School of Government (SOG): Online environment for Masters Admission Test

School of Government (SOG) lecturers, Lance Scheepers, Profs Gregory Ruiters, and John Williams made use of iKamva to set up an admission test for prospective Masters students. An online environment was created, namely SOG Masters Entrance Assignment.

The prospective students included current UWC students, as well as external students from different geographical areas. The department contacted CIECT to assist with the creation of student accounts for external users. The account details were shared with the lecturers who communicated with all students. These students were enrolled into the online environment and were able to familiarise themselves with the platform prior to the entry assessment.

Students received communication regarding the entry assessment details via the Announcement eTool. This communication was also sent to their private email accounts. A reading was shared with the students within the Course Resources which they could download and read, prior to the test.

The entry assessment was created within the Tests and Quizzes eTool and the short answer/essay question type was selected. The students were required to engage in the timed assessment for three hours and thirty minutes, from any geographical location. Prospective students were able to engage in the online admissions test within iKamva, which was designed to test their reading, writing, paraphrasing, grammar and comprehension skills. The test questions were based on the article that was shared via prior communication. The lecturers were able to mark the students’ submissions offline, by exporting the student responses. The system also allows lecturers to mark the submissions online and release the marks to students at a specific time.

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team. Please contact the CIECT team to explore the possibilities that exist within an online environment aligned to your discipline.


School of Nursing (SoN): Making use of Google Applications (GAPPS) as an Administrative eTool

School of Nursing (SoN): Making use of Google Applications (GAPPS) as an Administrative eTool

Three (3) administrative staff members from the School of Nursing(SoN), Emerancia Bostander, Christaline Isaacs and Elzitha Jordaan contacted CIECT on request from their Head of Department, Prof Chipps –  to assist with the effective use Google Drive for administrative purposes.


After the first conceptualisation meeting with CIECT-Instructional Designers, the staff members attended an interactive Google Drive training session. This session focused on the use and application of Google Drive as an administrative etool.  

The administrators are required to manage the BCUR Programmes and related documentation for the Nursing Department. This content  will be shared and accessed by the Nursing lecturers.

Purpose & benefits – Google drive & Team drives

  • Cloud storage capabilities for UWC staff – unlimited.

  • File storage on their servers

  • File sharing

  • Search functionalities

  • Synchronization of files across devices (PC,Laptop, Tablet, Smart phone)

**This application assists SoN to move toward a vision of a ‘paperless’ environment.

Overview of Google Apps

The Administrators were also exposed to the benefits of Google Apps, namely: Docs /Sheets /Slides /Forms.

“….a very powerful real-time collaboration and document authoring tool. Multiple users can edit a document at the same time, while seeing each others’ changes instantaneously. Users can produce text documents, slide presentations, spreadsheets, drawings, and surveys.”

CHS Faculty: Interdisciplinary module [Nutrition 211] – interactive blended environment

Lecturer Catherine Pereira has created a blended learning environment on the iKamva platform (Nutrition 211 Module).  According to the online environment, the module “provides the basic and core knowledge base for the BSc Dietetic majors (Therapeutic Nutrition, Community Nutrition and Food Service Management) as well as for the Nutritional Medicine course for the BSc Complementary Medicine degree”.

The online environment supports traditional teaching and learning methods, providing students with additional opportunities to engage with course content.

Overview of modules guides students

The module Overview (landing page when students log in to the site), provides students with a description of the module and its key areas. Students are also provided with the lecturers contact details and office location.

Poll eTool enables needs analysis

In addition, the lecturer made use of the Poll eTool, at the beginning of the year, in order to find out which lecture times would best suit students. This eTool is also able to create graphs in order to visually illustrate results.

Discussion topic encourages ‘the student voice’

The Discussion Forum eTool was used to create a formative assessment task. Clear instructions relating to the discussion topic was provided by the lecturer, as well as additional readings in order to assist students in formulating their response. Students were required to engage in the discussion forum by posting their opinions of “the pros and cons of high protein diets”. This task took place during class time, and students were also allowed to comment on and critique on of their peers’ responses.

