Center for Performing Arts (CPA) Delivers online music practical’s & final assessment during national lockdown

The Director of the Centre for the Performing Arts (CPA), Henriette Weber attended CIECT’s Annual Colloquium in 2019; and engaged with Dr Juliet Stoltenkamp at the Teaching and Learning breakaway in February of 2020. Consequently, she has established a relationship with the CIECT team, and Terence Pretorius (Instructional Designer) was assigned to the course –Theory & History of Music & Form.

The Centre for the Performing Arts (CPA) offers accredited Continuing Education Music courses and discussed the possible creation of blended teaching and learning environments with CIECT during the national lockdown, especially the use of iKamva and other educational technologies.

Training Workshops: Effective use of eTools

CIECT hosted iKamva workshops for the CPA staff and advised on the different affordances of various eTools. These participants included: The Learning & Teaching Team (included part-time lecturers) – Sean Kierman (Brass), Anel Galvin (Reeds, Aural, Theory), Stephan Galvin (Percussion), George Werner (Jazz Piano & UWC Jazz Combo), Arno Jones (Voice) and Noelene Visagie (History of Music & Form). The DVC Academic appointed Andy Matima as Associate Lecturer at the CPA (Voice, UWC Community Chamber Choir and Staff & Student liaison). 

Multimodal Approach: Online Teaching, Learning and Assessment

From April to June 2020, a multimodal approached was adopted whereby the students engaged remotely via the iKamva platform. In addition, various modes such as WhatsApp Voice & Video calls, email, Zoom, and Skype platforms. *Inevitably, data became a challenge. 

iKamva Platform supports delivery of theory and assessment

The CIECT team further assisted CPA lecturers to engage with their students by: 

  • Creating the iKamva site (selecting the appropriate content, assessment, and communication eTools) 
  • Creating student accounts and linking them to the Online Orientation Module for guidelines on how to use iKamva and;
  • Linking other CIECT supporting resources via the CIECT YouTube channel.

Online Music Practical Lessons

The CPA lecturers invested a lot of time in teaching and tutoring their students. They employed creative methods, in order to deliver effective “practical lessons”.

Online Music Practical Final Assessments

Currently all work is on track and assessments are conducted online. The course, Theory & History of Music & Form was completed on iKamva. Students engaged in their final assessments via Google Meet and Zoom on Saturday 28 November; and will conclude on the 2 December 2020.

The following images showcase the online practical lessons. *Permission to use from CPA.

CIECT Raising Awareness: 16 Days of Activism against Gender-Based Violence (GBV) – via iKamva Platform

The 16 Days of Activism Campaign against Gender-Based Violence (GBV) is a Worldwide Campaign to oppose violence against Women and Children. It aims to raise awareness of the negative impact that violence and abuse have on our society.  The Campaign is held from 25 November to 10 December every year. However, the success of this campaign rests on our daily individual and collective actions to safeguard our society against this cycle of abuse (https://www.parliament.gov.za/project-event-details/3)

As part of CIECT’s contribution to spreading awareness of violence against members of our society, we will make use of our iKamva system to share quotes and related images on a daily basis for the duration of the 16 days. As you login to iKamva, we appeal to you to take a minute to read and share with your families.


Stop the ‘silence’.

‘Rubric’: Used for Grading of Formative and Summative Assessments

iKamva consists of various Assessment eTools. NB: Please take note of the Rubric eTool (application and limitations) – prior to setting up an online assessment and engaging in grading activities.  

Guidelines for Tests & Quizzes Settings (Auto-submit and Publishing )

The following guidelines need to be followed when setting up online tests:

  1. All Tests settings and configurations need to be set before publishing as editing the test settings after it has been published can and will cause unforeseen issues.
     
  2. Avoid modifying the settings of a published assessment while testing is in progress. Instead, wait until the final submission date has passed.
  3. Late Submission setting should be set as example: Due Time + Test Duration + 20min. e.g. 12:00 + 1hr 30min + 20min = 13:50
  4. The Autosubmit setting does not currently save student work before submitting. Students are advised to save their progress as often as possible.
  5. Do not tick the Autosubmit saved students’ work after the latest date option if a test is timed.

