Nursing Postgraduate students submit ePortfolios – final examination

School of Nursing lecturer, Katlego Mthimunye contacted the CIECT team to assist with the creation of ePortfolios for Postgraduate Nursing Education students.  The students were expected to design and development of an ePortfolio – for the submission of a summative assessment task (semester 2, 2017).

The students received an ePortfolio template that assisted them with the development of the final assessment task. It should be noted that the Nursing students (working adult learners) – were able to develop ePortfolios (with embedded evidence); and submit from various geographical settings.

The ePortfolio was divided into various sections, namely: Teaching and Learning Philosophy; Teaching and Learning Activities (included lesson plans, as well as peer and self-assessments);Reflective Practices (students were required to reflect on theory and clinical practice lessons, as well as reflect on the module and overall programme); and Evaluations.

The students also received training (face-to-face) before the final submissions which enabled them to:

–          Access and view structure (main and sub-pages)
–          Insert content and text,
–          Embed multimedia components,
–          Share links,
–          Embed evidence from Google Drive, and
–          Share ePortfolio with assessor/s.

**In addition the students were provided with instructional material (for self-directed learning) – which further provided guidance with regards to the completion and submission of the summative assessment task.

The design and development of an ePortfolio concurs with the work of Meeus, Questier and Derks (2006:136) – highlighting flexible assessment practices which enables authentic learning processes. The authors emphasise that: “ The student wants to use [a] portfolio to show his/her competence” and that “in the first place competencies are rooted in practical situations, also known as ‘authentic contexts’, and are linked to the professional practice for which the student is being trained”.

Contact the CIECT team to assist and guide with the implementation of an ePortfolio for both formative and summative assessment purposes.

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Computer Science: eTools to Support Learning, Teaching and Assessment for Post-Graduates

Lecturer Bill Tucker, along with Tigist Hussen (Tutor/Teaching Assistant) – have been making use of various eTools within the iKamva platform to supplement learning, teaching and assessment practices for their COS 793 Honours students. This course introduces “theory, domains and critique of information and communication technologies for development (ICT4D)”.The module incorporates the use of eTools namely, Course Resources, Lessons, Discussion Forum, Weekly Assignments and the Gradebook.

 

These eTools are used to assist with the iterationassimilation, consolidation for student learning and to extend learning:

 

Blended learning and teaching resources

The Course Resources and Lessons eTools are used to distribute readings, articles and lecture slides that are organised into weekly seminars, hosted by various guest lecturers. Students are expected to read these articles prior to attending lectures/seminars in order to effectively engage in class discussions. In addition, the Discussion Forum is used as a space where resources such as books and journal articles are shared with students.

 

Weekly assessments

This module is based on continuous assessment, incorporating both face-to-face (traditional) and online assessments; including individual assignments, participation in class, practicals, papers and presentations. Students are required to complete weekly assignments and submit online – these assignments are related to concepts and topics discussed in class. These assessments are graded online and students are provided with constructive feedback.

 

**Note: The Gradebook allows lecturers to store and distribute grades to students as well as retrieve and automatically calculate course marks based on weighting of each assessment.

 

Contact the CIECT Team to create a blended learning environment which supports your learning, teaching and assessment practices.

Computer Science: eTools to Support Learning, Teaching and Assessment for Post-Graduates

Lecturer Bill Tucker, along with Tigist Hussen (Tutor/Teaching Assistant) – have been making use of various eTools within the iKamva platform to supplement learning, teaching and assessment practices for their COS 793 Honours students. This course introduces “theory, domains and critique of information and communication technologies for development (ICT4D)”. The module incorporates the use of eTools namely, Course Resources, Lessons, Discussion Forum, Weekly Assignments and theGradebook.

These eTools are used to assist with the iterationassimilation, consolidation for student learning and to extend learning:

Blended learning and teaching resources

The Course Resources and Lessons eTools are used to distribute readings, articles and lecture slides that are organised into weekly seminars, hosted by various guest lecturers. Students are expected to read these articles prior to attending lectures/seminars in order to effectively engage in class discussions. In addition, the Discussion Forum is used as a space where resources such as books and journal articles are shared with students.

Weekly assessments

This module is based on continuous assessment, incorporating both face-to-face (traditional) and online assessments; including individual assignments, participation in class, practicals, papers and presentations. Students are required to complete weekly assignments and submit online – these assignments are related to concepts and topics discussed in class. These assessments are graded online and students are provided with constructive feedback.

**Note: The Gradebook allows lecturers to store and distribute grades to students as well as retrieve and automatically calculate course marks based on weighting of each assessment.

Mathematics Department: eTools to Support Lectures, Tutorials and Assessment

The Mathematics Department recently contacted the CIECT team to discuss the use of various eTools within the iKamva platform for their 1st year students.  The recent upgrade to iKamva supports the incorporation of LaTex markup language, which enables lecturers to make use of mathematical and scientific notation within the Test & Quizzes eTool.