Structured and scaffolded environment

Additionally, the lecturer made use of Course Resources, which was structured into several folders relating to the various topics and concepts explored in the module. These included CarbohydratesEnergy, Micronutrients, and Protein, among others. These folders included relevant readings, journal articles, exercises and tutorials, as well PowerPoint presentations used in lectures, allowing learners to extend their learning experience beyond the classroom.

CHS Faculty: Physiotherapy – Online Gradebook & Digital Resources

Physiotherapy lecturer, Blake Boggenpoel, has created a blended-learning environment within the iKamva platform, for 1st year PHT 111 students. Some of the focal points of this introductory module includes “scientific terminology used in Physiotherapy”; and “introducing principles of observing normal and abnormal postures and gait”.

The online environment makes use of eTools such as Lessons, Course Resources, and Gradebook, in order to supplement face-to-face teaching and learning practices.

Gradebook captures class-attendance rates: Student intervention

The lecturer has utilised the Gradebook eTool in order to capture class attendance. Thus, Gradebook ‘items’ have been created for each lecture throughout the duration of the course. Furthermore, students are assigned ‘one point’ – for each lecture they attend. The Gradebook is able to auto-calculate grades, hence the lecturer and students are easily able to view the attendance rates, and intervene accordingly if necessary.

Content: Digital resources and student participation

Digital learning material such as journal articles, lecture presentations, and videos has been made available in the Course Resources tool. Hence students have more opportunity to engage with concepts and topics discussed in face-to-face classes. Furthermore, the lecturer has made use of the Lessons eTool, which links to YouTube videos highlighting the various anatomical structures and their functions in relation to Physiotherapy. Multimedia components such as video and audio can keep students engaged, and also allow students to learn at their own pace if needed. This can also assist when face-to-face class time is limited and students need to engage in self-directed learning.

CHS Faculty: Psychology – Online Assessment for a large group of students

Lecturer, Thelma Fennie has engaged in a blended learning environment to supplement learning, teaching and assessment practices for 1st year students (PSY 123). The lecturer makes use of the online space to support traditional practices (lectures and tutorials) by making use of eTools, specifically, Course Resources and Tests & Quizzes

Course Resources eTool: Academic Activities & Administrative Processes

The lecturer made use of the Course Resources eTool to structure weekly lectures in an orderly manner. The teaching material consisted of: PowerPoint presentations, articles and videos. By making use of the different multimedia within the teaching approach, students benefits from the audio and visual presentation of the lectures. Students have the opportunity to ensure mastery of the learning material through different methods of engagement, which extends beyond the classroom.

In addition, a semester timetable with lecture venues was shared timeously with students, including contact details and consultation times of the lecturer and tutors. Furthermore, the lecturer also shared resources such as:exams papers, rules and regulations, special exams and take home exams processes.

Formative Assessment: Online Term Test

A term test was conducted making use of the Tests & Quizzes eTool. The students were expected to engage in an online term test which consisted of 50 questions. These questions were designed to test students’ knowledge and skills that have been acquired through lectures, tutorials and self-directed learning.  Students had one (1) hour to complete the entire test, which could be accessed for a period of one week. Grades were released after the closing date.

**Note: A number of 1154 students engaged in the test. Online tests are useful to lecturers when assessing large groups of students, as the marking process can be automated through the use of question types such asMultiple-Choice, True & False and Matching.

Live video interactive tool integrated within iKamva for teaching and learning practices

CIECT has engaged in extensive exploration in order to identify a live video conferencing tool. We have identified BigBlueButton which can be integrated within iKamva (academic modules). This video conferencing tool enables video streaming and interactive engagements. Lecturers and student are able to:

·         engage in live interactive video lectures;

·         listen to audio slides and live chats;

·         view the lecturer’s shared desktop; and

·         view recorded video lecture sessions.

