Browsing by Author "Waghid, F."

Now showing 1 - 3 of 3
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    Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education
    (HESA, 2017) Waghid, Y.; Waghid, F.
    In this article, we argue that MOOCs (massive open online courses) have the potential to enhance disruptive pedagogic encounters in higher education, especially in relation to a philosophy of African education. In the first part of the article, we expound on MOOCs as an initiative in higher education that grew out of a concern to advance access to higher education. Paradoxically, we show that MOOCs might not strictly advance equal access and inclusion but have the potential to cultivate student capacities of a critically transformative kind, more specifically, rhizomatic thinking, criticism and recognition of others. In the second part of the article, we show, in reference to an emerging MOOC, how an African philosophy of education should be considered as apposite to advance disruptive pedagogic encounters in higher education.
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    Examining digital technology for (higher) education through action research and critical discourse analysis
    (HESA, 2016) Waghid, Z.; Waghid, F.
    The public understanding of scientific, economic, political and ethical issues is becoming increasingly important as students are confronted with socio-economic issues impacting their everyday lives. Grappling with these issues requires critical, deliberative and autonomous students. According to Wankle (2011, 7), the use of digital technology in education may serve as a catalyst for cultivating excitement, interaction and sharing in students. In this article, the authors, using two distinct research methodologies, argue that using Facebook as a digital technological methodology in (higher) education could provide a means of mediating and communicating in today’s modern society, so that (higher) educationists can engage with students both deliberatively and critically so as to enhance students’ understanding of current economic, political and cultural issues autonomously. The authors posit that the application of digital technology can be implemented successfully if students and (higher) educationists possess the capabilities to do so.
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    The fourth industrial revolution reconsidered : on advancing cosmopolitan education
    (HESA, 2019) Waghid, Y.; Waghid, Z.; Waghid, F.
    Since Klaus Schwab’s (2016) phenomenal book, The Fourth Industrial Revolution, commonly depicted as 4IR, the concept has significantly altered the multiple ways universities in (South) Africa look at or aim to address their institutional practices, most notably, teaching and learning encounters. Schwab’s (2016, 7) reference to a “new technology” revolution that would transform the way humans interact in the world today is inspired by “emerging technology breakthroughs, covering wide-ranging fields such as artificial intelligence (AI), robotics, the internet of things (IoT), autonomous vehicles, 3D printing, nanotechnology, biotechnology, materials science, energy storage and quantum computing”. In this leading article, we offer an argument in defence of prioritising what we refer to as the cosmopolitan human condition if any meaningful sense were to be made of what Schwab (2016, 7) refers to as the amplification of “fusion of technologies across the physical, digital and biological worlds”. In reference to our understandings of university teaching and learning, we give an account of how such encounters ought to be looked at in light of the new fusion of technology idea – that is, 4IR.