The Educational Technology Unit at Fundani is offering the second workshop in its 2010 Workshop Series on ""Technology in Teaching and Learning"".
Facilitator:
Prof. Cheryl Hodgkinson-William (UCT)

Date, time and venue:
15 April 2010, 14.00-16.00, room 4.106, Library, Cape Town Campus.

Workshop description:
This workshop will introduce participants to the concept of open educational resources (OER), highlight some of the benefits and challenges. It will also provide hands-on activities to find existing OER through international portals and run through the steps of re-purposing an existing OER or developing a new OER. In these activities attention will be given to alternative licensing options such as Creative Commons and strategies for dealing with 3rd party copyright.

For this workshop 22 places are available. To book this workshop please email Dr Eunice Ivala (This email address is being protected from spambots. You need JavaScript enabled to view it.) or Daniela Gachago (This email address is being protected from spambots. You need JavaScript enabled to view it.).

For more information visit the Educational Technology Unit blog at www.edutechcput.wordpress.com.

Written by CPUT News
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Creating innovative learning spaces using emerging technologies was the theme that carried through at CPUT’S recent Teaching and Learning with Technology Day.

Held on the Bellville Campus, the event was organised by the Educational Technology Unit, Fundani, and the Centre for e-Learning and proved to be a great success.

Understanding the changing technological times that educators are currently faced with, many of the speakers noted the options available to lecturers and also discussed the responsibility that comes with using these new and innovative options.

Lectures and workshops highlighted various factors in using rising technologies. Examples of these include Facebook, YouTube as well as the option of making podcasts available on Blackboard. The options are endless and exciting and are set to transform classrooms and engage students in a way that was not comprehendible a few years ago. 

According to Fundani: “More and more lecturers internationally, nationally, and CPUT are using emerging technologies that are gaining momentum in Higher Education and are not yet fully understood and fully researched, to create exciting learning spaces for their students.”

Keynote speaker, Dean of Informatics and Design, Professor Johannes Cronjè, noted that educators need to look at innovative ways of teaching, making a special mention of Apps that are easily available on most devices and how it can assist the student and lecturer and essentially change the classroom.

The event served as an exciting space and platform to share, showcase, train and engage the various options available and those being used at CPUT and left those who attended excited and inspired.

By: Nurahn Ryklief

Written by CPUT News
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CPUT recently held its first International Mother Tongue Day event that celebrated language diversity.  The event was held in honour of the United Nation’s International Mother Language Day, celebrated earlier this month.

This momentous commemoration resulted from the killing of four Bengali-speaking students in Bangladesh, as a result of their campaigning to use their mother tongue for official purposes.

These celebrations have since become a tradition, with activities aimed at acknowledging the importance of language diversity organised across the globe during the month of February.

Vice-Chancellor, Prof Vuyisa Mazwi-Tanga described the event, which took place at the Bellville Campus, as a milestone for CPUT.

“This is an important day that marks how the university is beginning to mature, as we’ve battled for so long with issues of multilingualism.”

CLICK TO IT: Guests learn how to make use of the translation devices that were set up, offering translation in Afrikaans and Xhosa, to accommodate multilingualism.

The full-day event was attended by language coordinators and linguistic scholars from our sister institutions, as well as representatives from government agencies and the local community.

Fundani’s Acting Director, Prof Christine Winberg officiated the day’s proceedings, whilst recently appointed Institutional Language Coordinator, Dr Monwabisi Ralarala chaired the first session. Topics of discussion included multilingualism, sign language, mother tongue education and promoting academic literacy.

ALL INCLUSIVE: A sign language interpreter translates what is being said to the hearing impaired guests at the event.

Long-time linguistic scholar, Dr Neville Alexander and acclaimed bilingual author, Dr Sindiwe Magona, delivered riveting talks that left delegates with much food for thought on mother tongue issues. Dr Nomfundo Mali from the Pan South African Language Board highlighted their activities in promoting languages.

Dr Alexander questioned the role of universities on the development of African languages, suggesting that we ‘try to rehabilitate mother tongue based education on our country’.

Dr Magona looked at the benefits of enforcing mother tongue learning, as it inculcates a culture of pride and creates for easier scholarship for second-language English speakers in the South African context.

