Marí Peté | Durban University of Technology (original) (raw)

Papers by Marí Peté

e-Learning and other innovative open learning multimedia modalities of delivering education are b... more e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological , equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

e-Learning and other innovative open learning multimedia modalities of delivering education are b... more e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological , equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

British Journal of Educational Technology, 2016

This paper analyses new learning experiences of first year pattern technology students at a unive... more This paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design-based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern-making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice-based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance. Introduction In the Fashion Design degree course of the Durban University of Technology, pattern technology involves drafting patterns that are used to cut fabric in order to sew garments. It is a discipline that combines maths, logic and creativity. The learning curve is steep for first year students, as most have no prior knowledge of the subject matter. Pattern technology requires them to understand concepts in order to apply them, with abstract and critical thinking being crucial.

Blended learning is a well-known term, but not always well understood. This article seeks to prov... more Blended learning is a well-known term, but not always well understood. This article seeks to provide some
recommendations, a clear definition of this approach to teaching and learning, international trends, some
affordances, as well as costs, some examples of its use within the different higher education contexts in South
Africa, as well as a glossary and references for further reading.

Qualitative Inquiry (SAGE) February 2013; 19 (2)

"In this article the author employs the poetic form to crystallize the transformative event of at... more "In this article the author employs the poetic form to crystallize the transformative event of attending a virtual conference for the first time. The poem revealed a range of themes, among others: embodied and disembodied experiences; interplay and tension between poles such as north–south, local–global, virtual–real, and poetic–technological; the leveling of power dynamics and gender differences; deconstruction of conventions and norms for such etiquette of face-to-face events; experiencing multiple identities, playing many roles simultaneously, satisfying curiosity and desire by having it all, and the compromises involved. A meta-theme running through many of the above is liminality—finding oneself on thresholds (Harrison, 2009), followed by border crossing and conceptual transformation (Meyer & Land, 2005).

The poem illuminates ways of knowing and being academic in the 21st century, risk taking and rehearsing new modes of learning and researching, and the discomfort and liberation of this experience.
"

Conference proceeding of Ed Media 2004 World …, Jan 1, 2004

Technology and Teacher Education Annual, Jan 1, 2000

Association for the Advancement of Computing in Education (AACE), PO Box 2966, Charlottesville, V... more Association for the Advancement of Computing in Education (AACE), PO Box 2966, Charlottesville, VA 22902 ($40, AACE members; $50, nonmembers). Tel: 804-973-3987; Fax: 804-978-7449; Web site: http://www.aace.org. ... In: ED-Media 2001 World ...

Proceedings of the 3rd International Conference on e- …, Jan 1, 2008

The goal of this study is to transform education through blended learning and crossdisciplinary p... more The goal of this study is to transform education through blended learning and crossdisciplinary problem-solving at a contact university of technology in South Africa. The purpose of this paper is to reflect on Pioneers Online, a community of practice sustained through a professional development programme offered to lecturers at the Durban University of Technology (DUT).

Books by Marí Peté

INTRODUCTION EXCERPT by Kathleen M Quinlan (Ed) In this class we read slowly, taking time to sha... more INTRODUCTION EXCERPT by Kathleen M Quinlan (Ed)

In this class we read slowly, taking time to shape each word with our lips and
tongues … There’s a sacramental quality…all we need is a bit of bread – a
crumb dipped in the wine of metaphor – and it becomes a whole loaf, a risen
body. All we need is one poem – and it fills a whole class.
– Carol Tyx
My world was opening out… That day was my first glimpse of how one
cultivates a soul.
– Linda Goodman Robiner
These excerpts highlight the passion associated with discovery; the delight in ideas
that animates higher education. What scholar hasn’t felt the thrill of picking up a
thread of an idea and chasing it to its logical conclusion? What teacher hasn’t exalted
in a shared ‘aha’ moment, when a lightbulb goes on for a student or a class?
But teachers also know that higher education can evoke strong negative
responses – anxiety, replete with beating hearts and sweaty palms; frustration, fear,
guilt, shame. Students and teachers alike have experienced waking up breathless
from a nightmare of arriving late to an exam or coming to class with the wrong
materials. Yet these deeply felt experiences of teaching, learning, development and
discovery in higher education – so familiar to teachers and students – are hardly
discussed in the context of improving higher education.
The aim of this book is to help fill that gap, by supporting a person-centered
discourse in higher education that enables us – as university teachers – to voice
aspects of the experience of academia that have been hitherto silent. Education is,
fundamentally, a human experience – one that involves feelings as well as thoughts.
However, the emotional experiences of teaching and learning in higher education
have been neglected. There is little attention to the emotional challenges faced by
teachers, with texts on teaching instead emphasizing conceptual change, expanding
knowledge or theoretical grounding of practice. Likewise, books on teaching
in higher education often focus on developing students’ thinking skills, mainly
analytical and critical thinking. While cognition is certainly a key facet of learning
in higher education, it does not capture the whole experience or all of the important
goals we might have for university education. There is less attention to other ways in
which students may be growing and developing as people during the formative years
of higher education.

