An investigation of how Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips on mobile phones can be used by student teachers as a visualisation tool in the teaching of Number Sense: a case study
- Authors: Kangwa, Lemmy
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Zambia -- Case studies , Visualization , Number concept , Mobile communication systems in education , Mathematics -- Study and teaching -- Software , Telecommunications in education , Educational innovations , VITALmaths
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6930 , vital:21201
- Description: Visualisation is increasingly being recognised as having a significant role in the learning of mathematics especially when students are solving mathematical problems (Thornton, 2001). It is argued that visualisation is a powerful tool for learners to construct mental and physical representations that correctly mirror mathematical relationships and concepts. To gain a thorough understanding of the scope of visualisation, three Visual Technology for Autonomous Learning of Mathematics (VITALmaths) (www.vitalmaths.com) video clips were uploaded on mobile phones of each of the eleven participating student teachers who used them in their teaching practice. This is in cognisance of the educational potential offered by mobile phones and their current pervasiveness in the daily lives of both teachers and learners in Zambia (Zambia. Ministry of Education [M.O.E], 2013]). This study sought to investigate how VITALmaths video clips on mobile phones could be used by student teachers as a visualisation tool in the teaching of Number Sense. The videos of the lessons formed the core of my analysis. The study was conducted at four primary schools by eleven student teachers of a public university in Zambia. The study is framed as a case study and is grounded within the interpretive paradigm. The findings revealed that the student teachers’ use of the video clips in the classrooms for teaching was generally approached from two perspectives: at the beginning of the lesson or at the end. The videos were used at the beginning of the lesson as a means to introduce a topic or an idea, and at the end of the lesson to consolidate what was taught. The videos were also used to enhance the conceptual understanding of Number Sense. The findings also revealed that students encountered both enabling and constraining factors in their use of mobile phones to teach number sense. The overall findings revealed that, if well utilised, mobile phones as visualisation tools had the potential to enhance the teaching of Mathematics in general and Number Sense in particular, and therefore teachers should be encouraged to use them in their teaching.
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- Date Issued: 2017
NMMU students' perceptions of their creativity
- Authors: Rogers, Angela Louise
- Date: 2016
- Subjects: Creative ability in business , Creative thinking , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/8037 , vital:24478
- Description: Creativity is seen as the driving force behind innovation. It can even be said to be the same process. It is critical to implement the creativity in order for innovation to actually take place. This combination of creativity and innovation is required for economic growth, sustainability, continuous improvement and competitive edge for organisations. Creativity is more than just artistic ability but includes scientific and problem solving steps and basic everyday creativity. This combination would be key in government departments, organisations and universities today. People’s perception on creativity could hamper their growth and development in this key area, not only for themselves but of others that they come into contact with. People’s perception on creativity is that it is either a genius form in either artistic or musical terms or it is not at all creative. They do not necessarily view the everyday tasks as creative. The research approach for this study is positivistic and deductive. The students’ perception of creativity is gathered using a quantitative questionnaire, where they rank their perceptions. The questionnaire was from an international study and it was made available to all students at the Nelson Mandela Metropolitan University. The data analysis will be both descriptive and inferential in nature. The research seeks to examine students’ perception of their own creativity and how they rate various creative products or services. Students are on their way to the pinnacle in their fields and the creativity should therefore be at its peak to be able to take full advantage and to get maximum benefit from it. The research will gain insight into their perception via a questionnaire where they need to rate themselves. The literature review will investigate creativity, innovation and the links between them. It will analyse the importance of innovation to business and the unlocking of creativity. There are many differing ways to unlock and stimulate creativity and some of these are addressed.
