Group+2+(Lee,+Ricky,+Phumla,+Liza)

= = toc =Group name: Group 2=

=Group members: Lee, Ricky, Phumla, Liza=

=1. Definition of the problem or opportunity which the educational technology intervention or innovation will address = UCT is a world-class university drawing students from not only inside South Africa, but also from Africa and the rest of the world. This melting pot of cultures creates an environment where classes include a large percentage of second language English speakers where English is the medium of instruction. Academic Literacy programs have been designed to address this in the past, but educational practitioners are revisiting this concept based on the evidence that students struggle to apply those generic language skills to a subject specific context. Lecturers have started developing multilingual glossaries for their courses with success, but carrying these complete glossaries covering all terminology in all South African and some other languages could potentially double up as a gym session. Our suggested intervention is the creation of a mobile glossary application. Students will be able to use this application in class, while doing their homework or during geeky lunchtime discussions. We have decided on Political Science 114 as a course in which to pilot this application.

Discourse There are a lot of voices in the discourse about the use and improvement of language skills for students in higher education. We perused through some texts in different levels and decided to bring forth 3 pieces i.e. from a government policy (Macro), institutional and pedagogical perspectives. The language policy for higher education (2002) advocates for the use of Afican languages in Education. One of the main requirements of this policy is that all higher education institution participate in facilitating and promoting the objectives its goals. At institutional level we found that there is not much progress towards attaining the goals of the language policy. The University of Cape Town is an example of those universities. The UCT policy states that the medium of instruction and assessment is English. Second language applicants are expected to write a language test or provide evidence that they are proficient in English as part of their application process. At pedagogical level, academics have been attempting to promote multilingualism to help with student performance in a way that does not conflict with the national and institutional policies. Assoc Prof. Madiba from the Centre for Higher Education Development is one such academic. He leads the Multilingualism Education Project through which multilingual glossaries are compiled which enable the use of languages other than English by second language students. He has conducted written several papers on this subject which we shared through Diigo for further perusal.

=2. Human and technological resources and constraints =

Through Actor Network Theory we have come up with the following variables that we believe are the actor candidates and perplexities of our problem solution: = =
 * || **Factors and Resources ** || **Constraints ** ||
 * **Human ** || * Students (end users)
 * Academics (subject expert)
 * Linguists (expert language skills)
 * Instructional voice (voiceover)
 * Technical developers
 * Funding
 * Teaching and Learning model
 * Student support || * End user requirements and expectations
 * Content developer requirements and expectations
 * Bureaucracy regulations at institutional and organisational levels (macro and micro policies)
 * Resistance to innovation, technology, pedagogy
 * Culture (legitimacy) ||
 * **Technical ** || * Mobile phone
 * Bandwidth and Internet access
 * Information server and distribution infrastructure
 * Network Operator || * Application compatibility with mobile devices
 * Cost of access
 * Cost of translation
 * Distribution model ||

=3. Definition of the key actors = Although there are a number of actors in this network that need to be considered ( glossary content, mobile phones,developers etc) we identified the key actors or  people who will be directly involved in using the provided technology to be the students of the politics114 course at the University of Cape Town as well as the politics lecturers for the course. It is possible that the app could be used for a wider market (all politics students in the faculty) however in order to pilot the app (with budget constraints) we concentrated on the key actors from a specific course.

Persona I: media type="custom" key="19215344" Hey, I'm Nina Hardy, I'm an associate professor in the politics department at the University of Cape Town. I obtained my Phd in Political Science at the University of Cambridge, London. I have been a Visiting Professor at Woodrow Wilson School of Public and international Affairs, Princenton University since 1999; I am also Oppenheimer Fellow (University of London, UK). My main areas of interest are third world politics, international relations, international migration, and the international political economy.

Persona II: media type="custom" key="19214864" I'm Yves Bin from Brazaville, Congo. I'm 29 years old. I came to Cape Town in 2005 after I lost my whole family in a car accident. I stayed with a friend and worked as a waiter and a call centre agent in Observatory. In the beginning of 2012 I decided to enroll for a degree in politics and my classes tackles developing nations, globalisation, governance in Africa. I have travelled extensively around Africa and I speak 4 languages. In my spare time I like to read, travel and cook.

Persona III: media type="custom" key="19215740"

Hello, I am Samantha Jones. I grew up right here in Cape Town. I am studying languages and politics at the University of Cape Town. I find the Political Science module especially stimulating at the moment. I used to be the editor of my school newspaper and recently joined the campus newspaper editorial staff. I think journalism just might be in the cards for me.

=4. Processes that will be followed as people interact =



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