This book offers an important overview of technology-enhanced education in Southern Africa. With original research from Malawi, Mauritius, Namibia, South Africa, Tanzania and Zimbabwe, this book provides in-depth scientific scholarship focused on the dynamic multimodal learning environments in the region. With the onset of the COVID-19 pandemic, the world has largely had to adjust to remotelearning. Hence, the editors and contributors pull together important research on digital pedagogies and assessment to demonstrate how technology can be effectively employed for multimodal learning environments within the Southern African context. This book will be of interest and value to scholars of digital education, multimodal learning and education within Southern Africa and beyond.

Contextualizes multimodal learning environments in Southern Africa Provides scientific research focused on dynamic multimodal learning environments Valuable to scholars of multimodal learning and digital education

Autorentext

Jako Olivier is Professor in Multimodal Learning and current UNESCO Chair on Multimodal Learning and Open Educational Resources at the North-West University, South Africa. He holds a PhD in Education.

Avinash Oojorah is a Senior Lecturer at the Centre for Open and Distance learning Mauritius Institute of Education, Mauritius. He holds a PhD in Digitization of Curriculum and has been heading major educational technologies projects at national levels.

Waaiza Udhin is a Senior Lecturer at the Centre for Open and Distance learning Mauritius Institute of Education, Mauritius. She holds a PhD in Learning with Technology and also coordinates major national educational technologies projects.

Inhalt

Chapter 1: Contextualising multimodal learning environments in Southern Africa.- Chapter 2: Cultivating locally transformative digital pedagogies: The need for formative-intervention research.- Chapter 3: That's so hot right now: Generation Z's technological use during the COVID-19 lockdown.- Chapter 4: Alternative Multimodal Composition Assessments in Academic Literacy Modules.- Chapter 5: Rethinking assessment and feedback in a digital age in crises: Who is assessed? By whom? For what purpose?.- Chapter 6: Developing a Connective Student Support Framework for a resource constrained ODL institution in Mauritius.- Chapter 7: Professionalising Socialisation for Pragmatic e-Curriculum to the Rescue of South African Universities.- Chapter 8: Studying with a Chatbot: Students' Perceptions and Performance at the Institute of Adult Education in Tanzania.- Chapter 9: Teacher perspectives on blended learning in a changing educational landscape.- Chapter 10: A Systematic Review of Digital Storytelling as Educational Tool for Teaching and Learning in Southern Africa.- Chapter 11: Technology-enhanced Teacher Professional Development: The Experience of a Digital EdTech Start-up in Malawi.