Seminar: Flipping the classroom, rethinking lectures
Facilitator: Eunice Ivala, Fundani
Date and time: 5th of June 2014, 14.00-16.00
Location: Room 2.24, Mowbray campus
The Flipped Classroom (Inverted Classroom Method) is a student centered teaching method in which lectures are replaced/partially replaced with digital learning material. It ‘flips’ traditional teaching methods, by delivering some of teaching/lecturing online outside class and moving ‘homework’ into the classroom. The activities in the classroom are designed to engage students on a high cognitive level and to facilitate deep learning. In this seminar, this teaching method will be explored and advantages and concerns highlighted. Some of the research done on the flipped classroom methodology at CPUT will also be discussed.
Workshop: Creating podcasts to support ESL students (handson)
Facilitator: Sehaam Khan, Health and Wellness
Date and time: 19th of June 2014, 14.00-16.00
Location: Old Science Lab, 109, Bellville Campus
It is widely acknowledged that exposing students to content materials in a once-off lecture is not enough to conceptualize and deeply understand course contents and more so for students for whom English is not their first language. Podcasting is defined as the recording and editing of audio files and subsequent distribution to students. It facilitates the extending of learning beyond the lecture time as students can listen to the recorded lecture as many times as possible, at their own pace, at a convenient time and in multiple places. This 2 hour hands-on session will introduce participants to Audacity, a freely available open source software package, which allows simple recording and editing of podcasts. We will also look at various opportunities to publish podcasts, such as on CPUT’s learning management system, or webservices such as soundcloud.
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Our presentation at the International Conference “Digital storytelling in Crisis”, 8-10 of May 2014, Athens.
As societies become more and more diverse, the risk is high for learners to become wary or hostile towards the ‘other’ – the ‘other’ who is seen as a threat to their own comfort, a threat to their lives. This is still true for South Africa, where although becoming a more and more racially integrated society, the legacy of Apartheid still impacts on our learners social engagements in and outside their classrooms. This paper reports on a digital storytelling project where final year pre-service education students’ reflected on one social issue in education. Adopting Nussbaum (2010) capabilities framework for a socially just democracy, this paper explores 27 of these students’ perceptions on the digital storytelling project and its potential for developing capabilities necessary for engaging empathetically with the ‘other’ and in the process raising students’ awareness of their own role in the quest to create more socially just classrooms in South Africa. Using narrative inquiry, the research team extracted and analysed the narratives students constructed in four focus group conversations at the end of the project. In these narratives Nussbaum’s capabilities were evident. However, it was also found that in the collective sharing of their stories a strong sense of agency and a belief in their capabilities to make a difference emerged, not only individually within the confines of their own classrooms, but also as a collective of teachers. Further research is needed to investigate whether students could transfer this emerging agency and sense of collective responsibility into their own teaching practice to create the safe, enabling spaces South Africa needs.
The next two workshops, which will take place in May will focus on the topic of learning analytics and identifying at-risk students through an early warning system.
Workshop 1: Learning Analytics: gaining new insights from educational data
Presenter: Andrew Deacon, CILT, University of Cape Town
Date: 22 of May 2014, 14.00-16.00
Location: Crit room, ABC building, Bellville campus
Analytics is a buzzword that encompasses the analysis and visualisation of big data. Current interest results from the growing access to data and the many software tools now available to analyse this data in Higher Education, through platforms such as Learning Management Systems. This seminar provides an overview of current applications and uses of learning analytics and how it can help institutions of learning better support their learners. The illustrative examples look at institutional and social media data that together provide rich insights into institutional, teaching and learning issues. A few simple ways to perform such analytics in a context of Higher Education will be introduced.
- Gephi – network analysis, data collection
- NodeXL – network analysis, data collection
- TAGS – Twitter data collection (Google Drive)
- Word cloud – R package (wordcloud)
- RapidMiner – Data mining, predictive analytics
- Excel – spreadsheet, charts
- R – statistical analysis, graphs
Workshop 2: Identifying at-risk students using Blackboard (hands-on)
Presenter: Dr Maricel Krugel and Joseline Felix-Minnaar, Applied Sciences, CPUT
Date: 29 of May 2014, 14.00-16.00
Location: B109 Old Science Building, Bellville Campus
Workshop description: Focusing on one element of learning analytics, the identification of at-risk students, the facilitators of this workshop will demonstrate some of the ways they use Blackboard and other tools as an early warning system to identify and support struggling students.