e-Learning and other innovative open learning multimedia modalities of delivering education are b... more e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological , equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

e-Learning and other innovative open learning multimedia modalities of delivering education are b... more e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological , equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

British Journal of Educational Technology, 2016

This paper analyses new learning experiences of first year pattern technology students at a unive... more This paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design-based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern-making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice-based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance. Introduction In the Fashion Design degree course of the Durban University of Technology, pattern technology involves drafting patterns that are used to cut fabric in order to sew garments. It is a discipline that combines maths, logic and creativity. The learning curve is steep for first year students, as most have no prior knowledge of the subject matter. Pattern technology requires them to understand concepts in order to apply them, with abstract and critical thinking being crucial.

Blended learning is a well-known term, but not always well understood. This article seeks to prov... more Blended learning is a well-known term, but not always well understood. This article seeks to provide some
recommendations, a clear definition of this approach to teaching and learning, international trends, some
affordances, as well as costs, some examples of its use within the different higher education contexts in South
Africa, as well as a glossary and references for further reading.

Qualitative Inquiry (SAGE) February 2013; 19 (2)

"In this article the author employs the poetic form to crystallize the transformative event of at... more "In this article the author employs the poetic form to crystallize the transformative event of attending a virtual conference for the first time. The poem revealed a range of themes, among others: embodied and disembodied experiences; interplay and tension between poles such as north–south, local–global, virtual–real, and poetic–technological; the leveling of power dynamics and gender differences; deconstruction of conventions and norms for such etiquette of face-to-face events; experiencing multiple identities, playing many roles simultaneously, satisfying curiosity and desire by having it all, and the compromises involved. A meta-theme running through many of the above is liminality—finding oneself on thresholds (Harrison, 2009), followed by border crossing and conceptual transformation (Meyer & Land, 2005).

The poem illuminates ways of knowing and being academic in the 21st century, risk taking and rehearsing new modes of learning and researching, and the discomfort and liberation of this experience.
"

Conference proceeding of Ed Media 2004 World …, Jan 1, 2004

Technology and Teacher Education Annual, Jan 1, 2000

Association for the Advancement of Computing in Education (AACE), PO Box 2966, Charlottesville, V... more Association for the Advancement of Computing in Education (AACE), PO Box 2966, Charlottesville, VA 22902 ($40, AACE members; $50, nonmembers). Tel: 804-973-3987; Fax: 804-978-7449; Web site: http://www.aace.org. ... In: ED-Media 2001 World ...

Proceedings of the 3rd International Conference on e- …, Jan 1, 2008

The goal of this study is to transform education through blended learning and crossdisciplinary p... more The goal of this study is to transform education through blended learning and crossdisciplinary problem-solving at a contact university of technology in South Africa. The purpose of this paper is to reflect on Pioneers Online, a community of practice sustained through a professional development programme offered to lecturers at the Durban University of Technology (DUT).

INTRODUCTION EXCERPT by Kathleen M Quinlan (Ed) In this class we read slowly, taking time to sha... more INTRODUCTION EXCERPT by Kathleen M Quinlan (Ed)

In this class we read slowly, taking time to shape each word with our lips and
tongues … There’s a sacramental quality…all we need is a bit of bread – a
crumb dipped in the wine of metaphor – and it becomes a whole loaf, a risen
body. All we need is one poem – and it fills a whole class.
– Carol Tyx
My world was opening out… That day was my first glimpse of how one
cultivates a soul.
– Linda Goodman Robiner
These excerpts highlight the passion associated with discovery; the delight in ideas
that animates higher education. What scholar hasn’t felt the thrill of picking up a
thread of an idea and chasing it to its logical conclusion? What teacher hasn’t exalted
in a shared ‘aha’ moment, when a lightbulb goes on for a student or a class?
But teachers also know that higher education can evoke strong negative
responses – anxiety, replete with beating hearts and sweaty palms; frustration, fear,
guilt, shame. Students and teachers alike have experienced waking up breathless
from a nightmare of arriving late to an exam or coming to class with the wrong
materials. Yet these deeply felt experiences of teaching, learning, development and
discovery in higher education – so familiar to teachers and students – are hardly
discussed in the context of improving higher education.
The aim of this book is to help fill that gap, by supporting a person-centered
discourse in higher education that enables us – as university teachers – to voice
aspects of the experience of academia that have been hitherto silent. Education is,
fundamentally, a human experience – one that involves feelings as well as thoughts.
However, the emotional experiences of teaching and learning in higher education
have been neglected. There is little attention to the emotional challenges faced by
teachers, with texts on teaching instead emphasizing conceptual change, expanding
knowledge or theoretical grounding of practice. Likewise, books on teaching
in higher education often focus on developing students’ thinking skills, mainly
analytical and critical thinking. While cognition is certainly a key facet of learning
in higher education, it does not capture the whole experience or all of the important
goals we might have for university education. There is less attention to other ways in
which students may be growing and developing as people during the formative years
of higher education.