Digital Skills & Digital Literacies: Staff training workshops (2434 participants attend various workshops, Jan – August 2021)

The Centre for Innovative Education and Communication Technologies (CIECT) provides Digital Literacy Workshops to staff (academics, non-academics & post-graduate students across faculties and departments at UWC).

Staff & Post-Grad students who have requested training (Jan – December 2020)Staff & students who have requested training (Jan – Aug 2021) 

The numbers above are indicative of the need for digital skills and literacies across the campus community.  *Weekly scheduled staff workshops and individual training sessions have increased; and are conducted via Google Meet/Hangouts.

*It should be noted; training attendance is calculated per training session. Hence, a staff or student member may attend multiple training sessions.

 Digital Skills  Digital Literacies

Even though staff and students are tech-savvy and know their way around social media platforms, they might lack the knowledge of how to use digital tools to benefit and aid their learning, teaching and administrative goals.

Digital SkillsDigital Literacies
Access and navigate and the Marks Administration System (MAS)Set-up assessment schedules; capture, verify and publish marks. In addition, the ability to extract reports and class lists.
Access and navigate the Turnitin – Anti-Plagiarism platformSet-up online class, add students; submit papers; generate similarity index reports. In addition, use the report to provide relevant feedback to students.
Access and navigate UWC Systems (iEnabler and UWC leave System)Apply for leave on the VisionX Leave system and book for training sessions using the iEnabler platforms.
Enter and manipulate text using Microsoft WordCreate documents, capture meeting minutes, complete administrative tasks. In addition, skills acquired enhances the teaching and learning experience.
Create presentations using Microsoft PowerPointSet up and configure automated presentations using digital content (text, audio, video and images, etc.).
Set up a Workbook using Microsoft ExcelCapture data on a spreadsheet; generate graphs based on captured data/content; manipulate formulas.
Create PDFs using Adobe Acrobat SuiteEdit and convert PDF documents; combine multiple PDFs; lock and sign PDF files to share amongst colleagues.
Introduction to the basics of using a Computer or laptopUse computer hardware and software to navigate the Microsoft user interfaces for administrative purposes.
Create a VodcastCreate digital media content, comprising of audio and video which is hosted online.
Manipulate audio in AudacityRecord sound clips; edit existing or newly recorded audio, as well as Podcasts.
Capture and edit text online with Google DocsCreate documents, capture meeting minutes, complete administrative tasks. In addition, sharing and collaborating with colleagues on one document.
Manage files and folders online using Google driveAccess and navigate; collate documents within folders; manage, share and collaborate with colleagues.
Meet online using Google Hangouts/MeetSet-up scheduled meetings; configure audio and video settings; use the features of Google Hangouts to host meetings, classes and training sessions.
Diarise your week using Google CalendarSchedule meetings, deadlines, Hangout sessions and online teaching events within your Google Calendar

Please contact the CIECT Team for any requests related to digital literacy workshops.  


Scaffolded teaching approach for Nursing Gender based violence module

Fourth Year Nursing Lecturers (J. Hoffman; C. Jaganath; J. Willemse; L. Furst) collaborate and teach within the online module, NRS401 Gender Based Violence.

The lecturers have designed and developed the lessons, making use of a scaffolded approach. The student is able to view content released on a weekly basis. In addition, weekly online contact sessions are conducted (every Friday) and include various online tasks.

The interactive lesson pages presents:

·         Overview/Outcomes

·         Checklist

·         Access to learning material

·         Links to discussion forum activities

·         Links to ‘test your knowledge quizzes’

Each lesson requires the student to interact online by including self-study or group discussion forums, quizzes, and chat rooms. Students therefore need to actively and purposefully engage in reflective and critical thinking during online class sessions; and in the Clinical Field in order to achieve the expected aim.

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‘Academic Honesty’: Making use of the Turnitin (Tii) Anti-Plagiarism Platform

Traditionaltext review methods would require lecturers to copy-paste text into Google or the Google Scholar search engine. Lecturers would repeat this process for each student submission. This method is cumbersome and is unable to access soft copies within paid websites.