“There is a misconception that speaking the English language means having knowledge. The children of today should become proud of their mother tongue in order to have a good linguistic grounding to develop from”.

By: Thando J. Moiloa

Photo:  Clive Galant (Fundani CHED)

Written by CPUT News
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A CPUT academic was recognized for outstanding research contribution to professional and vocational education in South Africa and globally by Science and Technology Minister, Naledi Pandor.

Prof Chris Winberg, Director at Fundani, was awarded a prestigious National Research Foundation SARChI Chair in Work-Integrated Learning during a recent ceremony at the Centre for Book.

The award will pay for her salary, her Masters and doctoral students’ expenses and visiting scholars over the next 15 years.

The chair’s programme will see her, her co-researchers and students tackling a number of research projects, and contributing significantly to CPUT’s research output over the coming years.

Her research interest is how professional and vocational education might play a more prominent role in local economic development.

“I believe that Universities of Technology need to make regional dynamics a more explicit part of their strategy, improve access to their programmes through multi-agency collaboration, and take advantage of opportunities to develop joint profiles and grow strong alliances,” she says.

“I was very honoured to have both the VC and the DVC for Research there to support me.”

Winberg, one of 42 female professors awarded a chair at the ceremony, will be relocating to the Education Faculty in the new year to assume her new responsibilities.

“Let me also congratulate Prof Winberg for a deserved acknowledgement as a leader in her area,” says Vice-chancellor, Dr Prins Nevhutalu.

“CPUT is one of the two UoTs to be awarded this prestigious award, CPUT and TUT, and it will enable Prof Winberg to focus on her research and develop masters and doctoral graduates.”

Written by Kwanele Butana

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Aligned to the International Womxn’s Day theme of “Gender Equality today for a sustainable tomorrow” and continuing with the African tradition of art and storytelling, the Fundani Centre for Higher Education Development (CHED) recently hosted a workshop to celebrate CPUT womxn’s voices and experiences.

Fundani CHED Director, Dr Xena Cupido, says they were deliberate in the use of the noun, plural wom·xn [wim-in]. a woman (used, especially in intersectional feminism, as an alternative spelling to avoid the suggestion of sexism perceived in the sequences m-a-n and m-e-n, and to be inclusive of trans and nonbinary women).

Womxn within CPUT were invited to share their lived experiences, intergenerational stories, challenges, highlights and influence under the following topics:  Womxn in Poverty; Education; Health; Violence; Power and Decision Making; The Environment; Girl Child.

The workshop which was held at Bellville Campus was facilitated by Janine Lange, a feminist indigenous storyteller, interdisciplinary artist and researcher. As a kundalini yoga instructor and narrative practitioner, she works with embodied practices to facilitate the focalising of peripheral stories to promote engagement, acceptance and collaboration rather than tolerance in institutional practice and the artmaking/ research process. She currently serves as an associate lecturer in the Department of Anthropology at the University of the Western Cape (UWC) and is a PhD fellow in the New Imaginaries project for sexual and gender justice based in the Women’s and Gender Studies department at UWC.

The two-day programme journeyed with participants through the development of a tree of life. “Tree of Life” exercise was used as a metaphor to assist in storytelling based on one's life. Using arts-based pedagogies, participants captured the experience through drawing,” says Cupido. During the second day the participants were taken through a process to develop their stories, poem, narrative and or art piece.

The workshop was open to all womxn at CPUT, students and staff members. The womxn engaged in the workshop both face to face and online.  It created a moment in time, away from the everyday business to take time to “exhale”.

“It is important to create spaces within our environment where we acknowledge the rich diversity, backgrounds, strengths and wisdom in the institution.  We can learn from each other in surprising and unexpected ways when we share our individual and collective experiences. Faculties and departments are encouraged to host such events not just during womxn's month, but throughout the year,” Cupido remarks.

She added that cultural understanding emerged from the workshop, “but more so that our experiences are more similar than different, we are able to bring ourselves into a space through imagination and creativity.  As we shared our stories, trust, empathy and feelings of community unfolded. We felt a sense of Oneness”.

Written by Aphiwe Boyce
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Following a rigorous selection process, two CPUT academics have been awarded full doctoral scholarships under the auspices of the University Capacity Development Programme. 