Warning: You should ONLY use the “Stop Accepting Now” option if you are sure that students are not currently working on the assessments in progress. 

NB: Stopping and automatically submitting an active assessment will submit it immediately without warning; the student will not be able to save their work before it submits. 

‘Test & Quizzes’: Used for Summative & Formative Assessments [Carefully observe settings prior to publishing online]

iKamva consists of various Assessment eTools. NB: Please take note of the ‘Test & Quizzes eTool’ (application and limitations) – prior to setting up an online exam.

Contact CIECT to advise and assist you with the setup of your online examinations

‘Assignments eTool’: Used for ‘Take-home Exams’ [Essay, Case-Study, Reflective Piece]

iKamva consists of various Assessment eTools. NB: Please take note of the Assignments eTool (application and limitations) – prior to setting up an online exam.

Contact CIECT to advise and assist you with the setup of your online examinations

TIPS for Lecturers: Provide clear instructions when setting up assessment [short & long answer types]

It is important that lecturers take note of the following tips to consider, when you develop online exams.

TIP 1: Use ‘Upload File’ Question Type

  It is advised to make use of the ‘File Upload’ question type within Tests and Quizzes. This question type provides a student time to type it out on a text editing document (off-line); and upload it into the system.

  The test is still timed and requires students to complete within a specific time-frame.

TIP 2: Short Answer Essay Question Type

Lecturers are advised to give clear instructions to students when making use of this question type. Students should be advised to:

  Firstly, type answers in a text document first;

  Save the word document; then

 Copy and paste it within the text editor (within iKamva); and

  Save.

Please note that the ‘Short Answer Essay’ type requires students to be online for a specific time-frame. Should they lose connection they will lose their answers if they have not saved. This leads to students requesting that a lecturer re-opens a test.

TIP 3: Remind the student to save the Assessment

Lecturers are advised to give clear instructions to students with regards to saving off-line and online activities.

  Always use Google Chrome (Version 83); OR Mozilla FireFox (Version 77)

  Use the latest versions of the Internet Browsers

  Do not open multiple tabs/windows while taking the test

  Click on the ‘Save’ button to record each answer

  Click ‘Next’ to proceed with test

  Click Submit

NB: It is important that students are given sufficient time to submit short & long answer types.

See example of Law lecturers who have provided their students with clear instructions. Hence, when designing the online assessment, the lecturers provide the guidelines within the ‘About section’ – of the assessment settings.

Example: Law lecturers provide students with clear instructions (when setting up the question types & parts) EXAMINER’S INSTRUCTIONS: This is an official University Examination, and individual answers are required. No consultation or discussion of the examination questions with fellow students or anyone else is allowed. Any answers presented that bear an undue similarity to that of another student will be treated as examination dishonesty. Any form of dishonesty will be referred to the Proctor. For queries email: Dr Kondo tkondo@uwc.ac.za & Prof Hamman dhamman@uwc.ac.zaGENERAL INSTRUCTIONS: Answer all questions in the paper. This examination consists of five parts. Part 1 consists of 8 questions in MCQ format. Complete the MCQs on iKamva. Remember to save each answer as you proceed. Part 2 consists of 12 questions in MCQ format, Complete the MCQs on iKamva. Remember to save each answer as you proceed. Part 3 consists of match the concept to the scenario questions. These will also be filled online on iKamva. Part 4 consists of a long question. These will be answered on a separate word document. The document should be properly identified with the student no as the file name. The student number of the student must appear on top of the document and the document should be adequately numbered. Once complete, the answer will be uploaded as a document by browsing, selecting and submitting to Part 4. If you are not able to upload, email your document to your lecturer. Part 5 consists of a long question. These will be answered on a separate word document. The document should be properly identified with the student no as the file name. The student number of the student must appear on top of the document and the document should be adequately numbered. Once complete, the answer will be uploaded as a document by browsing, selecting and submitting to Part 5. If you are not able to upload, email your document to your lecturer. NB: The lecturers also provided their email addresses to the students via the announcement tool within iKamva.   

