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.

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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.

Department of Public Law and Jurisprudence: Structured lecture and assessment resources in an online environment

Lecturer Angelo Dube has created an interactive blended learning space to prepare his 4th year students for face-to-face lectures and assessment. The lecturer has made use of the “Course Resources” and “Tests & Quizzes” eTools with the aim of supporting students in the assimilation of course content.

 

Preparing students for assessment purposes: The lecturer has created the following online support space within the iKamva platform.

 

Online structured assessment space:

The students are provided with assessment resources which include:

– Previous years’ test memorandums

– Assignment guides

– Referencing and style guides

– Class activities.

 

Online structured weekly lecture resources:  The structured environment enables students to engage with the weekly content which includes slides, readings and content related to focus areas. These areas include topics such as: Constitutionalism, Electoral Processes, Traditional Courts andInternational Frameworks.

 

Online Tests & Quizzes: Three (3) tests were published which included True-and-False and Multiple Choice Question (MCQ’s) types. These formative assessments were designed to evaluate and monitor students’ progress and understanding of course content.

 

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

Twenty-two (22) interactive, hands-on workshops to facilitate learning, teaching, assessment and research: September – December 2017

The Centre for Innovative Education and Communication Technologies (CIECT) will offer interactive, hands-on workshops which focus on multimedia teaching tools; and eTools (within iKamva, Google Applications and Turnitin) – to support learning, teaching, assessment and research practices.

You will be able to book via iEnabler for the projected 22 workshops (hosted off-campus). These workshops include the following focus areas:

Multimedia teaching tools for the digital age

The Multimedia teaching tools for the digital age workshop will enable you to engage in a full-day session (interactive, hands-on workshop), which should enable you toedit images, create audio (narration) tracks,  compile your media into a video and upload to an online platform. Furthermore, you will be exposed to a variety of tools and will be able to develop your materials using the device and software of your choosing. Hence, a multi-modal approach to develop your content.

Turnitin to develop academic writing

An interactive, hands-on workshop which should enable participants to create a Turnitin class and design relevant assessment activities for their discipline. In addition, participants will be able to create folders and files to collaborate with peers and supervisors regarding their academic writing pieces, in real-time.


eTools and Assessment Workshop

The eTools and Assessment workshop should enable you to engage in a morning session (interactive, hands-on workshop) – in order to create a structured online environment for blended and distance teaching-and-learning practices within the iKamva platform. Furthermore, you will design relevant assessment activitiesrelated to your discipline.


ePortfolio design and development

An interactive, hands-on workshop which should enable participants to design, develop and structure an ePortfolio for teaching and learning purposes. The importance of the effective application of the Google eTools will be highlighted to support and demonstrate teaching-and-learning practices.

Twenty-two (22) Workshops will be conducted from September – December 2017 (see table below):

Workshop Title September October November December
eTools and Assessment 07th 13th 07th 19th
ePortfolio Development 28th 17th 14th
Turnitin to develop academic writing and research 05th,19th 04th, 26th 29th ,15th 07th , 20th
Multimedia Workshop 13th &  27th 11th & 25th 08th &22nd 13th

NB: Book via the iEnabler system for your attendance to specific workshops (see attached calendar). The workshops will cater 20 participants.

Mercantile & Labor Law Department: eTools to Support Learning, Teaching and Assessment Practices

The Mercantile and Labor Law Department has engaged in the use of various eTools for teaching, learning; and assessment purposes – within the iKamva platform.

 

Lecturers support their traditional practices; and prepare students for summative and formative assessments; by making use of eTools such as “Tests & Quizzes”, “Assignments” and “Course Resources”.

 

Lecturers, Fareed Moosa and Jeannine Van De Rheede have utilised various question types within the “Tests & Quizzes” eTool. These included True-and-FalseMultiple Choice Questions (MCQ’s) and short answer/essay question types to assess students’ knowledge and understanding of content covered in face-to-face lectures.  In addition, Ms. Van De Rheede used question pools which were organised according to question types and allowed for question randomisation (i.e. for each student).