Rendani Mulaudzi, a lecturer in the Environmental Management Department and Tabisa Ncubukezi, a Junior Lecturer in the Information Technology Department have been awarded the new United States – South Africa Doctoral Programme.

The successful duo will be supported towards the completion of their PhD degrees and will also benefit from attending professional development courses such as writing for publication, grant writing skills, postgraduate supervision and research skills. 

The supervision of their work will take on a group and collaborative approach, including co-supervision. They will also spend one to three months at a partner institution in the United States (US).

The new programme has been approved by the Department of Higher Education and Training and includes a network of 12 US universities and 18 South African universities that will work together to implement 12 doctoral programmes to enable 100 existing academic staff to complete their doctoral qualifications. Funding of R57.2 million has been allocated to this programme. 

Profs Monwabisi Ralarala, Director at Fundani, and Dina Burger, Research Director, who are jointly responsible for the programme at CPUT, say they believe the two academics have received a once in a lifetime opportunity to advance their doctoral degrees and they will be excellent ambassadors for their respective faculties and the university.

“These two colleagues would be the first recipients of this award and the institution is committed to give them all the support they need to facilitate their successful participation in this programme.  We wish them all the best with their doctoral studies going forward,” said Burger.

Ncubukezi says she feels fortunate to have been selected for the new programme and the opportunity will allow her to pursue her dreams. “I plan to continue my IT education and eventually build a career in the research and development area. With this scholarship, your generosity and support will help me focus on my research.”

Burger, Ralarala and the two academics will join their counterparts from other universities in the programme when the programme launches in Johannesburg in July. 

Written by Kwanele Butana
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Prof Kwesi Kwaa Prah, founder and Director of the Africa-wide Centre for Advanced Studies of African Society, was the speaker at the inaugural Seminar on Decolonisation at CPUT.

The talk represents an inaugural seminar, to be followed by a series of workshops around issues of decolonising the curriculum in Higher Education, and Prah deftly sketched an outline of the concept of decolonised education in Africa.

The Fundani Centre for Higher Education Development is spearheading this institutional project. The project is a collaborative relationship with the  Internationalisation and Modernisation Programme for Academics, Leaders and Administrators (IMPALA).  One of the major focus areas of the decolonisation project is on seeking cognitive justice and decentering Western knowledge through curriculum renewal activities.

Prah started off by defining colonisation as a total system that affects all areas of social life of the colonised and then explained how it is in language that the colonial process, past and present, is most manifest, decisive and conspicuous.

Drawing the link between education and language as the key instrument in delivery of education, he then expounded on how the use of a foreign language as the medium of instruction constrains the full participation of the student.

“If the decolonisation of education in our time is to have meaning and a chance of success, the movement away from the colonial languages to home languages and the mother tongue would be essential,” he said.

Prah pointed out that Africa remains the only place in the post-WWII Afro-Asian world where the language of the erstwhile master features as official language and language of instruction in a generalised and ubiquitous way.

“If the decolonisation process is to be realised, then a start has to be made at this point of departure.”

The decolonisation of education will actively require ancillary activities and infrastructure. For example, the use of African languages requires that facilities for the development of scientific terminology and the creation of meta-language be created.

The process of decolonising education has different implications for the natural sciences as distinct from social sciences.

The natural sciences study invariably insensible physical matter and it is possible to study the anatomy and physiology of the human body separate from the consciousness which the physical configuration the body expresses. The arts, humanities and social sciences in contrast deal with what is fundamentally and essentially human, in other words culture and culture-related manifestations, all of which are intricately bound up in language as a means of expression.

The implications of this difference is important to CPUT which is an essentially natural sciences oriented institute.

The study areas know no borders and analytical procedures are not country specific:

“Decolonisation should mean greater voice and means to autonomously produce and reproduce knowledge. It implies that we are better able to produce answers to our own problems and satisfy the needs of our society.

“The confidence to do this cannot come until we are culturally able to stand on our own feet, particularly through the enabling of our languages to become languages of the sciences and technology.”

The next seminar will be on May 25 when Prof Sabelo Ndlovu-Gatsheni from Unisa will deliver the keynote address and CPUT lecturer Siya Sabata will respond by linking Ndlovu-Gatsheni’s talk to the CPUT graduate attribute project, detailing our plan of action towards decolonisation of university structure, space and culture.