BigBlueButton (Online Meetings tool) within iKamva vs. preferred Google Hangouts Tool

CECT in collaboration with lecturers across faculties, have extensively explored the BBB Online Meetings tool (3rd party tool that has been integrated within iKamva) – during this lockdown period.

We have reflected on this pilot phase/lessons learnt; and specifically the challenges related to BBB in comparison with the Google Hangouts Meeting tool.

The CIECT team is currently experiencing many challenges with regards to this 3rd party tool within iKamva (BBB). Users have experienced challenges, including:

 Hardware challenges and could not hear the lecture (sound issues)

  Live recordings cannot be downloaded and is only visible within the Meetings tool

  It only allows one file type to be uploaded at a time

  Some students and lecturers struggled to enter the Meeting

  Some lecturers had trouble sharing their screens in order to showcase specific content

  The Notification functionality repeatedly sends error messages

  The platform incurs data costs for certain Internet Service Providers (ISPs)

NB: More importantly, the external party has not provided adequate technical support for this 3rd party tool.

NB: We have recently informed our users – that it would be best to make use of the functional meetings tool, namely Google Hangouts (for live lectures and video conferencing).

Thank you to all the lecturers who engaged with the exploration of  BBB. We apologise for the inconvenience.

Augmented & Virtual Reality [AR/VR]: EON-XR Platform

EON-XR is an easy-to-use platform for Augmented & Virtual Reality academic solutions. EON-XR can supplement traditional learning and teaching methods by introducing user-friendly immersive lessons and content.

Access the Content Library

The EON-XR platform has an easily accessible content library. You will be able to access all published lessons that have been made available to the whole institution, from the library. Within the ‘Workspace’ section you are able to view previously authored; and lessons that have been shared with you by others.

In order to access the full list of 3D assets/objects, the user will need to toggle the advanced display mode. This can be done by clicking on the profile icon in the top right corner and selecting “ADVANCED MODE”. 

Introduction Video: Desktop & Mobile Tutorials

Explore the platform, and familiarise yourself with technical requirements:

●       Introduction: https://www.youtube.com/watch?v=xCUbgKK19N8

●       Desktop Windows 10 QuickStart: https://www.youtube.com/watch?v=3I_qo9z00-0

●       Mobile Phone QuickStart: https://www.youtube.com/watch?v=aj1DLUvlXrk

**The platform is available on mobile devices (iOS and Android) as well as Personal Computers (Windows 10 and Latest MacOS – big Sur).

Access the Platform

UWC users:

  • Visit the link https://eon-xr.com/
  • Select the Google sign-in option; and
  • Enter your UWC Google account credentials (Gmail).

NB: Watch this space for more information on how to ‘Create Lessons’ [Augmented & Virtual Reality].  

Science Faculty: Pre-recorded videos, Tutorials, Model Answers & Assessments

Lecturers Clement Nyirenda and Louise Leenen, in collaboration with their Tutors have created  an online structured module for the 2nd year students. They have made use of a multimodal approach in order to engage and accommodate students during the lockdown period.

Structured learning content and pre-recorded videos

The ‘Course Resources’ eTool was effectively to structure the content:

●     Lecture presentations,

●     Pre-recorded lecture videos,

●     Tutorials and,

●     Practical exercises and solutions

Students were able to view the content online and download for offline usage from any geographical location, with internet connection.

Tutorials & Practicals aligned to Assessments

Structured weekly tutorial exercises and practicals were created within the ‘Assignments’ eTool. Students were required to submit their bi-weekly Tutorial activities, after engaging in the online tutorial session. A test was also created within the Tests and Quizzes eTool which consisted of two parts: Part A had multiple choice questions and Part B had short answer essay type questions. The second part of the test was marked online by the lecturer and students were provided with their assessment scores and specific comments to their essay questions.

Online Consultation Sessions & Model Answers [Tutorial Solutions]

Weekly online consultations sessions were created for students to engage with the lecturer regarding specific questions related to the tutorial topics. During these sessions the lecturer guided students through tutorial questions and shared the model answers with those who were able to join. The discussions were recorded so students could view it after the class to reinforce their learning of the topic. In addition, a downloadable version of the tutorial solutions was shared via iKamva in order to accommodate those students who could not join the live sessions.