Jako Olivier
Commonwealth of Learning, Higher Education, Department Member
This academic book focuses on scholarly research contextualising innovative learning and knowledge construction by applying active teaching–learning practices such as problem-based learning (PBL) and pedagogy of play (PoP) to enhance... more
This academic book focuses on scholarly research contextualising
innovative learning and knowledge construction by applying active
teaching–learning practices such as problem-based learning (PBL) and
pedagogy of play (PoP) to enhance self-directed learning (SDL). In support
of the rationale of this book, PBL and pedagogies of play (PoPs) are
discussed in terms of SDL in some theoretical chapters, followed by several
chapters reporting on authentic learning practices in various disciplines.
This book focuses on practices where students develop SDL abilities to
thrive in the 21st century by utilising the abovementioned strategies and
contributing to essential skills for future demands. Moreover, this focus
supports the aim of this book: Exploring the convergence of PBL, PoP and
SDL within the school classroom and higher education (HE) contexts.
innovative learning and knowledge construction by applying active
teaching–learning practices such as problem-based learning (PBL) and
pedagogy of play (PoP) to enhance self-directed learning (SDL). In support
of the rationale of this book, PBL and pedagogies of play (PoPs) are
discussed in terms of SDL in some theoretical chapters, followed by several
chapters reporting on authentic learning practices in various disciplines.
This book focuses on practices where students develop SDL abilities to
thrive in the 21st century by utilising the abovementioned strategies and
contributing to essential skills for future demands. Moreover, this focus
supports the aim of this book: Exploring the convergence of PBL, PoP and
SDL within the school classroom and higher education (HE) contexts.
Research Interests: Robotics, Problem Based Learning, Self-directed learning, Self-Directed Learning (Education), Problem-Based Learning, and 9 moreComputational Thinking, LEGO, Metaliteracy, Teaching Self-Directed Learning Skills, Play based learning, Problem Based Learning In Teaching Engish, Play-Based Learning, Drama-Based Education, and Drama-based English Language Teaching
This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources,... more
This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.
Research Interests: Higher Education, Localization, Learning And Teaching In Higher Education, Self-directed learning, Self-Directed Learning (Education), and 9 moreOpen Education, Open Educational Resources, Decolonial Thought, Open Educational Resources (OER), Open Educational Practices, Open educational resources (OERs), Ubuntu Philosophy and Research, Student Agency, and Open pedagogy
This report provides an overview of the nature of open universities derived from the responses from 28 open universities in the Commonwealth. The data not only provide a snapshot of the nature of open universities, but also show some... more
This report provides an overview of the nature of open universities derived from the responses from 28 open universities in the Commonwealth. The data not only provide a snapshot of the nature of open universities, but also show some evidence of the influence of the Covid-19 pandemic on open universities where institutions had to move all their learning and activities online. Furthermore, this report is a follow-up from the work done in the Open Universities in the Commonwealth: At a Glance (2017).
Research Interests:
This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how... more
This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society.
Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context.
This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning.
Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context.
This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning.
Research Interests: Self-regulated Learning, Adaptive Learning Systems, Ubuntu, Self-directed learning, Self-Directed Learning (Education), and 15 moreLearning environments, Problem-Based Learning, Collaborative Learning, Multimodal learning, Ethnomathematics, Metacognitive Learning Strategies, Netlogo, Adaptive learning, Scratch Programming Language, Self Assessment, Metacognitive Skills, SELF DIRECTED LEARNING, Ubuntu Philosophy and Research, Self-directed multimodal learning, and Microworlds
This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and... more
This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts.
This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.
This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.