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- Date Issued: 2016
A mathematics rendering model to support chat-based tutoring
- Authors: Haskins, Bertram Peter
- Date: 2014
- Subjects: Intelligent tutoring systems , Educational innovations , Tutors and tutoring
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9822 , http://hdl.handle.net/10948/d1020567
- Description: Dr Math is a math tutoring service implemented on the chat application Mxit. The service allows school learners to use their mobile phones to discuss mathematicsrelated topics with human tutors. Using the broad user-base provided by Mxit, the Dr Math service has grown to consist of tens of thousands of registered school learners. The tutors on the service are all volunteers and the learners far outnumber the available tutors at any given time. School learners on the service use a shorthand language-form called microtext, to phrase their queries. Microtext is an informal form of language which consists of a variety of misspellings and symbolic representations, which emerge spontaneously as a result of the idiosyncrasies of a learner. The specific form of microtext found on the Dr Math service contains mathematical questions and example equations, pertaining to the tutoring process. Deciphering the queries, to discover their embedded mathematical content, slows down the tutoring process. This wastes time that could have been spent addressing more learner queries. The microtext language thus creates an unnecessary burden on the tutors. This study describes the development of an automated process for the translation of Dr Math microtext queries into mathematical equations. Using the design science research paradigm as a guide, three artefacts are developed. These artefacts take the form of a construct, a model and an instantiation. The construct represents the creation of new knowledge as it provides greater insight into the contents and structure of the language found on a mobile mathematics tutoring service. The construct serves as the basis for the creation of a model for the translation of microtext queries into mathematical equations, formatted for display in an electronic medium. No such technique currently exists and therefore, the model contributes new knowledge. To validate the model, an instantiation was created to serve as a proof-of-concept. The instantiation applies various concepts and techniques, such as those related to natural language processing, to the learner queries on the Dr Math service. These techniques are employed in order to translate an input microtext statement into a mathematical equation, structured by using mark-up language. The creation of the instantiation thus constitutes a knowledge contribution, as most of these techniques have never been applied to the problem of translating microtext into mathematical equations. For the automated process to have utility, it should perform on a level comparable to that of a human performing a similar translation task. To determine how closely related the results from the automated process are to those of a human, three human participants were asked to perform coding and translation tasks. The results of the human participants were compared to the results of the automated process, across a variety of metrics, including agreement, correlation, precision, recall and others. The results from the human participants served as the baseline values for comparison. The baseline results from the human participants were compared with those of the automated process. Krippendorff’s α was used to determine the level of agreement and Pearson’s correlation coefficient to determine the level of correlation between the results. The agreement between the human participants and the automated process was calculated at a level deemed satisfactory for exploratory research and the level of correlation was calculated as moderate. These values correspond with the calculations made as the human baseline. Furthermore, the automated process was able to meet or improve on all of the human baseline metrics. These results serve to validate that the automated process is able to perform the translation at a level comparable to that of a human. The automated process is available for integration into any requesting application, by means of a publicly accessible web service.
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- Date Issued: 2014
Business school creativity amongst MBA students at Nelson Mandela Metropolitan University
- Authors: Von Solms, Woudi
- Date: 2014
- Subjects: Creative ability in business , Creative thinking , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/4255 , vital:20574
- Description: Innovation allows for competitive advantage. Competitive advantage and innovation lead to economic growth. For innovation to occur, creativity is necessary. All individuals are creative, but continuous practice is necessary to be creative. The process from creativity to innovation and competitive advantage and economic growth involves three stages. The first stage involves educating primary and secondary school children to be creative across different domains. Current school systems focus on mathematical and linguistic skills. Examples of domains are linguistic, performance, mechanicalscientific and artistic. These creative domains can be taught through encouraging children to use their imagination and different methods. In primary and secondary education little-c creativity and mini-c creativity are developed. Little-c creativity involves developing problem solving skills. Mini-c creativity involves the ability to recognise personal creative events, not necessarily recognised by others. Tertiary education involves students gaining knowledge in a specific domain. While studying to gain knowledge and conduct research on a specific domain, practicing creativity is still important. Upon completion of tertiary education the second stage in creating economic growth through creativity and innovation commences. This second stage involves organisations hiring creative employees that have knowledge within a domain similar to the organisation‟s industry. Creative employees develop creative ideas. The creative ideas allow for innovative products to be developed. Innovative products satisfy customer needs and lead to competitive advantage. Managers should encourage employees to be innovative. Employees that are motivated and encouraged to take risks develop a talent within the domain that they are employed in. The ability to be creative and innovative leads to pro-creativity and big-c creativity. Pro-c creativity refers to a talent being developed over approximately ten years. Big-c creativity involves creating products that benefits society positively. Upon creating products that benefit society, competitive advantage is created that allows for the third stage of creating economic growth to commence. This third stage involves economic growth that stems from innovation and creative individuals. Countries currently focus on stage two where they aim to encourage innovation amongst organisations. There is a realisation that to be innovative,creativity is necessarily and that creativity must be taught by means of education. This research study will use a questionnaire by Kaufman (2009, 2012, 2013) to determine how creative students perceive they are and whether they are capable of recognising different levels of creativity. A