Browsing by Author "Rudman, Riaan J."

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    Addressing the incremental risks associated with adopting Bring Your Own Device
    (AOSIS, 2018) Weber, Lyle; Rudman, Riaan J.
    Bring Your Own Device (BYOD) involves allowing employees to use their own mobile devices to access their organisations’ networks. Many organisations are embracing this trend as a means to cut information technology (IT) expenditure, enhance employee satisfaction, etc. However, these and other benefits come at a cost in the form of exposing an organisation to new risks. The aim of this research was to assist organisations to identify the incremental risks they could potentially encounter if they implement a BYOD programme and how they can reduce the risks directly related to BYOD to an acceptable level. An extensive literature review was performed to identify the risks which arise as a result of the adoption of a BYOD programme. COBIT 5 was identified as the most appropriate framework which could be used to develop possible safeguards to mitigate the incremental risks associated with a BYOD programme to an acceptable level. Safeguards were developed to address the risks.
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    Incorporating online tools in tertiary education
    (Clute Institute, 2013-10) Steenkamp, Leon P.; Rudman, Riaan J.
    Students currently studying at tertiary institutions have developed a set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. These attitudes and aptitudes influence how they learn and in order to be effective, lecturers must adapt to address their learning preferences and use the online teaching tools that these students are familiar with. In a South African context it was found that students spend a significant amount of time in interactive online image-rich environments and are accustomed to this environment. A number of suggestions are made on how to incorporate this in tertiary education.
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    Understanding the unintended consequences of online teaching
    (HESA, 2021) Rudman, Riaan J.
    In March 2020, South Africa entered a hard lockdown and students and academics, were forced to transition into the fully (emergency) online remote learning space. Lecturers innovated, adapted and learnt how to use many new tools in a short period of time. Despite the changed context in which lecturers find themselves, the traditional academic and professional expectations on staff remain unchanged. Lecturers had to balance personal and professional decisions as well as disruptive technologies. This, with the added responsibility for the governance of these technologies and the uncertainties they represent. Each lecturer accepted a set of risks associated with online teaching. The purpose of this article is to outline and reflect on the problems and challenges relating to streaming and recording lecturers. Online education works effectively in developed countries. It faces practical issues at a scale that traditional learning does not. Notwithstanding these practical issues, there are additional fundamental downsides teaching online which gather around three themes: changes in teaching practices, changes to the student experience, and the re-shaping of institutional strategy and responsibilities specifically relating to this new digital environment.