WBC2004: Keynotes

While learning with computers is often seen as providing an opportunity for transforming approaches to education from traditional to constructivist, it would seem that many applications developed for e-learning remain little more than “paper behind glass”. The traditional present, question, feedback cycle still dominates much of the commercial e-learning market, while advocates of a constructivist approach call for computers to be used for problem-solving. It is clear that the computer is suited to both approaches. It is also clear that both approaches are needed, depending on the educational need. Positioning the traditional and constructivist approaches at opposite ends of a continuum therefore does not make sense since, in many contexts, a blend of the two approaches are used. Since computers can be used to facilitate learning from both perspectives, it makes sense to develop an integrated approach to e-learning. However, given the fact that e-learning itself is often blended into other forms of delivery, it would also make sense to integrate ICT into education seamlessly, and not as an end in itself.

Professor Johannes Cronjé was born in Davenport Iowa more than 40 years ago when his parents were there doing more than just studying.

At the age of eight months he persuaded his parents to return to South Africa where he attended an Afrikaans primary school and then Pretoria Boys High School where he matriculated in 1976.

Following this he enrolled at the University of Pretoria where he obtainend the BA majoring in Afrikaans, English and Anthropology, the BA honours as well as a Teachers' diploma before reporting for military service at the Infantry School, Oudtshoorn. During his second year of national service he completed an MA in Afrikaans literature while serving on the Angolan border.

He then taught English and Afrikaans at Pretoria Boys High until 1986 when he was appointed lecturer in Language Communication at Technikon Pretoria. He taught a student population ranging from secretaries, dental assistants and managers through to engineers and journalists. During this time he was involved in several programmes involving intercultural communication, from adult-basic to pre-university level in both the formal educational sector and in the service industry.

He obtained a Doctorate in Afrikaans Literature in 1990 and then a Masters Degree in Computer-Assisted Education from the University of Pretoria. He has been with with the University of Pretoria since 1994 first as associate professor of computer-based education, then as Professor of Multimedia, and recently as Professor of E-Learning.

His hobbies include public speaking, road running, and playing the CD Player. He is married to Franci and they have 3 children, and two dogs.

Digital platforms provide their users with an inspiring forum to
encounter each other in anonymous roles and share completely new kinds of
experiences. While this might bring fun and excitement to many people,
there are circumstances where a functional and ethically sound design of
a digital community is a matter of life or death. During the SARS crisis,
pupils in Hong Kong could continue their studies from home because of a
working virtual environment. Tanzanian secondary school students could
elaborate the taboo-like issue of HIV/AIDS on an electronic platform.
There are plans to help people of different religions to meet each other
and share their beliefs with Woven stories. The concept of ethnocomputing
is studied in order to identify cultural prerequisites for a natural
entrance into the world of information and communication technologies.
Examples like those above illustrate the opportunities of a digital
community to meet with the challenges of global survival; in a way which
makes the Web and its communities better reflect the diversity of our
world.