Turnitin Report

Turnitin (Tii) is an anti-plagiarism detection platform that compares text within a document to archived papers within the Tii database and the World Wide Web. For example, all universities build their own databases over a period of time. Hence papers submitted will first be checked within the local Tii repository, prior to checking similarity text on the World Wide Web. Reports are generated within a one to twenty-four (1HR-24HRS) hours window period. The University of the Western Cape implemented the use of Tii in 2008 to deter academic dishonesty. All students’ submissions are checked against the UWC local repository, online submissions as well as journals, periodicals and publications (including paid sites).

The Originality Check tool creates an ‘Originality Report’, indicating:

1.       Colour codes to show comparisons, and

2.       Matches found are displayed in list format.


Access to Tii directly via the Turnitin website []

The Turnitin platform is hosted on the world wide web (WWW), which allows users to access the Turnitin platform from any geographical space where internet connectivity is available. It should be noted, CIECT offers training to staff on how to use the Turnitin platform.

Email: for queries related to scheduled training sessions.  

Science Faculty: Lecturer makes use of ‘Checklist eTool’ to track students’ progress

Science Faculty Lecturer, Rechelle Jacobs has developed an online environment for 2nd Year Students engaging in the Statistics Distribution Theory module (STA 211).

Set-up prerequisite activities

Using the ‘Lessons eTool’, the lecturer was able to set-up pre-requisite activities before the students could engage in the required Quizzes for each textbook chapter. 

Use of ‘Checklist eTool’: Students required to complete prior to engaging in Quiz

Hence, by using the checklist feature, students could keep track of their progress for each chapter. Once the checklist was completed, the quiz was released to the student. This ensured that students engaged with the necessary course material (made available via Course Resources), and the lecturer was also able to monitor students’ progress for each chapter.

Use of multimedia to supplement lecture

The online environment was supplemented with multimedia, such as lecture presentations in the format of audio-narrated PowerPoint presentations, instructional videos, exercise worksheets, as well as quiz memos for revision purposes. The structured Course Resources allowed students to easily access relevant learning material.

‘Live lecture sessions’ via BBB: Tutorials & Consultations

Furthermore, regular live sessions were conducted using iKamva’s Meetings tool (BigBlueButton) for tutorials and consultations. A notice was placed on the Module’s Overview page directing students to additional information, regarding- where to apply for data, as well as how to access the VPN.


 Prerequisites for Lesson activities

Contact the CIECT Instructional Design team to assist with the design and development of your structured online environment.

Post-Graduate Students [MALGC] – engage in ICT Skills Workshop

The CIECT team conducted an ICT skills training workshop for post-graduate students, namely the “UWC Cohort 21 Orientation Programme MALGC”.

Dr Colette February and Dr Natheem Hendricks (Faculty of Education) contacted the CIECT team, in order to prepare the post-grad students for engagement in an intercontinental Programme, Masters in Adult Learning & Global Change (MALGC).

The training workshop focused on the application of ICT skills within the Programme, specifically for research purposes.

 Digital SkillsDigital Literacies
Enter and manipulate text using Microsoft WordCreate documents, create a table of contents, manage resources, and insert citations and bibliography

**The CIECT team will market upcoming ICT Skills Workshops for Post-Graduate students (for August – September 2021).

Google Meet (Hangouts): New Features

Google Meet (Hangouts) is an online communication tool that enables video and audio calls with the option of recording online sessions. Hangouts can be accessed via your Gmail profile, thus logging in to Gmail will grant you access to Hangouts.

Google Meet: Setting up Group Sessions

Group sessions are set up within the user’s calendar events. It is advised to add between 80 to 90 participants per session, even though Google Meet allows up to 100 attendees per session.

New Features

Following is a list of newly added features (recent Google Hangouts user interface update):


Google Meet: Layout

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Video (Screencast): Showcasing new features

Please click the following link ( to view how the new features can be effectively used.

447 Tutors engage in Online ‘eTools Kit for Tutors’ Workshops 2021

CIECT has designed and developed an Online Tutor Workshop, namely: ‘An eTools Kit for Tutors’. It forms part of the broader institutional Tutoring Programme (for students employed as Tutors). During the first term of 2021, CIECT conducted a series of workshops focusing on the familiarisation, navigation and facilitation within the Learning Management System (LMS), iKamva.

