasing supervision capacity
while at the same time also improving the supervision experience, we
used a design science research approach to guide the design, implementation
and evaluation of a cohort supervision model for master’s students
in computing at an open-distance university. This paper describes the
implementation of a cohort programme in 2018, the findings from data
collected during a focus group with students and supervisors, students’
reflective evaluations at the end of the module, feedback from the supervisors,
and our reflective notes. Our main theoretical contribution is the
cohort model proposed for developing supervision capacity at master’s
level. Our practical contribution is a method for a practical supervision
model for master’s students based on the concepts of co-operative learning
and conversational theory.
van Biljon, J., Pilkington, C. & van der Merwe, R. (2020), ‘Cohort Supervision: Towards a Sustainable Model for Distance Learning? ‘Southern African Computer Lecturers' Association (SACLA) Conference, Alpine Heath Resort, Northern Drakensberg, South Africa, 15-17 July, CCIS Post-Proceedings Book, Springer. ISBN: 978-0-620-85603-4, https://doi.org/10.1007/978-3-030-35629-3_10
978-0-620-85603-4
http://hdl.handle.net/10500/27695
Post-graduate supervision, Group supervision, Cohort supervision, Distance education, Design science
Cohort Supervision: Towards a Sustainable Model for Distance Learning?
oai:uir.unisa.ac.za:10500/276942021-07-16T09:22:52Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
Fadiran, Olakumbi
author
Van Biljon, Judy
author
Schoeman, Marthie
author
2020
There is growing evidence that visualization aids knowledge transfer.
However, the cases where learners have been actively involved as cocreators
of knowledge visualization aids are limited. Furthermore, employing
knowledge visualization for teaching and learning in high-school science have
been proposed but empirical evidence of the effect on knowledge transfer is
limited. The purpose of this study is to report on the knowledge transfer effect of
applying usability-based knowledge visualization guidelines. A design-based
research methodology guided by pragmatism was applied. The data capturing
methods include a questionnaire-based survey, interviews and observations. The
results suggest that the use of knowledge visualization can support knowledge
transfer and the students’ learning experience in secondary school education, but
more research is required to confirm this. The contribution of this paper is to add
to the emerging discourse on the use of knowledge visualization for teaching
and learning, and to report on how knowledge visualization guidelines can be
used in practice.
Fadiran, O., van Biljon, J. & Schoeman, M. (2020), ‘Knowledge transfer in science education: the case for usability-based knowledge visualisation guidelines’ 19th IFIP Conference on e-Business, e-Services and e-Society (I3E2020), Skukuza, South Africa, 6 – 8 April 2020, pp. 263 – 273, ISBN: 978-3-030-45001-4. https://doi.org/10.1007/978-3-030-45002-1_22
978-3-030-45001-4
http://hdl.handle.net/10500/27694
Knowledge visualization, Usability-based knowledge visualization guidelines, Knowledge transfer
Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines
oai:uir.unisa.ac.za:10500/288442022-05-11T10:15:15Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Steynberg, Johanna
author
Van Biljon, Judy
author
Pilkington, Colin
author
2020
Science educators need assessment tools to assess to what extent
learners’ knowledge and skills can be transferred to real-life situations. Virtual
reality learning environments (VRLEs) can be used to create authentic virtual
spaces where situated learning and assessment can take place. However, there
are considerable design and implementation challenges when developing a
VRLE. This research explored the design aspects of a virtual reality environment
for the assessment of knowledge transfer in science education. A design
science research approach was followed, implementing existing guidelines from
literature in building a VRLE. Lessons learned from the implementation were
formulated, and the theoretical contribution of this study is a set of literaturebased,
practice evaluated guidelines, synthesising lessons learned. From the
study, it is apparent that there are many benefits from using a VRLE for
assessment, and we hope that using these guidelines could mitigate some of the
usability issues that remain.