Written by Theresa Smith
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The remarkable teaching skills of about 28 faculty academics were acknowledged during the recent CPUT Teaching Excellence Awards held at the Granger Bay campus. 

Among the recipients, were Dr Candice Livingston (Education), Dr Trust Matsilele, Alexandra Noble, Amanda Morris,  Dr Sisanda Nkoala, Dr Belinda Verster (Informatics and Design) Dr Oluwaseun Oyekola, Leigh Middleton, Kevin Musungu, Dr Sweta Patnaik (Engineering & the Built Environment), Dr Shirley Le Roux, Johan Van Rooyen, Dr Frans Radloff, Bonita Kleyn-Magolie,  Dr Hanle Theron, Dr Vusi Mshayisa, (Applied Science), Prinesh Bikhani  Raygaanah Barday, Nadia Davids, Frances De Klerk, Dr Ali Almaktoof, Dr Christiaan Hattingh-Niekerk (Business and Management Sciences), Michael Paulse, Dr Yvonne Prince, Roxanne Maritz, Anelisa Motaung, Dr Kathleen Naidoo, Nkosikho Sogwagwa (Health and Wellness Sciences).

In his opening speech, Prof Rishi Balkaran, Deputy Vice-Chancellor of Teaching and Learning, congratulated the winners. Balkaran said the recipients worked beyond the ordinary to ensure the students learn.

Two awardees were each given the chance to do a short speech. Dr Oluwaseun Oyekola mentioned that as lecturers, they had experienced the #feesmustfall and #Rhodesmustfall protests leading to shutdowns in 2015-2016, and beyond those, there were multiple internal student unrests at CPUT.  Oyekola said all these have presented lecturers with difficulties alongside opportunities for innovation in teaching and learning. “I have been privileged to ride the wave rather than struggle against it,” Oyekola continued.

“While CPUT celebrates our commitment to teaching excellence, I’d like to appreciate those who have been committed to me, making this a reality. I can stand before you today because I stand on the shoulders of giants called my colleagues. My wife has been relentlessly a shoulder to lean on, and God’s hands have upheld me. I am a teacher because of the students. I'd also like to acknowledge the continued support I’ve received from Fundani.

“Behind the scenes of the blessing of this teaching excellence award are bruises, blows and breakdowns. Yet we rise! CPUT, thanks for the opportunities you’ve afforded me. Thank you for giving me such an honour and this special award.”

Dr Candice Livingston said: “I would like to take this opportunity to thank the DVC for Teaching and Learning, the assessment committee and Fundani for this award. But most of all, I owe this to the students. I am a teacher. I teach teachers how to teach. I particularly love English teaching…”

Written by Aphiwe Boyce

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In a bid to curb the dropout rate at university, the Language and Student Learning  Units at Fundani have penned a multilingual smart writing guide to assist students with academic writing.

“This project is part of decolonising the curriculum as the students recommended during the #Feesmustfall campaign. [And] It can also reduce the dropout during the first- year as language is one of the barriers in higher education,” said Dr Vuyo Mntuyedwa, a lecturer in the Student Learning Unit. 

 Mntuyedwa added that the booklet, which uses English with IsiXhosa and Afrikaans translations, was assembled to” accommodate” online teaching.

She stated that she initiated such a project because first-year students struggled a lot with academic writing. She did not want her students to experience what she did as a student. “For example, I was not aware during my undergrad [studies] that Bloom’s taxonomy verbs are synonyms, and the lecturer will use either one or the other. Secondly, since I know as a lecturer [that] some of the first-years are coming from disadvantaged backgrounds, and it’s not easy [for them] to use English as a medium of instruction,  the multilingual booklet will give them a clue of when to use such basic words. Also, I have realised as a researcher [that] punctuation contributes a lot to someone’s references list, and that transition words make the work coherent.”

 The online booklet can be shared or downloaded by any student. Mntuyedwa suggested that other institutions can learn from the CPUT’s multilingual smart guide. 

“We called the project smart considering Vision 2030, which talks about one Smart CPUT,” she added.  “I hope the class of 2022 will gain a lot from the project, and we, as a team, are looking forward to producing more for our students.”