 

Lecturer Jon Swanepoel has used this opportunity by integrating this functionality – to assist in formative assessments. These assessments consist of weekly online tutorial tasks whereby students are required to solve various equations and mathematical problems. These tasks aim to consolidate students’ understanding of content and to monitor their progress.

 

Furthermore, Fatiema Karriem and Leila Adams are making use of eTools within iKamva to supplement their teaching practices. These eTools were used for:

 

 Content distribution:

–          Lecture notes

–          Revision notes

–          External resources (e.g. MATLAB)

 Online assessment purposes:

–          Practical tasks

–          Assignments & Quizzes

–          Worksheets

 

These eTools are used in conjunction with face-to-face lectures and aim to assist in assimilation and reinforcement of knowledge and skills required of the students.

 

Contact the CIECT Team to create a blended teaching-and-learning environment which supports your teaching practices.

 

Education Faculty: Blended Learning Approach to Support Teaching, Learning and Assessment

Lecturer Ronel Koch has made use of various eTools within the iKamva platform to supplement her teaching practice for 3rd year students. The module aims to prepare prospective Life Orientation educators with the skills and knowledge to become a Senior Phase Educator (Grades 7-9).

 

The lecturer has made use of the Course Resources and Tests & Quizzes eTool to create a blended learning environment to supplement her teaching-and-learning practices.

Online resources for prospective educators:

Resources were distributed to students which included Curriculum and Assessment Policy Statements (CAPS) documents, weekly lecture slides, articles and an exam scope. In addition, students were provided with a document containing important contact information for organisations such as Childline, Safeline, hospitals and other child and youth protective services.  The lecturer also added a web link to an external site related to teacher tips for various issues that educators could encounter in the classroom such as bullying, autism and child abuse etc.

These resources aim to adequately equip students with relevant knowledge of their discipline; as well as information to prepare students for situations which learners and educators might face in the classroom.

Weekly online formative tasks:

Students were expected to engage in 5 weekly tasks which were designed within the Tests & Quizzes eTool. These tasks included the use of various question types such as True-and-False, Short Answer and Multiple Choice Questions (MCQs).

These formative tasks were used as a form of consolidation of course content; and also a space for reflection and goal setting. In addition, these tasks assisted with reinforcement, revision and preparation for examinations as well as their future careers as educators.

Contact the CIECT Team to create a blended teaching-and-learning environment which supports your teaching practices.

 

Education Faculty: eTools to Support Prospective Educators

Lecturer, Zainoenisa Allie made use of various eTools within iKamva to supplement her teaching practices for 3rd year Method of General Science(GSM 301) students. The module focuses on equipping students with skills and knowledge to become a Senior Phase Educator (Grades 7-9).

The lecturer has made use of the Course Resources, Lessons, Tests & Quizzes and Dropbox eTools for teaching, learning and assessment purposes.

Preparatory resources and reflective lesson space:

The lecturer created a structured space to provide students with resources to assist in the preparation for their compulsory micro-teaching andteaching practical. These freeware resources included Siyavula Science textbooks for Grades 7-9. In addition, the students were given access to Curriculum and Assessment Policy Statements (CAPS) and referencing guides for assignments.

Subsequent to the micro-teaching, students were required to engage in self-evaluation and peer evaluation activities. The Lessons eTool was used as a reflective space where students could provide the lecturer and their peers with this feedback.

Online assessment spaces:

The online test consisted of 29 multiple choice questions (MCQs), some of which required a student to provide a rationale for specific answers. The test incorporated negative marking of 0.5 points per incorrect answer.  Students were also provided with a data sheet and could use a non-programmable calculator.

Furthermore, students were required to complete an online evaluation of the test which provided the lecturer with an understanding of students’ experiences and their expectations. **The lecturer arranged for this online test to be conducted in a controlled environment on campus.

Moreover, students were expected to submit an assignment in their Dropbox folder on iKamva. The Dropbox eTool automatically creates a folder for each student allowing for sharing of documents between the student and lecturer.

The implementation of these eTools contributes to an interactive blended learning environment and assists students in preparation for assessment and teaching practicals.

Contact the CIECT Team to create a blended teaching-and-learning environment which supports your teaching practices.

Designing online MCQ assessments in alignment with Bloom’s Taxonomy

The iKamva platform can be utilised for both formative and summative assessments by making use of various eTools.  The Tests & Quizzes eTool allows for a variety of question types, including Multiple Choice Questions (MCQs).  The MCQ type can be used to assess students’ knowledge, understanding, skills and abilities by incorporating lower, middle and higher order thinking questions, as set out in Bloom’s Taxonomy. MCQs designed in this manner, should allow for effective evaluation of students’ assimilation and comprehension of course content.

