Monthly Archives: June, 2017

Education Faculty: Face-to-face lectures, online environment and eAssessments prepare students for examinations

Lecturer, Ayisha Gaffoor makes use of the iKamva platform to supplement her teaching practices for both 2nd and 3rd year Education students. The modules focus on Community and Psychology in Education as well as Learning and Development respectively. The aim of both modules is to develop the understanding of the theory and its practical application. Students are expected to identify the basic concepts of different learning theories and its application within the classroom.

 

Face-to-face lectures are conducted in order to engage with discipline specific topics. Within the iKamva platform, these class topics are supplemented with online course materials and related readings.

 

Online lecture presentations are shared with students prior to attending face-to-face sessions. It should be noted that this lecturer is not fearful of sharing her class presentations within the iKamva platform. This practice has not affected the class attendance, as the focus was on the design of the online activities. This design allows students to read and prepare in order to actively engage during the face-to-face lectures. Hereafter, students are expected to apply their theoretical knowledge during their online term test.

 

In addition, the lecturer makes use of the eAssessment tool to supplement the face-to face and online activities. The ‘Tests & Quizzes’ eTool is used to structure online term tests. These tests are divided into themes and topics, in the form of Multiple Choice Questions (MCQs). Question pools were created according to these themes; and randomised accordingly. It should be noted that this term test was open for two days and students had 15 minutes to complete and submit. The students could attempt the test twice and immediately received their scores.

 

Furthermore, during the face-to-face lectures (2nd year module) –  the concepts relating to the schools and the broader school community were discussed. Following, the structured online test focused on topics such as: systems theory, substance abuse, social psychology, social justice, social ecological framework, role of cp, racism and oppression, poverty, lay counselling and empowerment. The lecturer engaged in a similar design and related teaching practices for the 3rd year module.

 

Contact the CIECT Team to create a blended teaching-and-learning environment, which includes assessment activities.

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Psychology 112: Class and online activities prepare students for examinations

Lecturers Thelma Fennie, Bronwyn Mthimunye and Nicolette Rae are jointly teaching the 1st year Psychology module, which focuses on the basis of human behaviour, including concepts such as Cognitive Psychology:  thinking, memory and language.

The lecturers made use of the ‘Course Resources eTool’ to structure weekly lectures and related homework and self-study exercises. The homework and self-study exercises entailed ‘MCQs and Short Answer Essay’ type questions for review and preparation purposes. The students were also able to complete these exercises at their own pace and received the answers at the end of each week. In addition, two specific chapters of a prescribed textbook was shared in relation to specific topics.

Furthermore, digital media components, specifically YouTube video clips were also shared in the face-to-face contact sessions; as well as online. These clips reinforced topics discussed in the lectures.

The class and online activities prepared the students for their formative assessments:

Term tests 1 and 2 were conducted online, making use of the ‘Tests and Quizzes’ eTool within iKamva. These tests focused on chapters including concepts such as:

–   Sensation and Perception, Thinking and Memory; and

–   Foundations of Psychology, Biological and Neuropsychology, the Nervous System.

The lecturers also assigned tutors to engage in face-to-face tutorials with first year students. These tutors were also expected to support and guide students within the online environment, specifically reinforcing discipline specific concepts.

Contact the CIECT Team to create a blended teaching-and-learning environment.

Nursing Department: Professionalism in Nursing – Online Formative and Summative Assessment Tasks

Lecturers, Portia Bimray and Magesh Naidoo of the Nursing Department (CHS) contacted the CIECT team in order to design and develop online assessment tasks. These were setup as two formative assessments, as well as a summative assessment (current June examination, making use of the ‘Tests & Quizzes’ eTool).

The question types selected, were ‘Multiple Choice Questions (MCQs) and Fill-in-the-blanks’. The topics related to Professionalism in Nursing and Development, included:

Test 1:
·         Philosophy in nursing,
·         Professionalism in nursing, and
·         Codes and conduct.

Test 2:
·         Professional development,
·         Adult learning within health care,
·         Change management,
·         Health care teaching environment, and
·         Mentoring.
The current online June examination is in progress and students will be assessed according to the module topics discussed in lectures; and related formative assessment tasks.

Contact the CIECT team to design and develop your online formative and summative assessment tasks – which supports your teaching practices.

Law Faculty: Podcasts, eTutorials and collaborative Winter School Programme

The Faculty of Law is integrating blended and distance learning approaches to support and enhance teaching practices. Various departments in the Faculty have been in contact with the Centre for Innovative Education and Communication Technologies (CIECT) Team to discuss the effective use of eTools. Following, are exemplars of blended teaching-and-learning practices:


Private Law
lecturers, Latiefa Albertus, Carmel Van Niekerk and Musavengana Machaya have created weekly podcasts (audio-recordings) which reinforces learning concepts and topics discussed in lectures. Furthermore, students were able to access, download and listen to the recordings on their devices from any geographical location. Podcasts reinforced the following topics: Nasciturus Fiction, Presumption of death, Legal object – status and Minority.


Private Law
lecturer, Precious Ndlovu has incorporated eTutorials for third year Administrative Law (ADL) 311 students. The eTutorials entail a bank of questions, created in the ‘Tests & Quizzes’ eTool:

▪       Each tutorial was available online for a week; and students were able to complete a learning activity (30 minute time-frame).