The guide is subdivided into the following sections: Bloom’s taxonomy, verbs to introduce quotations or paraphrases, punctuation basics and transition/introduction.

“This is a great contribution to the intellectualisation of Indigenous languages and normalising the use of these languages in a space (higher education) that is perceived as monolingual,” said Nomxolisi Jantjies, a Language language specialist in isiXhosa who was part of the project.

Written by Kwanele Butana

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In a showcase of academic dedication, CPUT has proudly announced that two academics have been selected for the prestigious Teaching Advancement at Universities (TAU) 5 programme.

The Fundani Centre for Higher Education Development’s (CHED), Dr Xena Cupido, said the prestigious fellowship programme, aimed at fostering excellence in learning and teaching across South African universities, has welcomed Dr Sanet Cox and Dr Bronwyn Swartz into its ranks, marking a significant milestone for CPUT.

Swartz feels “very grateful to be supported” and said she heard about TAU from a previous colleague, who told her that “it was an incredibly supportive programme for academics aspiring to improve their Scholarship of Learning and Teaching (SoLT) capabilities”.

“I am hoping that I will be able to make an impact. The structure of the TAU includes doing two projects. I have just started three projects, two of which I will take advantage of being part of TAU to make progress or complete. I am very excited about this.”

Cox is “excited” about the nomination and acceptance into the programme and has been “overwhelmed by the kind responses that I have received from colleagues”. “I feel very honoured to be a part of this prestigious programme and look forward to participation, and to learning from experts.”

She continued: “Not only is it the next logical step in my academic career, but it also provides me with the opportunity of becoming a change agent in my working environment. I have been involved in lecturing and student support activities for many years and I am eager to engage in research regarding student support that may bring about sustainable change in the future of my department, in our faculty, and in the education system.” As a lecturer in the Education Faculty, she is aware that primarily she teaches university students on an academic level, while on a secondary level she models teaching to pre-service teachers, who need to go into the world and apply skills that they have been taught.

Cupido said the TAU Fellowships Programme is designed to nurture a new generation of senior academics, equipping them with the skills and knowledge to act as scholars, leaders, and agents of change within their respective disciplines. “By focusing on inter-institutional collaboration and promoting social justice in education, the programme seeks to enhance the quality and impact of learning and teaching in South Africa's public universities.

Cox and Swartz’s acceptance into the TAU 5 cohort underscores CPUT's commitment to academic excellence and its role in shaping the future of higher education in the country.” The programme spans 19 months and includes a series of block-week contact sessions, individual projects tailored to each participant's learning and teaching environment, collaborative group projects, and reflective reports. This comprehensive approach ensures that fellows not only contribute to their institutions but also to the broader academic community, fostering a culture of continuous improvement and innovation.

Cupido added that the CPUT's participation in the TAU Fellowships Programme has been notable, with 10 TAU fellows, having completed the programme to date. “This achievement reflects the university's dedication to advancing the pedagogical skills of its faculty and its commitment to contributing positively to the higher education landscape in South Africa.

Swartz said: “I will have to do an individual project tailored to our learning and teaching environment. I will also be expected to take part in collaborative group projects and write reflective reports.”

Cox’ research interest for TAU will focus on the “impact of our support programme (FYE specific) on our students, their success, and the retention rate”. Cupido said: “The university extends its heartfelt congratulations to doctors, Cox and Swartz on this remarkable achievement.”

Written by Aphiwe Boyce
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The annual conference which serves as a platform for information and networking on language teaching matters and development profession was co-hosted by CPUT and the South African Association for Language Teaching (SAALT) at Breakwater Lodge in Cape Town.

These include language teaching matters such as new trends and developments, syllabi, publications, and activities related to the language teaching and development profession. Opening the two-day conference, Dr Xena Cupido, Director: Fundani CHED, welcomed the delegates at SAALT, celebrating 60 years of excellence in language teaching and learning in diverse contexts. “I would like to take the opportunity to congratulate SAALT on its diamond anniversary, what a beautiful way to celebrate the work that has been done over the many years.

“As CPUT we are particularly proud to be able to celebrate this milestone with you and to be given the opportunity to co-host this year’s gathering. It certainly underscores our shared commitment to academic and educational advancements in language teaching and developing indigenous languages as an academic and scientific language,” said Cupido.

