The CIECT team provides customised training sessions for GLAs across Faculties.

EMS Graduate Learning Assistant (GLA): Multimedia Tools Training

The CIECT team has collaborated with the EMS Faculty to organise a customised training session for GLAs. The training consisted of:

• Various multimedia tools;
• Production processes;
• Understanding the pedagogical value of multimedia tools for learning and teaching
• The related challenges and restrictions.

Key components

The CIECT team also focused on key multimedia components and production phases.

• Image editing;
• Audio Production (Podcasts);
• Video Production; and
• Compressing Multimedia for different modes of delivery.

Hybrid Teaching Technologies Training

The GLAs also engaged in demonstrations related to the effective use of audio-visual equipment installed in teaching spaces to facilitate distance and hybrid teaching sessions. The showcase included:

• Set-up up a Google Meeting;
• Familiarisation with the Document Camera;
• Familiarisation with the Tracking Camera;
• Record a session; and
• Upload the recorded session to iKamva (online platform).

Dietetics lecturers engaged in a face-to-face Instructional Design workshop that focused on eTools and design, including the development of online assessments. This was a refresher session, as most participants were experienced lecturers, except for a few new lecturers who attended for the first time. The CIECT team facilitated the workshop, which enabled the lecturers to:

Navigate and design online environments

The lecturers accessed and navigated the online environment, whereby they were able to manage and reorder eTools, import content from other sites, and set up online groups and options.

Design and update ‘Lesson’ pages

The design and update of lesson pages are important for students to be able to view content in a structured, interactive manner. During the workshop, the use of page layouts, colours, and themes were discussed for the application of a scaffolded approach. Adding various items to the lesson pages was shown, including ‘adding text’ and ‘content links’ including embedding learning material and multimedia artifacts. Advanced content options were discussed, as well as adding items from another page.

Communication tools for group/individual engagement

During the session, lecturers were guided on setting up group forums and topics with specific permissions. 

Setup of assessments for seamless structure 

The lecturers were keen to know how to set up an online rubric for easy marking. Hence they navigated to the rubric setup section. The setup of assignments and linking it to Turnitin and Copyleaks was something new for these lecturers to explore. The navigation and structure of the gradebook with categories and weightings also guided how marks can be captured and exported in a seamless manner.  The session also included demonstrations in relation to marking via the various assessment tools.

Lecturer Dr. Zareena Darries from Occupational Therapy (OT) and the first-year Coordinator for the OT students requested training in video production. The training was requested for her OCT105 class of approximately 65 students, who would be tasked with creating a digital story based on Human Occupation.

Video Project enables students to present concepts through the use of media/visual aids

The aim of this video project is to provide students with the opportunity to produce a presentation on the concept of Human Occupation, through a combination of text, images and media/visual-aids,highlighting their understanding of the key concepts of Human Occupation; and at the same time using the presentation to raise awareness around Human Occupation in relation to Occupational Therapy.

Training workshop

The students engaged in the following activities:

·         Image editing

·         Video Production theory

·         Video Editor demonstration

·         Resources for royalty free image and video content

·         AI platforms for generating image content

Customised training aligned to assignment objectives & follow-up training

The lecturer opted to streamline the training to suit the needs of the assignment and her students. A follow-up session followed closer to the due date of the assignment, to assist students with questions and/or issues that arose whilst developing their video project.

*The CIECT team has been collaborating with the OT department since 2016, offering training and support to students with video assignments. It is the second year that Ms. van der Berg is responsible for the course.

Monthly scheduled OR Group training sessions

The iKamva Statistics eTool allows instructors, lecturers, or site owners to get an overview of the site usage statistics and user activity events within a specific module.

The 3rd category focuses on data regarding user ‘eTools’ to the online module; and includes:

1. Information related to the ‘Resources’from the Overview page:

• Total number of existing site files (folders excluded).
• Total number and percentage of site files (folders excluded) that was accessed and opened.
• The ‘most opened for reading’, site file.
• The user that opened the most site files.

2. Information related to the ‘Lessons’ from the Overview page:

• The total number of existing site pages viewed within the Lessons tool.
• Total number and percentage of pages viewed.
• The ‘most read’ page/s.
• The user that reads the most pages.

Psychology Honours: Multimedia Tools Training

The CIECT team has collaborated with the Psychology Department to organise a customised training session for Psychology Honours students, as they embark on a Community Engagement project.

Training: ‘The Art of Picture/Video Shooting and Audio Narration’

The students engaged with basic concepts, including scripting and noting down ideas to influence the type of imagery and video needed for their community engagement video. The training included:

·         Storyboarding: Plan your video content meticulously, outlining the key points you want to convey and how they will unfold visually.

·         Composition: Pay attention to framing, lighting, and background to ensure a visually appealing and distraction-free environment.

·         Authenticity: Connect with your audience by incorporating real-life scenarios, testimonials, or interviews that resonate with their experiences.

