Monthly Archives: June, 2018

EMS, Accounting 113: Creative and Blended Learning Approach to Support 1st Yr Students

Lecturer, Asgari Khan has utilised a blending learning approach to cater for the different learning styles of her students.

The module includes a variety of digital media components, as well as weekly formative assessments and class tests to engage students, and prepare them for examinations. Students are able to view resources, peruse relevant videos and download the learning material from iKamva for offline access.

The Announcements eTool was used in order to communicate important information to students relating to examination preparation, lecture material, assessment results and consultations.  In addition, the students were able to prepare for the upcoming examinations with revision questions, which were attached to the announcements.

Furthermore, the lecturer organised a range of learning resources for the students. The Course Resources eTool was well-organised into a number of sections including:Administration, Class Test, Homework, Lectures, PowerPoints, Tutorials, & YouTube Videos. Students were given weekly homework tasks to submit before coming to class, and were sent weekly reminders regarding the submission of these homework tasks. Students were also informed regarding topics and activities to expect for the upcoming week.

YouTube and Social Media to reinforce learning

The lecturer used social media to support facilitation. A WhatsApp group was created in order to assist students with exam preparation. The group was only available for a limited time prior to the examination, and students were provided with a link to join. The WhatsApp group included the lecturer as well as Tutors. Students were encouraged to use this space in order to pose any questions or concerns they have regarding module content and the examination. The use of a WhatsApp group can be highly beneficial in an educational setting, as it makes use of real-time communication to facilitate learning and resolve any learning difficulties the student may have.

In addition, the lecturer used the YouTube platform to create a channel and upload videos for students, aligned to topics covered in this module. This gave the students the opportunity to engage with the content in a variety of ways; and to reinforce learning. In addition, the lecturer’s channel assists students who struggle to grasp the concepts and topics discussed in the classroom.

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team.  It is important for lecturers to focus on the effective design and development of interactive online environments; and not mere dissemination of notes and lecture slides.

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Education Faculty: Blended practices for Method of Life Orientation (TML 301)

Lecturer, Ronel Koch has created a blended learning environment to supplement teaching and learning practices for TML 301 students. This3rd-year module focuses primarily on the teaching of Life Orientation as a learning area, offered in the Senior Phase of schooling. The module delves into various critical factors that influence Life Orientation teaching and learning. Hence, this online environment focuses on teaching approaches; lesson plans; curriculum development; and assessment strategies.

The lecturer makes use of eAssessment, Communication, Survey and Course Resources eTools to supplement the face-to-face instruction.

Test & Quizzes

Students received a number of weekly tasks, which they were expected to complete and submit via the Tests & Quizzes eTool on iKamva. These tasks included a variety of question types such as Short-answer/Essays and Multiple Choice questions. Weekly tasks such as these can assist students in reflecting on topics discussed during face-to-face lessons, and also to aid the lecturer in keeping track of students’ progressregarding the  course content.

Announcements

The Announcement tool allows lecturers to communicate important information to the students regarding coursework and other related matters. The lecturers are able to post a variety of messages to the students on the iKamva platform, which is sent to their student email inbox. Announcements from the lecturer included the following:

  • Student opportunities to earn formal credits,
  • Funding regarding the opportunities,
  • Scheduled test, venues and times, and
  • Cancellation of lectures.

Google Forms

In addition, the lecturer sent out a Google Form (embedded within the Announcement tool). The students were expected to complete this form/survey, which the lecturer then used to adjust her teaching style in order to accommodate the needs of the students.

Course Resources

A variety of material was uploaded for students to access via the Course Resources. Students were able to view and download learning material, enabling offline access for study purposes. These included the course outline, weekly lecture material, information relating to the examination; and the Curriculum and Assessment Policy Statement (CAPS) documents for Life Orientation Teachers/Educators.

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team.**It is important for lecturers to focus on the effective design and development of interactive online environments; and not mere dissemination of notes and lecture slides.

Education Faculty: Postgraduate teacher-educators actively engage in blended course

Lecturer, Gasant Gamiet is currently engaged in an interactive online environment with Education students (BEd Honours 707).  The module objectives focus on the use of Information and Communication Technologies (ICTs) to enhance teaching and learning practices in the classroom. Furthermore, the teacher-educators are able to apply ICTs within their specific disciplines.

In order to supplement the objectives and aims, the lecturer has incorporated a blended approach by making use of various eTools within the iKamva platform.

Using the Lessons eTool, the lecturer clearly planned, designed and scaffolded semester tasks and various components aligned to each section/week. These sections/weeks are linked to student tasks, group discussions, practical sessions and websites. Hence, students are able to: plan in advance; effectively prepareand complete tasks. Furthermore the structured online design can promote student engagement and motivation.

In addition, the Discussion Forum eTool was used to discuss a specific topic; and to enable students to engage with their peers.  Students posted a conversation and the lecturer and students were able to argue; and elaborate on their opinions. This allows for an extended classroom and potentially to improve and personalise learning. The Discussion Forum enables formal and informal learning, as students gain valuable learning experiences in different social settings.

The Assignments eTool was also used for the purpose of “distributing and collecting” three (3) homework tasks, three (3) assignments and the final examination. Students were expected to complete these tasks, assignments and examination. These formative and summative assessment tasks are hosted within iKamva (serves as a repository); allowing lecturers to mark online and offline. Students are able to submit tasks regardless of space or time. This is especially important for working professionals (teacher-educators).

Lecturers are encouraged to attend and commit to the design workshops, hosted by the CIECT team. **It is important for lecturers to focus on the effective design and development of interactive online environments; and not mere dissemination of notes and lecture slides.