Digital Skills 2018

Documents of the past proceedings.

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This is the full proceedings with all the papers, keynotes and required material for the conference.

The arena in  which higher education  institutions engage with students is increasingly becoming digitally mediated.  This digital  arena is also home to emerging socio-technical  digital platforms,  which have become a growing channel of engagement in higher education.  The underlying  principles of continuous innovation in  higher  education have been challenged in the last three decades by  the  ever-growing  role  and power of the end-user. The  recent observance of incidents  of Luddist  machine  breaking  during  the #FeesMustFall protests in South  Africa may be indicative  of a growing  disconnect, especially as it pertains  to engagement with  and innovation through  digital  technologies. The  ability  of higher  education institutions to listen much more effectively to student voices, which  are increasingly being voiced  through  digital  means, has  been starkly called into question  by the #FeesMustFall protesters. In this  exploratory case  study, we examine similarities between 18th  century  British Luddism  and digital technology focused  machine breaking  incidents  that  occurred  during  the #FeesMustFall protests.  Herein,  an argue  is presented that  the  parallel mechanisms and tensions  that  were at work in  the past during  the  Industrial Revolution and is also prevalent  in the current  Digital  Revolution may strengthen the case for user innovation as a  basis of continuous innovation within the Higher Education context in South Africa.


Wouter Grove, University of the Western Cape, Bellville, South Africa  This email address is being protected from spambots. You need JavaScript enabled to view it.

The idea of using open government data (OGD), among others, for effective service delivery, is increasingly gaining prominence, particularly in developing countries. Since OGD is delivered and accessed through the use of the contemporary information and communication technologies (ICT), notably the internet, means that the providers of OGD (e.g. governments and agencies) and beneficiaries (e.g. citizens) must possess specific e-skills in order to provide and use OGD effectively. However, the intended beneficiaries of OGD, the neediest citizens, are not yet able to use these data independently as many of them do not possess the requisite e- skills. They will, therefore, not be able to use OGD to influence much-needed service delivery in any meaningful manner. In this study, it is argued that the e-skills chasm can be temporarily bridged by introducing OGD intermediaries, who should also possess and be able to transfer specific e-skills. As this topic has not yet been addressed by the South African e-skills agenda, in this paper discussions relating to the place and role of intermediaries in the future e-skills policymaking are discussed.


Zoran Mitrovic, Durban University of Technology, Durban, South Africa This email address is being protected from spambots. You need JavaScript enabled to view it.

Surendra Thakur*, KZN e-Skills CoLab, Durban University of Technology, Durban, South Africa, This email address is being protected from spambots. You need JavaScript enabled to view it. 

Mymoena Ismail NEMISA, Parktown, South Africa, This email address is being protected from spambots. You need JavaScript enabled to view it.