·         Accessibility: Make sure your videos are inclusive by providing subtitles or transcripts for viewers with hearing impairments.

Post Production Phase 

This phase of the training included: 

·         Editing video and images

·         Editing narration and background track

·         Time management of the content

Training Bookings

Should you wish to book for one of CIECT’S Multimedia training sessions:

·         Basic Video Editing

·         Podcasting

·         Image Editing

·         Concept Mapping

·         Digital Storytelling

The iKamva Statistics eTool allows instructors, lecturers, or site owners to get an overview of the site usage statistics and user activity events within a specific module.

The eTools focuses on data regarding the user activity within an online module and includes:

■        Total number of site activity events,

■        The eTool that generated most events (most used eTool), and

■        Most active users for each eTool.

Clicking the Show More/less link will expand or collapse the Activity report. Events generated by ‘tool actions’ (e.g., new chat message, resource opened, etc.) – are considered activities.

■        By date or By user – will group statistics by date or user, respectively.

■        Since site creation, the Last 365 days, Last 30 days, or Last 7 days– will filter statistics accordingly.

■        Clicking on the chart image will produce a maximised version of the image.

■        Clicking on View Complete report will display the full data for the current displayed statistics.**The CIECT team will provide more information regarding the 3rd category within the Statistics eTool.

The iKamva Statistics eTool allows instructors, lecturers or site owners to get an overview of the site usage statistics and user activity events within a specific module.

The 1^st category focuses on data regarding user ‘Visits’ to the online module; and includes:

• Total number of site visits.
• Unique users that visited the site.
• Users that are members of the current site.
• Total number and percentage of users that are site members and have visited/and/ or not visited the site.
• Average time a user stays present on the site (per visit).

The ‘Show more’ link presents a chart and table views:

• By date or By user – will group statistics by date or user, respectively.
• Since site creation, Last 365 days, Last 30 daysor Last 7 days – will filter statistics accordingly.
• Clicking on the chart image will produce a maximised version of the image.
• Clicking on View complete reportwill display the full data for the current displayed statistics.

Note: If a user enters/exits the same site multiple times, only one visit will be recorded (i.e. for the specific login date).

**The CIECT team will provide more information regarding the other categories within the Statistics eTool.

Hybrid approach can enhance learning experience and learning and promotes inclusivity

Hybrid teaching combines face-to-face and online teaching into one cohesive experience. A percentage of the class participants are on-campus, while the other students tune in / work online. Lecturers can bring together different elements from cyberspace to enhance the learning experience. This approach also promotes inclusivity to students that are disabled and may find it difficult to travel to an institution of higher education.

CIECT (AVS Team) install Smart Tracking Cameras in various venues

The CIECT Team (Audio-Visual Services team) has embarked on a new campaign to bring Smart Tracking Cameras into teaching spaces at the university.

Benefits of Smart Tracking Cameras

• Tracks lecturer’s body movements,
• Allows teachers to move freely around the class,
• Enables showcasing of multiple types of material and content to students off line and those unable to attend,
• Stream the lecture to students across various geographical locations,
• Stream the lecturer using Google Meet, Zoom and BBB
• A recorded lecture can be uploaded into the LMS (iKamva)

Create tutorial links via the Announcements eTool

Lecturer, Brian Goliath in the Community Development in Context (CDE111) module makes use of the Announcement eTool to ensure online interactive engagement. The lecturer posts tutorial links via this eTool. Announcements are linked to all registered students’ email addresses. This means that when a lecturer or tutor posts important information in the Announcement space, the students will immediately get a notification on their student email account.

Continuous communication via Announcements eTool: Venues, times, learning material

Lecturers use the Announcements eTool to make just-in-time announcements regarding the venue and time slots for lectures. In addition, they also share information about the online platform if a lecture session is conducted online instead of face-to-face (e.g. via ZOOM, Google Meetings, or BigBlueButton/BBB). The announcements also contain document attachments that students must regard as part of their learning material for a specific component per the lecturer’s instruction.

Asynchronous learning and teaching mode enables coherent submissions

The Discussion Forum is a communication eTool integrated within iKamva which enables students to engage in the forum from any geographical location and communication does not have to happen instantly. This allows students to think about their responses and to construct coherent submissions.

Discussion topics for assessment purposes

Lecturers are able to create specific topics related to their discipline for discussion as well as assessment purposes. The discussion forum promotes interactive discussions amongst students. Articles and various resources can be added to the topics to steer the discussions.

Discussions and constructive peer review

Students are able to view and reply to posts which facilitates a constructive peer review process. As students engage in peer review, lecturers can assign marks for assessment purposes. This will also encourage reflective posts to be authentic and well-structured, in order for students to gain substantial marks.

The students are also encouraged to make use of the general discussion to post generic questions regarding topics discussed during lectures, WhatsApp group discussions, announcement notifications and class activities.