similar study was conducted in Germany and Mexico. Professor Alexander Brem was asked for the questionnaire. The questionnaire was translated from German to English. The objective is to determine whether students perceive themselves to be creative, thus being innovative within their organisations and indirectly allowing for competitive advantage and economic growth. Kaufmans‟ questionnaire was distributed to Nelson Mandela Metropolitan University Masters in Business Administration students. Ethics clearance was granted and answering the questionnaire was optional.To draw conclusions an Exploratory Factor Analysis was done on creative domains and the levels of creativity students are able to recognise. The first Exploratory Factor Analysis revealed performance creativity as the first factor, mechanicalscientific creativity as the second factor, scholarly creativity as the third factor and artistic creativity as the fourth factor. The second Exploratory Factor Analysis grouped pro-c creativity, big-c creativity and little-c creativity as the first factor, not being able to recognise creativity as the second factor and mini-c creativity as the third factor. The individual results from each factor were discussed. Each factor was further analysed by comparing gender, age, year‟s work experience and type of students to the type and level of creativity. The results show three trends. Firstly, results indicated that respondents perceived themselves to be predominantly scholarly and mathematical-scientific creative. This result is synonymous with secondary research that states that educational institutions focus on enhancing linguistic and mathematical skills amongst students and that developing skills in other domains are seen as less important. Secondly, the ability of students to recognise different levels of creativity decreases from big-creativity to pro-c creativity; pro-c creativity to little-c creativity and little-c creativity to mini-c creativity. Students are therefore better able to recognise large inventions than smaller inventions. Thirdly, results indicated that creativity levels do not differ when gender, age, year‟s work experience and type of students are compared. In this research study the above statements will be discussed in detail.
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- Date Issued: 2014
Web-based M-learning system for ad-hoc learning of mathematical concepts amongst first year students at the University of Namibia
- Authors: Ntinda, Maria Ndapewa
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Higher) -- Namibia , Mathematics -- Technological innovations , Mobile communication systems in education , Teaching -- Aids and devices , Educational innovations , Open source software
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4701 , http://hdl.handle.net/10962/d1013174
- Description: In the last decade, there has been an increase in the number of web-enabled mobile devices, offering a new platform that can be targeted for the development of learning applications. Worldwide, developers have taken initiatives in developing mobile learning (M-learning) systems to provide students with access to learning materials regardless of time and location. The purpose of this study was to investigate whether it is viable for first year students enrolled at the University of Namibia (UNAM) to use mobile phones for ad-hoc learning of mathematical concepts. A system, EnjoyMath, aiming to assist students in preparing for tests, examinations, review contents and reinforce knowledge acquired during traditional classroom interactions was designed and implemented. The EnjoyMath system was designed and implemented through the use of the Human Centred Design (HCD) methodology. Two revolutions of the four-step process of the HCD cycle were completed in this study. Due to the distance between UNAM and Rhodes University (where the researcher was based), the researcher could not always work in close relation with the UNAM students. Students from the Extended Study Unit (ESU) at Rhodes University were therefore selected in the first iteration of the project due to their proximity to the researcher and their similar demographics to the first year UNAM students, while the UNAM students were targeted in the second iteration of the study. This thesis presents the outcome of the two pre-intervention studies of the first-year students' perceptions about M-learning conducted at Rhodes University and UNAM. The results of the pre-intervention studies showed that the students are enthusiastic about using an M-learning system, because it would allow them to put in more time to practice their skills whenever and wherever they are. Moreover, the thesis presents the different stages undertaken to develop the EnjoyMath system using Open Source Software (PHP and MySQL). The results of a user study (post-intervention) conducted with participants at UNAM, ascertained the participants' perception of the usability of the EnjoyMath system and are also presented in this thesis. The EnjoyMath system was perceived by the participants to be "passable"; hence an M-learning system could be used to compliment an E-learning system at UNAM.
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- Date Issued: 2014
Adoption strategies for increasing the use of blended learning at a private higher education institution
- Authors: Hurrisunker, Sanisha
- Date: 2013
- Subjects: Blended learning , Private universities and colleges , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8868 , http://hdl.handle.net/10948/d1020283
- Description: Although a categorical definition of the concept of blended learning is yet to be established, in broad terms, Blended Learning refers to a system that combines traditional face-to-face teaching environments with an online component. This therefore makes the learning process far more engaging for the student and also enables the lecturer to extend teaching and learning outside the classroom. The private higher education institution that was the focus of this study (referred to as Campus A) had attempted to introduce blended learning as a teaching and learning approach at the institution. The site had been operating in Port Elizabeth for 15 years and offered a range of degrees, diplomas and certificates on a full time basis and a range of short learning programmes as part of their business school. Despite concerted effort made by the managers to drive the adoption of blended learning on the campus, the acceptance of this teaching practice had been slower than expected and, given the transformative potential of blended learning, the management of the campus wished to improve the adoption rate significantly. Therefore the primary purpose of this study was to identify adoption strategies that could be used to increase the acceptance of blended learning as a teaching strategy at Campus A of this educational institution. The study followed a two pronged approach; the first part entailed a review of literature on the successful implementation of blended learning. The review concluded with an adapted model that integrated relevant blended learning adoption factors. The model was thereafter used for the second part of the study, as a basis for questionnaires and interviews that were conducted with relevant staff with the aim of determining how the integrated model for the adoption of blended learning should be implemented on the campus.