She said the conference embarked on various discussions, presentations, and workshops and that the topics “deeply” resonate with CPUT's Vision 2030 to ensure that the language of instruction supports student learning as well as to promote a multilingual environment that recognises CPUT’s unique African identity and historic circumstances. “As an institution, our intent is to foster an inclusive and equitable environment that recognises the linguistic diversity of staff and students.”

In her keynote address, Prof Cynthia Marivate, the first Chief Executive Officer of the Pan South African Language Board (PanSALB), addressed: The relationship and Influence of Teaching, Curriculum, and Learning Environments, with special reference to African Languages.

Her paper calls for the empowerment of teachers through basic research skills. She said: “The paper is proposing that when teachers are equipped with quality and quantity research skills even basically, this will make their participation in discussions of curriculum reviews or policy implementation meaningful,” said Marivate. Head of the Language Unit at Fundani CHED, Dr Kabelo Sebolai said the conference was very successful. Sebolai said for a few years before COVID-19, SAALT which used to be very strong previously, was starting to show signs of dwindling. “Its first face-to-face conference after COVID-19, held in Pretoria in 2023 was a great success by comparison to the one preceding it in 2019. If that conference (2019) brought SAALT back to life, this year’s conference added significantly to this revitalisation. The latter exceeded its set goals...”

He continued: “It feels really good to us at CPUT, given the hard work we put into making this conference a reality. We started preparing for it in January and continued to work hard on this until the very last day of the conference. We are very proud of ourselves and Fundani, particularly. The support we received from the office of the Director (Fundani) was amazing. Also, we received very positive feedback from the participants in general.”

Written by Aphiwe Boyce
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The Language Working Group recently hosted a two-day Pan South African Language Board (Panslab) Multilingual Pedagogies Workshop for CPUT staff and students at the South African Renewable Energy Technology Centre.

This workshop served the purpose of this year’s annual institutional Language Indaba. The Institutional Language Coordinator at Fundani CHED, Dr Kabelo Sebolai, who welcomed the guests said the workshop was part of the effort to implement CPUT’s policy of multilingualism. “It was aimed at both students and lecturers who are involved in teaching. The decision to run the workshop was informed by a recognition that content lecturers and student tutors are not experts in using language to teach content in a multilingual context such as that of CPUT,” Sebolai noted.

He said the policy could not be implemented effectively in the learning and teaching space “if this kind of training is not provided”.

In her opening remarks, Dr Xena Cupido, Director: Fundani CHED, said: “As we gather to explore the critical importance of multilingual pedagogies in ensuring access to higher education, I am excited about the enriching discussions ahead. In a country as diverse as South Africa, language is more than a tool for communication – it is a bridge that connects us to knowledge, understanding, and inclusivity. Multilingual pedagogies, therefore, are key to making higher education accessible and equitable for all our students, honouring their cultural and linguistic identities.”

Cupido also welcomed the two guest speakers, who facilitated the workshop. Those were: Tholakele Nkwanyana, a lecturer in Language Education: Multilingual Pedagogies at North-West University (NWU). The PhD candidate’s research focuses on the intellectualisation of African languages in higher education. She is also an isiZulu Commissioner for the African Union: Academy of Languages.

Meanwhile, Prof Rosemary Wildsmith-Cromarty is an Applied Linguist and Professor Emeritus at the University of KwaZulu-Natal. Wildsmith-Cromarty is currently coordinating research on multilingual pedagogies at NWU. She has served on provincial and national language bodies for isiZulu and English respectively and is on the Editorial Board for Language Teaching: Surveys and Studies.

The topics that were discussed on day one ranged from Introduction to Language Policy and Planning, Language History and Portraits, Multilingualism and Translanguaging.

Day two started with a recap from day one followed by discussions on Deconstructing Concepts, Building Resources - examples from lecturers, and then Creating tools for multilingual pedagogies by Nkwanyana and Wildsmith-Cromarty.

Sebolai was impressed by the debate resulting from the controversial nature of language policies. “The event was a success indeed. Everybody, including the facilitators, felt that the event was a success. The post-workshop evaluation bears testimony to this.”

Written by Aphiwe Boyce
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