Browsing by Author "Chadeea, Tomal K"

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    Developing a Framework for the Implementation of Augmented Reality in the Pedagogy of the Open University of Mauritius
    (2019-09) Chadeea, Tomal K; Prinsloo, Paul
    This research reports on a dialogical case study using an interpretivist, qualitative and deductive research design, mapping the socio-techno imaginary pertaining to educational technology in a selection of international, national and institutional policy directives and strategies. A socio-techno imaginary refers to and is constituted by accepted, dominant and (often) unquestioned narratives pertaining to educational technology and what educational technology can do (and is expected to do) in a particular context. As such, an analysis of these imaginaries may provide pointers for the potential to include AR in the pedagogical strategy at OUM. The thematic analysis shows consensus but also diverging expectations pertaining to the use of technology in education. Shared across the different contexts – international, national and institution - there is an understanding of the future (and teaching) as technology driven and enabled. The analysed policies and frameworks also share a stated commitment to use state-of-the-art or cutting-edge technologies pointing to two possible constructs – a fear of falling behind, and/or a belief that newer technologies are, per se, better. In the specific context of open, distance and distributed learning, there is a clear narrative that technologies erase time and distance and are essential in the delivering of teaching and learning. Seemingly absent from the various socio-techno imaginaries are issues pertaining to conditions under which educational technology will increase the quality and effectiveness of teaching and learning.// The analysis provides a useful basis for considering the integration of AR in the development of pedagogical strategies and resources not only in the context of the OUM but also in the broader context of the open, distance and distributed learning in the Global South.// Paper ID 70
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    Open Access
    Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius
    (2023-05) Gunness, Sandhya; Rampersad, Rubina D; Chadeea, Tomal K
    This document reports on the findings of a baseline survey conducted at the four public higher education institutions (HEIs) in Mauritius (University of Mauritius, Open University of Mauritius, University of Technology, Mauritius, and Université des Mascareignes). It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the four HEIs. Finds of the study presents the need for appropriate policy and their regular revision, capacity building of both students and teachers to take advantages of the capabilities of technologies in teaching and learning, and address the academics skepticism about TEL through appropriate and tangible interventions to mainstream integration of technology in higher education.