Additional features allow lecturers to:

·         moderate and control student interactions;

·         upload and present their lectures (Pdfs, PowerPoint slides);

·         use annotation features on live presentations and documents; and

·         highlight key sections within a document/article.

These features can be used in various disciplines across faculties. Students can view the recorded videos at a later stage which assists with the reinforcement of learning.

CIECT will invite you to engage in hands-on workshops where these features and functionalities will be showcased and explored. During these sessions you will be able to setup the live video lecture and further engage with the eTools.

These workshops will be marketed and conducted in October 2018. You will be able to book for these sessions on the iEnabler system.

View video here :

CHS Faculty: SRES – Authentic Weekly Formative Assessments (via Smartphones in class)

Lecturer, Lloyd Leach has created an interactive blended-learning environment for 2nd year Sports, Recreation & Exercise Science (SRES) students. The module (SRE 217) teaches students about the functions of human physiological systems related to health and well-being under various conditions.  The online environment features a range of eTools which aid teaching-and-learning strategies for both the lecturer and student. The lecturer makes extensive use of online assessments within the environment, which forms part of students’ continuous assessment grades.

Weekly Review Questions

At the start of each week, students are given access to an exercise consisting of ‘Weekly Review Questions’. These exercises are posted to students via the Announcements and Course Resources eTools. Hence, students are notified via email as soon as it becomes available. The formative assessments focus on concepts and topics discussed during the week, allowing students to consistently engage with course content beyond the classroom. Furthermore, it aims to reinforce knowledge and understanding.

Students access iKamva (MCQ weekly tests) via Smartphones: Pre-&-post class time

The Test & Quizzes eTool is used to engage with students on a weekly basis.  These include both pre-&-post tests. It should be noted that the students takes at least 5 – 10 minutes (prior to the face-to-face lecture), to access the specific online test. They make use of their smartphones in class to access iKamva. Hence the lecturer is able to guide them through the test (in class), which is accessible via a secure, stable wifi connection.

Furthermore, after the actual lecture, the students are provided 5 minutes to engage in another online test. They also access the test via their smartphones (in class). The lecturer is cognisant that not all students have access to smartphones. Hence, students are sharing. We (CIECT) have observed how a Community of Practice unfolds within Lloyd’s class.

Moreover, this assessment intervention allows students to engage with key concepts prior and post the actual face-to-face lecture.

Assessment intervention enables lecturer to identify high-risk students

Making use of the Multiple Choice Question (MCQ) type, tests are designed and developed to engage the students’ cognitive levels regarding the subject. This helps the lecture to observe how the students are coping with the subject matter; and applies support interventions accordingly.  This assessment method also helps to identify students that is at risk and may require remedial work.

The purpose of a MCQ is to measure a student’s ability in relation to the subject knowledge. The lecturer used strategic questions to gain information regarding the recall, interpretation or problem solving.

Arts Faculty: LIS – Online Environment Supports Learning, Teaching and Assessment

Library and Information Science lecturer, Sandra Zinn implemented a blended learning approach to supplement learning, teaching and assessment practices for 4th year students (INF 411). The module aims to provide students with “insight into aspects of information and communication technologies (ICTs) that will prepare [them] for the world of work in the field of information science”.

structured online environment was created within iKamva for students to access from various geographical locations to support face-to-face lectures and tutorials. The environment aimed to supplement learning outcomes by scaffolding learning material and conducting online assessments.

Scaffolding Approach: Reinforcement & Self-directed Learning

The Lessons eTool was used to scaffold the themes of the module, these included themes such as: Social Media; Mobile Web; Open Access; Digital Library; and Net NeutralityEach theme consisted of various concepts which included a range of presentations, articles and websites. Scaffolding is used to assist in assimilation as well as reinforce face-to-face lectures.  In addition, scaffolding enables self-directed learning and may promote engagement in lectures.  Through an enhanced understanding of content, learners will be able to better prepare and complete formative and summative assessments.