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- Date Issued: 2013
A framework to enhance the mobile user experience in an Mlearning interaction
- Authors: Botha, Adele
- Date: 2011
- Subjects: Educational technology , Information technology , Educational innovations , Teaching -- Aids and devices
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9753 , http://hdl.handle.net/10948/d1008163 , Educational technology , Information technology , Educational innovations , Teaching -- Aids and devices
- Description: The new millennium is witness to a telecommunications world that is vastly different from even the recent past with developments in the mobile sector having dramatically changed the Information and Communication Technology (ICT) landscape. Mobile cellular technology has proliferated faster than any previous technology and is now the most ubiquitous technology in the world. The focus of this thesis is the development of a framework to enhance the Mobile User Experience in an Mlearning interaction. This research is contextualised by the goal-oriented use of mobile cellular technologies in a formal educational environment. As such the study, although residing in the field of Human-Computer Interaction (HCI), acknowledges issues arising in the Education Domain as a specific field of application. The aim of the research was to investigate the components of a framework to enhance the Mobile User Experience in an Mlearning interaction. The development of the framework was facilitated by the exploration of: the Mobile User Experience factors and their impact, on the Mobile User Experience of learners participating in a goal-oriented Mlearning interaction. These critical factors were documented in terms of the Mobile User Experience components, and the relationships of these components to each other as well as the Mobile User Experience of an Mlearning interaction. The research, grounded in a phenomenological research philosophy, applied an inductive reasoning approach, and was operationalised through a single case study methodology. A qualitative research strategy was considered appropriate, as the phenomenon of User Experience is linked to the hedonistic attributes of the interaction. This study was conducted in four phases with focus on three embedded units of analysis. The three units of analysis were identified as: The learner as end user in an Mlearning interaction; The educator as designer of the Mlearning interaction; and The Mlearning interaction. The research revealed that the Mobile User Experience of an Mlearning interaction is affected by the mobile user, mobile use, mobile device, mobile business practices, mobile networks, mobile interaction and mobile context. Within the Mlearning interaction the significant components are the learners as mobile users, the enhance interactions, removal of barriers to the interaction, goal-oriented nature of the interaction and the ducational context. Identifying these components and their associated Mobile User Experience factors and impacts, present the main contribution of this thesis. In conclusion, the limitations of the study are documented and topics for future research are outlined.
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- Date Issued: 2011
Information communication and technology in Port Elizabeth secondary schools : exploring the digital divide
- Authors: Adebisi, Adeolu Abiodun
- Date: 2008
- Subjects: Information technology -- Study and teaching (Secondary) -- South Africa , Educational technology -- South Africa , Information technology -- South Africa , Computer-assisted instruction -- South Africa , Educational innovations
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9770 , http://hdl.handle.net/10948/914 , Information technology -- Study and teaching (Secondary) -- South Africa , Educational technology -- South Africa , Information technology -- South Africa , Computer-assisted instruction -- South Africa , Educational innovations
- Description: The primary goal of the research is to investigate the extent of ICT adoption in secondary schools within the larger Port Elizabeth area. In order to demonstrate the current status, two geographical areas within that area namely privileged and less privileged areas will be selected and surveyed. The main objective of this research study is to survey the access to ICT services by learners and teachers living and working in less privileged communities compared with that of learners and teachers in the more privileged communities of Port Elizabeth. At present all the schools in these communities are funded by the same provincial government, but the extent of the digital divide is not known. This research will investigate the factors that lead to the inequalities in the access to ICT among secondary school learners and teachers. This research has the following sub goals and objectives: 1. To identify the factors that impact on the status of access to ICT services; 2. To determine which socio-economic factors contribute to the status of access to ICT services in the specific areas; 3. To determine the status of access to ICT services in specific communities within the larger Port Elizabeth area; 4. To determine whether the level of access differs between secondary schools and the homes of teachers and learners in the identified areas.
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- Date Issued: 2008