A number of 447 Tutors engaged in the workshops and subsequent to the training sessions, gained access to an online environment in order to set up specific student groups for teaching-and-learning practices. The workshops familiarised Tutors with the following processes and activities:

§  Create specific student groups and export of student group rosters;

§  Communicate(Announcement eTool) with dedicated student groups;

§  Structure and share learning material;

§  Create consultation and meeting sessions;

§  Create Tests & Quizzes;

§  Create Discussion Forums and Topics; and

§  Create Assignments

Tutor Feedback

Tutors were asked to evaluate the workshops by sharing authentic and anonymous feedback (impact and effectiveness). Here follows some comments:

§  “It was very helpful in teaching me ways in which i can communicate with students on ikamva”

§  This is my 3rd year tutoring and I never thought of using ikamva as a platform the way the presenter did used it”

§  “The workshop provided an in-depth explanation on what is expected from my role as a tutor. I hope to use the knowledge gained to the best of my ability.”

§  “As I did not know how to use Ikamva as a platform for tutors to work from. It will assist me with marking process etc but I still need to make time to better my skills in working on Ikamva but it’s been useful session in learning.”

The CIECT team encourages Departments to contact us at – in order to arrange workshops for Faculty Tutors.

4011 students engage in the Digital Academic Literacy Programme: Semester 1 – online delivery and facilitation

Digital Academic Literacy (DAL) Programme: 1st Year & Senior Students

In this 21st Century, CIECT focuses on aDigital Academic Literacy (DAL) Programme, where on the one hand staff and students are able to easily navigate and interact within online platforms; and on the other hand, many students still require basic computer literacy skills.  Thus, CIECT delivers the DAL Programme to novice users (1st year students), as well as advanced users (senior students/ other year levels). 

DAL Integration into Accredited Modules [Faculty Collaboration]

The CIECT Team collaborates with the Faculty to identify student needs. The DAL Programme is integrated into accredited modules across various faculties including EMS, Education, CHS, Dentistry, Law, Arts and Science. The DAL Programme entails the following basic literacy packages; and eTools training (familiarisation of the institutional Learning Management System/ iKamva).

Introduction to ComputersComputer basics
Word processing & Text EditingMs Word
Spreadsheets Creation & Data AnalysisMs Excel
Multimedia Presentation/GraphicsMs PowerPoint
eToolsiKamva (Learning Management System)

Multimodal Approach: Facilitation of large-scale basic literacy programme during national lockdown [4011 students]

Due to the national lockdown, 55 classes per week were delivered via a multimodal approach:

§  Google Hangouts ‘Live’/synchronous classes

§  iKamva (LMS): Various eTools used, such as Announcements, Course Resources, Test & Quizzes, Assignments, Discussion Forum, and Lessons Tool

§  Skills Assessment Manager (SAM): An online platform, which hosts an interactive environment, including simulations, instructional videos and a self-assessment interface. Students are able to view instructional videos on how to complete tasks. Thereafter, students are able to practice skills, before completing an online assessment.

Continuous Assessments & Participation

Students are expected to engage in the DAL Assessments. These were made available via iKamva. *Some students did not participate during this first semester due to data and device challenges. A total number of 244 (6.08%) students did not participate (online classes, activities, and assessments).

DAL Programme 2021: Service Level Agreements with Faculties

The DAL Programme is offered over a semester to participating Faculties. Departments engage with CIECT to design customised lessons.Extensive planning and collaboration with departments, includes:

§ The CIECT team conducts formal meetings with specific departments, to discuss the scope of the delivery of the Digital Academic Literacy (DAL) Programme. The meetings entail aspects related to departmental specific needs; Programme outline and the agreement of the delivery of specific packages.

§  CIECT and the department develops and signs Service Level Agreements (SLAs).

§  The CIECT team recruits senior students as Tutors (co-facilitators) to assist with the DAL programme via work-study programme.

The table depicts the number of students trained in Semester 1 in 2021. The list includes one new department, namely Sociology (SOC 151).

FacultyDepts./ModulesNumber of students[May 2021]
ArtsCST100 and LIB121333
CHSCCL111 and CCL121390
DentistryBDS and BOH111
EMSALC131, ALB131, FIA2421360
LawBSL100 and 101581
ArtsSOC 151611

The CIECT team collaborates with departments (in advance) – to prepare for the upcoming academic year.