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Facilitator: Zanele Mathe, library, CPUT
Date: 24th of April 2014, 14.00-16.00
Location: Room 428, Engineering Building, Cape Town
The seminar is on Research Data Management: Conversation with researchers at CPUT. Research data management (RDM) is becoming an important and critical part in science. The amount of data that is being created in universities is growing exponentially. One major challenge facing Higher Education is the lack of strategies to ensure that this data is managed correctly and can be accessible over a long-term period. The seminar will discuss conversations and initiatives that are happening within the university which are striving towards the development of a good research data management practice within the university. The seminar will cover issues on policy, infrastructure development and services for research data management at CPUT.
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Facilitator: Dr Michael Rowe, UWC
Date: 10th of April 2014, 14.00-16.00
Location: Science Seminar Room, Ground Floor, Old Sciences Building, Bellville campus
Description of seminar:
Where is the value in university courses? Is it in the content, the engagement with others, or the social spaces that are created? As new technologies find their way into university classrooms, the value of the traditional course is being challenged, especially when content is free and student engagement is moving towards online social spaces. Open online courses, including those with large numbers of participants (MOOCs), have the potential to increase access to higher education and support the development of new teaching practices.
While strong evidence for these claims is yet to emerge, online courses do introduce broader social connections, opportunities for enhanced collaboration, and exposure to many different perspectives, all of which change the educational space in ways that may improve student learning. Open online courses may offer innovative teaching and learning opportunities that can enhance the student learning experience. As social media and other online technologies become increasingly embedded in higher education, health care professionals will need to be familiar with the context of learning in open, online spaces.
This seminar will present the process of designing and implementing an open, online course that included participants from the UWC Department of Physiotherapy, as well as qualified physiotherapists from around the world. Results from the process will be presented, and recommendations made for those considering incorporating open courses in their curricula.
Link to presentation on slideshare
Link to podcast recording of seminar
Facilitator: Jonathan Aspeling, Retail Management, Business Faculty
Date: 13th of March 2014, 14.00-16.00
Location: Fundani preview room, library, Bellville Campus
What’s the big deal about online assessment? How can it help you and your students? How can you assess learning in and out of your classroom without adding significantly to your workload? By the end of this workshop, you will be able to:
Address some of the myths around online assessment (for example that you can only use multiple choice type questions)
Show the easy transfer of content between word and excel to the system used to set papers
Show the ability to use different options in assessment such as random tests, feedback tests and practice tests
Discuss how to implement online testing and ensure that students can manage the change
Discuss experience: what worked and what did not work
Share thoughts on assessing online in non-number subjects
Bring existing assessments and brainstorm how can they can be done online
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Date and time: 27th of February 2014, 14.00-16.00
Location: Center for eLearning, training lab, Cape Town campus
Facilitator: Suzaan LeRoux, Accounting, Business Faculty
Whether you would like to demonstrate the use of a software application, narrate a presentation, or record and share your computer or tablet screen for any other reason, a screencast might be the answer.
This hands-on workshop will be aimed at introducing and showing ways that you (the educator) and your students can create a digital recording of a computer or tablet screen along with audio narration. We will be using free web applications that have a low learning curve. We will learn how to create a screencast on a variety of platforms such as Windows, iOS and Android, and to then upload it to a designated site.
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Resources for this workshop:
Link to presentation on slideshare
This was our contribution at this year’s Heltasa conference at UNISA in Pretoria:
Link to presentation on slideshare
In this presentation we argue that although podcasting might not be a new technology, and much has been written about it, for our context and at our institution this may be a technology, that we could define ‘low threshold application (LTA)’. This concept was developed by Steve Gilbert by the TLT group and refers to technologies that are NOT challenging, not intimidating, do not require additional work or new thinking. Our study, which explored students’ and staff perceptions on the use of podcasting across eight courses over 2 academic years, showed that the lecturers involved in this study affirmed the potential of podcasting as a LTA. Furthermore statistical analysis of the 434 surveys completed by the students involved in this study revealed that not only were there no statistically significant differences in use of podcasting in terms of gender, home language or age, but that on the contrary of those students who used podcasting, the most engaged were female, mature and African home language students. We therefore conclude in our study, that although podcasting may not be the most trendy and fashionable technology, in our context, it seemed to be a technology that has the potential to support our most vulnerable students and consequently could be defined as a socially inclusive technology.