Lecturers Emmanuel Mayeza & Sharyn Spicerare currently teaching the Sociology of Crime and Violence (SOC221) module for a number of 374 students. Hence, an online environment was created using the iKamva platform in order to deliver course content, assessments, and share communication.
Structured Lessons: Embedded learning material
The lecturers created weekly ‘Lessons’ and embedded resources such as PDF lecture presentations, external web pages, links to relevant YouTube videos, as well as podcasts recorded by lecturers.
Students were expected to submit a major assignment as part of a group. In order to facilitate this, ‘joinable groups’ were created in iKamva, allowing students to select their own group to engage with in the assignment. The joinable groups were linked to the Assignments eTool, allowing one student to submit a paper on behalf of their group. Grades are automatically assigned to the entire group when the paper is marked.
Gradebook: Marks and related comments
Furthermore, grades for all assignments were made available to students, within the gradebook and constructive feedback was provided using the comments section.
The ‘Announcements’ eTool was used to communicate regarding online lectures, assignments and useful information to the students. The announcements are linked to the students email and they get updated once there is any new information shared from the lecturer.
Lecturer Brighton Mupangavanhu has created an interactive online environment for third year students [Law of Payment Instrument Module (NEG 321)].
The lecturer has created a structured environment, making use of various eTools:
Overview: Student Welcome
A detailed overview was shared with the 465 registered students, to welcome and familiarise them with expectations and outcomes related to the NEG 321 Law module.
Structured Lesson Design and Clear Guidelines
Structured lessons were created according to themes or topics, with various embedded multimedia components, including images, videos, and narrated PowerPoint presentations. Each lecture/topic contained clear guidelines and expectations; and related learning content and activities.
Formative Assessments aligned to Lesson Topics
Individual and group assessments have been created using the ‘Assignments’ eTool. The assessments are formative and linked to related lessons.
Continuous Communication: Synchronous Sessions & Recordings
Continuous communication is shared with students through the ‘Announcements’ eTool with regard to live/synchronous lectures via Zoom. The recordings are also shared via iKamva for easier access and revision purposes in preparation for assessment activities.
PGDip in Labour Law: Successful Streaming of Lectures via a Document Camera – Hybrid Teaching Spaces A1 & A2 [March – April 2021]
Lecturers (Roger Ronnie, Ernest Booys, and Mario Jacobs) from the Law Faculty and Guest Speakers successfully hosted an online Orientation Programme and a series of online lectures for their Post -Graduate Diploma in Labour Law (PGL711) between March and April 2021.
Hybrid Teaching / Streaming: Making use of Document Camera & Google Meet
The CIECT, AVS team demonstrated the Hybrid Teaching system to the Faculty in February 2021. The online orientation and lectures were conducted making use of the Document Camera in venues A1 and A2 and streamed with Google Meet.
The lecturers met face-to-face within venues A1 & A2 and streamed the lectures, enabling more than fifty students to log into the sessions from various geographical settings.
The lecturers introduced themselves and gave a breakdown of the course. A pre-recorded message from the Dean was played and students were able to engage with the lecturers and a guest speaker from the CCMA.
In the weeks that followed the lecturer adopted the Hybrid Teaching approach by going to campus and teaching from the physical venue to students logging on remotely.
AVS Team addressed technical set-up and monitored orientation session
The CIECT, AVS team facilitated technical aspects of the sessions in order for participants (students) to:
- See and hear the presenters,
- View the presentations,
- Listen to pre-recorded messages, and
- Engage with the lecturers.
The CIECT, AVS team is offering training on untilising the Hybrid Teaching systems to lecturers. Requests for training can be sent to the Servicedesk. Please indicate that Hybrid Teaching training is required from AVS in the requests. Also indicate how many individuals will be attending the session.
For any additional information on Hybrid Teaching please Contact the CIECT team.
Clint Braaf: email@example.com
Eugene Alfred: firstname.lastname@example.org
The CIECT Instructional Design team has assisted the staff members within the Centre for Student Support Services (CSSS) with the design and development of their niche online environments (department specific).
During online training sessions and consultations CSSS facilitators were familiarised with various content creation, assessment and communication activities within the online platform, iKamva.
Students are added to these online environments and are able to access the resources.
Interactive Online environments
The following online environments were created:
- Learning Support 2021
- Office for Academic Support (OAS) Learning Hub 2021
- Office of Student Development (OSD) Student Orientation 2021
- Graduate Development Programme (GDP) 2021
Embedded multimedia components and documentation
Learning content has been structured and shared within the Course Resources and Lessons pages. Important videos and related presentations were embedded within the online spaces, addressing various topics, including:
- Video snippets related to student support structures within Faculties
- Tips to survive remote teaching and learning
- How to select module subjects
- Exam preparation
- Time Management
- Faculty Information Learning packs
- Emotional Intelligence
- Social Awareness
The CIECT team continues to support the CSSS team with regard to the design and development of online environments.
Lecturers Jane McCartney, Renier Coetzee, Edward Upton, Elizabeth Egieyeh, and Angenie Bheeki created an interactive online environment for the 2nd Pharmacy students.
An introductory video was recorded by the Module Coordinator to welcome students and familiarise them with expectations and outcomes related to the Pharmacology and Clinical Pharmacy module.
Structured Lesson Design
Lesson pages were structured according to themes or topics, with various multimedia components embedded including images, videos and narrated PowerPoints. Clear guidelines and expectations were communicated to students, providing students with an overview/introduction to each topic, learning objectives, summaries as well as information related to formative and summative assessments which students were required to complete on a weekly basis.
Embedded Learning Science Prelab Simulations and Worksheets
Laboratory simulations were embedded in the module site in order for students to gain practical experience in a virtual environment. These simulations allow students to become familiar with the equipment in a safe environment before stepping into the real world. The simulations can be accessed and viewed repeatedly.
Formative and Summative Assessments
Various assignments and tests and quizzes have been set up. Assignments included group and individual reflective activities. The tests are set as formative (aligned to related lessons) and summative assessments. Grades and related feedback are available within the gradebook. *Each student is able to view his/her individual scores and feedback.
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 Skills||Digital 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 platform||Set-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 Word||Create documents, capture meeting minutes, complete administrative tasks. In addition, skills acquired enhances the teaching and learning experience.|
|Create presentations using Microsoft PowerPoint||Set up and configure automated presentations using digital content (text, audio, video and images, etc.).|
|Set up a Workbook using Microsoft Excel||Capture data on a spreadsheet; generate graphs based on captured data/content; manipulate formulas.|
|Create PDFs using Adobe Acrobat Suite||Edit 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 laptop||Use computer hardware and software to navigate the Microsoft user interfaces for administrative purposes.|
|Create a Vodcast||Create digital media content, comprising of audio and video which is hosted online.|
|Manipulate audio in Audacity||Record sound clips; edit existing or newly recorded audio, as well as Podcasts.|
|Capture and edit text online with Google Docs||Create documents, capture meeting minutes, complete administrative tasks. In addition, sharing and collaborating with colleagues on one document.|
|Manage files and folders online using Google drive||Access and navigate; collate documents within folders; manage, share and collaborate with colleagues.|
|Meet online using Google Hangouts/Meet||Set-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 Calendar||Schedule 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.
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:
· 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.
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 (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 [turnitin.com]
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: email@example.com for queries related to scheduled training sessions.
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.
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 Skills||Digital Literacies|
|Enter and manipulate text using Microsoft Word||Create 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).