NB:  CIECT welcomes collaboration for Semester 2 [i.e. additional departments] – if we are going to remain online for 2021.

NB: CIECT is not able to accommodate any new department for the current academic year 2021[i.e. if we are going to deliver face-to-face in the new semester]. Planning involves collaboration with the ICS Department for Labs/Venues.

Contact the Manager: DAL to plan and customise, in advance for Semester 2 (2021); and 2022. Mr Fundile Nkunge at; X3147 

Transform Venues into Hybrid Teaching Spaces: Use of Document Cameras/Visualizers

The CIECT Team (AVS) is in the process of installing Document Cameras/Visualizers in venues across the University of the Western Cape (lecture halls and some pre-fab classrooms).

Display, annotate and stream content

Teaching venues across the campus will be fitted with Document Cameras/Visualizers, which facilitates hybrid/blended teaching. The visualizer is used to display enlarged versions of real-world objects to an audience through a projector; annotate on live projections making use of specialized software; and stream live sessions to students at ‘home’.

Visualizer: Stream via Conferencing Platforms [Zoom & Google Meet]

The Document Camera/Visualizer has to be coupled with video conferencing platforms (Google Meet & Zoom), in order for a lecturer to stream.  The visualizer entails a web camera with high image resolution, in comparison to the conventional webcam. In addition, the visualizers are fitted with LED light sources to provide clearer image quality. The lecturers can film themselves, interact with students present in the classroom; and connect remotely with students at ‘home’. The entire session can be recorded and saved on a memory stick; or through the conferencing platform.


Use of visualizer across disciplines

The visualizer has the ability to project real world objects. Lecturers across disciplines can display content and annotate on slides (presentations). The lecturer is also able to annotate on ‘live session’.

Student Engagement

The visualizer is equipped with a flexible and joint-free gooseneck, and moves easily in different positions and a 360° viewing angle. The camera can be pointed toward the lecturer for teaching; or towards the students so that students in the classroom can interact with those online.

Requirements for effective streaming

  Functional Visualizer

  Stable internet connection

  Laptop; or PC (workstation in the venue)


  The CIECT team will be offering training to lecturers. Communication regarding the sessions will follow soon.

  **The student only has to log-into the class via Zoom or Google Meet. The lecturer is responsible for setting-up the session.
Contact the CIECT team.Clint Braaf:
Eugene Alfred:

Digital Multimedia Literacies & Digital Skills

The Centre for Innovative Education and Communication Technologies (CIECT) provides Multimedia Content Production Workshops to staff [academics, non-academics & students (requests from departments)].

Staff who have requested training (Jan – December 2020)Staff who have requested training (Jan – May 2021) 

The numbers above are indicative of the need for digital skills and literacies across the campus community.  *Weekly scheduled staff workshops and individual training sessions are conducted via Google Meet/Hangouts.

Digital Skills  Digital Literacies

Even though staff and students are tech-savvy and know their way around social media platforms, they might lack the knowledge of how to use multimedia tools to benefit and aid their learning, teaching and administrative goals.

Digital SkillsDigital Multimedia Literacies
Access and navigate the editing applicationBecome familiar with a video editing software interface, add video and images to a timeline, apply effects, apply transitions, Create titles and add audio to video footage [Post production of video content]
Access and become familiar with recording applicationsRecord computer screen and voice over do demonstrate the use of various applications. Convert video content to different formats best suited for the platform where it is going to be used. Compress video content to reduce file size and utilise less bandwidth when placed online. [Screen Recording, Conversion and Compression of video content]
Access and design a concept mapDesign and develop a concept map, visually representing a specific discipline, lecture, presentation, tutorial and workshop. It can further be integrated with the Cmap tool into an online environment to structure objectives, content and assessment tasks. [Concept Mapping]
Access and become familiar with various multimedia toolsDesign and develop a digital story by combining various multimedia processes (audio, video and editing processes).Embed multimedia content into various online environments, including iKamva and YouTube [Multimedia teaching tools for the Digital Age Workshop]

Please contact the CIECT Team for any requests related to digital literacy workshops. ;