302-9743
https://link.springer.com/chapter/10.1007/978-3-030-63885-6_35
https://hdl.handle.net/10500/28844
Virtual reality; Science education; Authentic assessment; Human-computer interaction; Usability
Design Aspects of a Virtual Reality Learning Environment to Assess Knowledge Transfer in Science
oai:uir.unisa.ac.za:10500/236862018-08-14T11:02:38Zcom_10500_3752com_10500_11919com_10500_460com_10500_128col_10500_3753col_10500_11921
00925njm 22002777a 4500
dc
Van der Merwe, Ronell
author
Van Biljon, Judy
author
2018-03
The potential of cloud computing services (CCS) for
supporting teaching and learning has been widely recognized,
especially for mobile interactions. However, the multifaceted
nature and rapid development of computing technology has
complicated adoption and optimal application. This study
investigated the trends, drivers and barriers influencing CCS
for teaching and learning with mobile interactions both from
a literature perspective and an educator’s perspective. We
structured the research in terms of three goals: The first goal
was that of providing an overview of current literature on the
topic of CCS for mobile interactions. To that end, a systematic
literature review was conducted (literature from 2010 to
2016) to present an overview of the topics researched, as well
as the determinants (including drivers and barriers) and
opportunity areas in the field. The second goal was to get the
perspective of educators on the determinants and enablers of
CCS for teaching and learning with mobile interactions in the
South African school context. Facilitators and teachers at
South African schools in the Gauteng Province were
interviewed towards obtaining that perspective. The third
goal was to draw on the findings from literature and the
insights gained from educators in South African schools
towards identifying the barriers and enablers relevant to
informing future research and practice.
978-1-4673-8996-9
http://hdl.handle.net/10500/23686
cloud-based storage; mobile cloud computing;cloud computing services; teaching and learning
Trends, drivers and barriers influencing Cloud Computing Services for mobile interactions in teaching and learning
oai:uir.unisa.ac.za:10500/264492020-06-07T14:37:00Zcom_10500_11919com_10500_460com_10500_128col_10500_11921
00925njm 22002777a 4500
dc
MAWELA, TENDANI
author
TWINOMURINZI, HOSSANA
author
MSWELI, NKOSIKHONA
author
TAU, VICTORIA
author
2020-03-13
The theme for the Digital Skills 2020 Colloquium and Postgraduate Symposium was “Enhancing
Human Capacity for Digital Transformation: It is about people”. It is widely accepted that current
digital changes that are sweeping through the world are significantly altering the environment in
which every organisation, including government, is operating. The scale and scope of the
change is what makes all the difference. The way in which organisations respond to these
environmental changes will determine their survival. The nature of a digitally transformed
organisation cannot be foretold as every organisation will respond according to their local and
global environment. There are, however, some uncomfortable realities; manufacturing jobs will
not be reinstated, and even if they did, the manufacturing industries are necessarily more capital
and not labour intensive (Stiglitz, 2017). Globally, we are experiencing rising unemployment and
income inequality as well as increased demand for high skilled labour (Glenn, Florescu &
Project, 2019).
Accordingly, the Colloquium sought to explore the role played by digital skills in our rapidly
transforming realities. The event attracted full academic research papers, case studies,
research work that still in progress and practitioner reports and models that portray the NEMISA
collaborative ethos involving government, industry and other sectors. Some plenary sessions
and guest speakers shared insights on topics such as emerging technologies, blockchain,
machine learning, gamification in education, application of 3D printing, upscaling of ICT for
development programmes and citizen online safety.
Digital Skills Colloquium 2020: Enhancing Human Capacity for Digital Transformation, 12-13 March 2020 Birchwood Hotel, Boksburg, Gauteng, National Electronic Media Institute of South Africa (NEMISA) and University of South Africa (UNISA)
978-0-6399275-6-5
978-0-6399275-5-8
http://hdl.handle.net/10500/26449
Digital Skills Colloquium 2020: Enhancing Human Capacity for Digital Transformation