MCQs require that students select one or multiple correct answers from a list of choices. An effectively designed MCQ test should challenge students’cognitive processes (levels of thinking); and can be further developed to allow for randomisation and the integration of question banks.

Question banks can be set up to differentiate between concepts, themes and sections; and a set number of questions can be randomly drawn from the pool. This will ensure that each student’s assessment varies. This form of assessment has been used by lecturers at UWC across disciplines as both formative and summative assessment.  If appropriately constructed, MCQs can assess performance at ‘higher order levels of thinking’. However, the onus is on the subject-matter expert to consider effective design aimed at targeting various cognitive levels as set out in Bloom’s Taxonomy (Tiemeier, Stacy & Burke, 2011: 1).

Contact the CIECT Team to assist in the design and development of online formative and summative assessments.

Nursing: Summative assessment – alignment with formative class and online assessment

Lecturers Delphine Sih and Jennifer Cornelissen makes use of the iKamva platform to support 46, Health, Development and Primary Health Care[HDP116] – Nursing students.

 

Formative and summative assessments were designed and developed, making use of eAssessment tools within iKamva.

 

Formative Assessment space:

Students were expected to complete an individual assignment. This assignment was developed and placed within iKamva, with clear instructions and expectations. In addition, a rubric was developed to guide student writing and improve the quality, focus and attention of the assignment. The rubric included the structure/outline of the assignment, as well as the mark allocation for each section.

 

Furthermore, the lecturer and students also engaged in other formative assessments such as class presentations, a class test and a group assignment.

 

Summative Assessment space:

The final examination was designed within the iKamva platform through the use of various question types. The exam was divided into four (4) sections and included, Matching and Short Answer/Essay type questions. Students were expected to list, describe, define and explain variousconcepts and models linked to the discipline; consisting of different mark allocations.

 

**Prior to the online exam, the lecturer also shared past question papers to assist students with preparation and revision.

 

Contact the CIECT Team to assist in the design and development of formative and summative assessments within your online environment.

Education Faculty: eTools Support Reflective Practices (PGDIP- TVET Programme)

The Institute for Post-School Studies (IPSS) contacted the CIECT Team to discuss the use of eTools to support learning and teaching practices. The lecturers are able to meet with the students during block week sessions and further engage through online activities.

 

An online environment was created within iKamva for the ‘PG Dip: Technical Vocational Education & Training (TVET)’ Programme. The programme employs a rigorous methodology of reflective practice, supported by the use of online Lessons, Discussion Forums, Assignments and Course Resources.

 

Furthermore, the eTools are directly linked to the assessment criteria for formative and summative purposes; including – theory essays, reflective practice assignments and relevant practicals.

 

Structured online lessons:

The lecturers created a space whereby module content could be explored through a variety of digital media components. The modules are structured according to weeks, to include sections such as “warm up, introduction, core readings, supplementary readings, questions, tasks and lesson notes”. The lecturers provided students with videos, PowerPoint presentations, articles and online discussions that students are expected to engage in.

 

Online reflective & assessment spaces:

Students are also expected to explain and elaborate on their understanding of content through online discussions and submitting assignments; allowing lecturers to evaluate student progress.

 

Contact the CIECT Team to create a blended learning environment which supports your learning, teaching and assessment practices.

Criminal and Justice Procedure Dept.: Blended Learning to support Lectures, Tutorials and Assessment

Lecturers, Muneer Abduroaf and Karin Chinnian-Kester are currently co-lecturing in a year module for their 2nd year students. During the first semester these lecturers and tutors made use of the iKamva platform to supplement their teaching practices for lectures, tutorials and assessment.

 

A structured online environment was created for students to access from various geographical locations to support face-to-face class and tutorial activities. The following eTools were used: Course ResourcesTests & Quizzes and Announcements.

 

The students are able to access and retrieve resources, structured into main sections, namely Assignment, Course Outline, Topics and Cases.  These main sections also include lecture notes, readings and instructions (assisting with completion of assignments and tests). Students are also able to engage with these documents, offline, via various mobile devices – in order to prepare for assessments; as well as reflect on lectures and tutorial exercises.

 

Two (2) formative online tests were setup, which included 15 Multiple Choice Questions (MCQs) on various Cases and Acts.  The questions were designed in order to test students’ understanding of specific cases. It should be noted that 368 students completed the tests.

 

The Announcements eTool is used by the lecturers and tutors to convey information related to the preparation of tutorials, tests, assignments and lectures. Students received the scope and guidelines of tests, tutorial readings and notices via the announcements which are directly linked to their Gmail accounts.

 

The lecturers, tutors and students will continue to make use of the online environment during the second semester.

 

Contact the CIECT Team to create a blended learning environment which supports your teaching, learning and assessment practices.