 

Furthermore, Yvette Basson set-up an online test using the “Assignments” eTool. Students were required to submit their answers on iKamva, using either a Word document or direct “in-line” submission (entering text online). The test was available for two hours and included a critical discussion and a case study. Students received feedback online which included their grade/mark and comments from the lecturer.

 

The “Course Resources” eTool was also used by all these lecturers to distribute learning material which included lecture slides, course outline, practice questions, readings and articles.

 

The implementation of these eTools contributes to an interactive blended learning environment and enables students to assimilate course content and prepare for examinations.  Contact the CIECT Team to create a blended teaching-and-learning environment which supports your teaching practices.

Using online spaces for tutorial sessions by Tigist Hussen (Tutor and PhD candidate)

The following piece has been written by a student, Tigist Hussen regarding the use of online communication tools to assist with tutorial discussions for assessment purposes.

“Blended Learning: Using online spaces for tutorial sessions by Tigist Shewarega Hussen [PhD candidate at Women’s and Gender Studies Department] 

 

In 2016, I tutored a second year module that focuses on Gender in South African politics and culture. I have been tutoring this course for 6 years. In 2016, as part of tutorial assessment students were encouraged to engage with few chosen topics online via the iKamva chatroom space. The chatroom discussions were in general more energetic and concentrated around each assigned specific topic. The highlight of this online teaching experience for me was the provocative discussions students had about Hip-hop music genre. The task was for students to discuss about the ways in which hip-hop music video and lyric perpetuate gender based violence, misogynist attitude, hyper masculinity, and sexualising women’s body etc. At the same time, students were encouraged to come up with subversive music performances that unsettle gendered hierarchies. My job here was to facilitate these discussions and give more space for students to interact. What really struck me was the level of engagement students had and the openness of their support or critic about the genre. The same question was asked in the lecture, but not many students had the courage to give their point of view. Unlike the normal face-to-face class participation, students were very vocal in the chatroom space that was primarily created as an extension to the face-to-face discussion. The main difference here, therefore, was how the online space provided sense of agency and privacy; an opportunity to articulate their responses freely; and more confidence to openly give their comments. It is therefore very important to continue exercising blended learning approach; using technologies such as the iKamva discussion forum and chatrooms for tutorial classes as it expands the learning environment and provide alternative space for students to engage with the topic”.

The CIECT team would like to thank Tigist for sharing and encouraging the effective use of eTools for teaching-and-learning purposes.

EED Tutors and Students: Use of eTools for lectures, tutorials, tests and exams

Lecturer, Jacolien Volschenk [English for Educational Development (EED)] recently contacted the CIECT team to create a customised eTools workshop for tutors and students. A hands-on training session was conducted, regarding the use of various eTools to supplement the face-to-face lectures and tutorials.

 

Functionalities within Microsoft Word, ‘Google Drive’, ‘iKamva platform’; and ‘Turnitin (Tii)’ – were explored:

  1. The ‘Track changes’ functionality within Microsoft Word was used to enable the tutors to provide appropriate feedback for assignments. The specific assignment, including the feedback, is returned to a student – in order for the student to improve accordingly.
  2. Google Drive’ enabled students to see the benefits of unlimited online storage and backups (for assignments and articles); collaborative writing; and remote access options to edit and retrieve online documents.
  3. Students were able to access and engage with course related materials within the ‘Course Resources eTool’, within iKamva. The learning material was carefully structured according to folders, namely: assignments, assignment checklists, article readings, lecture slides, as well as the test and exam scope.
  4. The ‘Turnitin (Tii) eTool’ was used for students to develop their academic writing. This eTool assisted with text similarity detection and referencing techniques, and further allows students to resubmit.

 

The selected eTools were used to supplement face-to-face lectures and tutorials for the completion of activities, assignments; and preparation for tests and examinations.

 

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