Online Assessment

The Assignments eTool was used as a space for students to receive instructions and upload their specific assessments. Six (6) assessments were developed which included tutorial exercises, literature review, draft essay, and their completed essay. Furthermore, the Announcement eTool was used to communicate with students regarding their assessments as a reminder to upload.

**The lecturer also embedded an Arts Faculty referencing booklet to assist with academic writing (paraphrasing and referencing techniques).

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team. Please contact the CIECT team to explore the possibilities that exist within an online environment aligned to your discipline.

Arts Faculty: An interactive History online environment for 1st year students

Lecturers, Bianca Van Laun & Koni Benson have jointly created a blended-learning environment to support traditional teaching and learning practices for 1st year History students. This module focuses on the ‘changes that took place along the eastern coast of Africa between the eleventh and the nineteenth centuries’.  The students are taught to identify and understand different interpretations of the same historical events. Furthermore, the module aims to equip students with the necessary skills to structure a historical argument for essay purposes.


The online environment primarily makes use of the Lessons eTool, to structure and scaffold content. Students were instructed at the start of the course, regarding effective navigation of the environment and how to access resources.

Online preparation for face-to-face class

The content was divided into two sections, namely Weeks 1-7, and Weeks 8-14. These were further broken down into subsections for each week. This allows students to easily access relevant course material such as journal articles and lecture slidesprior to attending the face-to-face lectures and tutorials. Hence, students are able to come prepared and can engage accordingly.

Information sharing: Writing and research skills

This space was also used in order to highlight any important events taking place in the week, such as  Information Literacy Training Sessions (which aim toenhance students’ academic writing and research abilities); and relevant assessment submissions.

Preparing for Summative Assessment: Essay

Furthermore, students were provided with a comprehensive guideline for submitting their major assignment. This included assignment (essay) instructions, as well as a plagiarism declaration; and a grading rubric. Students are given access to the rubric in order to ensure that they understand and are aware of what is required of them.

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team. Please contact the CIECT team to explore the possibilities that exist within an online environment, aligned to your discipline.

Arts Faculty/Linguistics: Content Creation, Online Assessment and Tutorial Preparation

Linguistics lecturers, Amiena Peck, Rivalani Maluleke, and Mooniq Shaaikje co-lectured a 1st semester module (LCS 111). The lecturers used the iKamva platform to create an interactive blended approach for teaching, learning and assessment – for 830 registered students.

Various eTools enabled lecturers and students to receive an authentic experience. The lecturers created content, conducted online assessments and shared weekly tutorial preparations.

Content creation

The lecturers created content and shared it using the Course Resources eTool which enabled the lecturers to provide lecture slides that assisted students to reinforce important content. In addition, podcasts were recorded during lectures for students to support different learning styles.

Furthermore, articles were provided to help students prepare and engage with the content for discussions in lectures and tutorials. These materials could be downloaded, allowing students to listen to the podcasts and read materials offline.

Online Assessment

Using the Tests & Quizzes eTool, students were expected to engage in a formative semester test. This allowed lecturers and students to gauge an understanding of knowledge acquired by students.

In addition, the lecturers conducted course evaluations, namely: early course; mid –course; and end of course online surveys This was used as a technique to evaluate aspects such as student’s context of living, expectations of course, and how students felt about the course.

Tutorial preparations

Each week students were provided with a PowerPoint presentation, depicting clear expectations with regards to the tutorials. Hence, students were able to prepare readings, written responses and tasks.


Communication is a vital aspect in an online environment and also promotes transparency. Hence, the Announcement eTool was used extensively for the purpose of tutorials, assessments, consultations, examinations information as well as supplementary examinations.

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team. Please contact the CIECT team to explore the possibilities that exist within an online environment, aligned to your discipline.