▪       Students were able to submit the learning activity once.

▪       Students received their scores on the closing date of the assessment.

▪       The tutorial topics, included: Common law, administrative law, policy formation and PAJA.

Comparative Constitutional Law lecturers, Wessel Le Roux, Patricia Lenaghan and Yonatan Fessha developed an online collaborative module for the Winter School Programme. This environment enables UWC and Missouri University students to access and engage in the following activities from various geographical spaces. In addition, the lecturers were able to share resources in the various online sessions which included topics related to:Constitutional design in divided societies, Encountering the police, Albie Sachs on Oliver Tambo, Socio-economic rights and access to adequate housing, and the Dear Mandela’ documentary.

Contact the CIECT team to design and develop an interactive online environment; and related assessment tasks – which enhances and supports lectures and tutorial sessions.

Earth Science: Online formative assessments to support lectures and tutorial sessions

The Earth Science Department contacted the CIECT team to advise regarding the use of eTools to support traditional learning and teaching practices. Thereafter, lecturer Yafah Hoosain met with CIECT team members to design and develop an interactive online environment, specifically for Earth Science 111.

Online assessment tasks were developed: three (3) online tests; ten (10) tutorials; and three (3) course evaluations.

Various question types were set-up, including: ‘Multiple Choice Questions (MCQs), Fill-in-the-blanks, Matching and Survey’. Relevant graphics were embedded within the question banks. These question types (eTools) catered for the design of various assessment tasks:

3 Online Tests:
The plate boundary interaction: The student was expected to view a diagram and “match the letters to the relevant labels”.
The rock cycle: The student was expected to select the relevant answer, based on the provided images.
Bowen’s reaction series: The student was expected to select appropriate statements, as there was more than one correct answer.

10 Tutorials:
The tutorial tasks were set-up in the ‘Tests-and-Quizzes eTool’.
Each tutorial was available online for a week; and students were able to complete a learning activity (15 minute time-frame).
Students were able to submit the learning activity twice.
Students received immediate feedback, with regards to scores.
The tutorial topics, included: Metamorphism, Structural Geology, Introduction to Mineralogy, Geology of South Africa, and Sedimentary rocks.

3 Course Evaluations:
The lecturer required feedback from the students with regards to the content and assessments, making use of the survey type questionnaire. The questions entailed facets related to, and including:
Lecturer (facilitation, presentation, subject-matter expertise),
Course content, and
Assessment.
Furthermore, the lecturer was able to share these evaluation surveys with her co-lecturers who teach other themes/topics in this Module.

Contact the CIECT team to design and develop an interactive online environment; and assessment tasks – which enhances and supports your lectures and tutorial sessions.

Online Formative Assessments: Periodontology & Oral Medicine

Dr Dhaya of the Dentistry Faculty contacted the CIECT team in order to design and develop online assessment tasks. Various question types were set-up, including: ‘Survey, True-and-False, Multiple Choice Questions (MCQs), and Fill-in-the-blanks’.

Firstly, the lecturer identified learner needs making use of MCQs to retrieve learner information related to access, time-frames, connectivity and resources. In addition question types (eTools) catered for the design of various assessment tasks, and included:
Smoking & Periodontal; & Gingival diseases: The student was expected to select a correct statement aligned to the course theme.
HHV: The student was expected to select appropriate statements, as there was more than one correct answer.
Histopathology of periodontal disease: The student was expected to verify claims (true/OR false).
Three major systemic modifiers: The student was expected to complete sentences and phrases.
Furthermore, the ‘Assignment’ eTool was set-up to design four (4) oral medical case studies. Students were able to engage in these cases within a specific time-frame (about 5 months). The assessments were placed online in advance and enabled students to plan and submit accordingly.

Moreover, the lecturer required feedback from the students with regards to the assessment tasks, making use of the survey type questionnaire: “The online test 1 assessment was of learning value to me for the better understanding of the specific course content being tested”.

Contact the CIECT team to design and develop your online formative and summative assessment tasks – which supports your teaching practices.

Education Faculty: Future teachers think about assessment practices by making use of Peer Review eTool [Turnitin]

In May 2016, the CIECT team met with lecturer, Karen Collett to advise regarding the use of additional eTools within Turnitin (anti-plagiarism system). The CIECT team deliberated on aspects related to the monitoring and tracking of student submissions; and the functionalities; and pedagogical value of the GradeMark, Peer Review and Rubric eTools.

The lecturer, in collaboration with CIECT engaged in extensive planning, specifically with regards to the selection of the Peer Review eTool. In order to optimally use the Peer Review functionalities, the Tii Class and Assignment eTools had to be implemented. Furthermore, the students had to be familiarised with the set-up. Hence, four (4) training and support sessions were offered by CIECT facilitators.

Students were able to submit assignments. Thereafter each student (who submitted), received an anonymous student paper which they were required to review. The review process entailed the constructive feedback related to grammar, spelling, sentence structure; and relevant content/topic. The lecturer stated that this task prepares prospective Teachers to think about aspects related to assessment and feedback.

Please contact CIECT to discuss the effective use of Turnitin (Tii) in your teaching practice.