It is important for learners to be exposed to the real working world during their training in order to prepare them for their professional lives. The Department of Entertainment Technology, under the leadership of Zuanda Badenhorst, conducted a very exciting project with the Handspring Puppet Company while also making use of the newest learning technologies made available by the Department of Telematic Education, with Instructional Designer Mandi Axmann and Technical Manager Anette Sadie, at the Technikon Pretoria. This article reviews the educational use of videoconferencing as well as various considerations when implementing this medium Overview of the projectThe learners from Entertainment Technology as well as the Drama Department had the opportunity to follow the back-stage production work by the Handspring Puppet Company on a new piece entitled "Zeno at 4pm". The aim of the project was twofold: to introduce learners to the planning and performance of a real-life production in puppetry, and to expose the learners to videoconferencing technology.The project started off with a videoconference during January 2001 hosted by the Department of Telematic Education with the puppeteers from the Handspring Puppet Company in Cape Town, South Africa during March 2001. During the videoconference the puppeteers illustrated the making of the puppets and their planning for their production.During the second stage of the project the learners had an opportunity to see a final dress rehearsal of the production in Johannesburg, South Africa, and were able to ask questions regarding the stage set-up, lighting techniques, production costs and planning for the opening night in Brussels. These responses were video taped and were made available to the learners.

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Much has been said about different learning styles, but it not always clear how learning strategies should be adapted to accommodate different learning styles in the on-line learning environment The question arises as to how does one ensure that there are no lost learners, especially working with extremely heterogeneous groups in the South African context, where learners may be from eleven different cultural and language groups, urban or deep rural settings, varying computer abilities and often from disadvantaged educational backgrounds. It indeed proves to be a vety challenging task, and iricluding first year learners from the subject Journalism Practice at the Technikori Pretoria, with the cooperation of the lecturer, Ms Wiida Fourie, l attempted to firstly design activities (instead of using an on-line survey) which in a fun way assessed these learner characteristics, and secondly using this information by giving students a choice of activities and assessments instead of limiting them to one or two methods. This study was aimed at encouraging learner autonomy, increasing learner confidence and trying to include the lost or "invisible" learner. This paper will report on the findings and conclusions from this study. LearningOnline. httD:/lwww.cvbercorp.net/-taniniv/lo/oned2.html Hartman, Virginia F. 1995. Teaching and leaming style preferences: Transitions through technology.

Learning designers and academics require ways to rapidly create eLearning courses. An alternative to time-consuming, content-heavy resources is to design authentic learning experiences that derive from constructivist design. This study aimed to investigate the optimisation of critical learning design elements that informs a constructivist instructional design approach within the Australian eLearning higher education context. A group of subject-matter experts (n = 53) from various Australian higher education institutions were purposefully selected to participate in an eDelphi expert panel. An electronic questionnaire was administered to a larger sample (n = 434). This study employed exploratory sequential design within a mixed methods approach as narrative and numerical data analysis. The Wilcoxon rank-sum test and Kruskal-Wallis process were applied to validate the perception of respondents identified for the research. The results from the study indicated that learning design elements associated with constructivist concepts such as social learning presence, learning interaction, meta-cognitive load, knowledgesharing space and knowledge construction may be conducive to the construction of knowledge. The framework presents a modality that can be implemented by instructional designers, academics and online course developers when creating complex eLearning spaces.eLearning Definition: Purposed for this Chapter Electronic learning (henceforth referred to as eLearning) can be argued to be a natural extension of distance education. In recent years, mobile technologies (e.g., tablets, mobile phones, smartphones, iPads) have become increasingly popular devices and are now also used to access the web-based modality (Strong et al., 2012). eLearning takes on various modes, such as blended learning, hybrid learning or mixed-mode education. This means that face-to-face (classroom) interaction can be blended with M. Axmann (B)

Learning analytics is a crucial factor in measuring the effectiveness of any educational programme. Industry 4.0, mainly artificial intelligence (AI) applications are integrated into the digital pedagogical techniques and the learning analytics that further enhance and develop the online instructional materials. Therefore, it is crucial to explain the usage of those technologies used for the learning analytics associated with the educational system to show the different use of AI. This book chapter explains: the meaning of the learning analytics in Industry 4.0 and education and its affiliated areas; AI and its related areas with examples from state-of-the-art corporate applications and solutions based on AI technologies integrated into the learning analytics.