Monthly Archives: July, 2018

Arts Faculty: Online tutorials, lectures and surveys – assist with planning learning activities

Lecturers, Bradley Rink and Mark Boekstein jointly taught a 2nd year module for Tourism 223 during the first semester. The module incorporated a blended learning environment to supplement an interactive teaching, learning and assessment practices.

The use of various eTools within the iKamva platform was used and included the embedding of external materials. These materials enabled the lecturers tosupport face-to-face and online lectures and tutorials.

The Lessons eTool was used to provide students with an opportunity to engage in online lectures and tutorials. The online space was used – not to replace, but to assist in the preparation and reinforcement of face-to-face lectures:

Online lectures

This space was scaffolded in a format where students were expected to engage in an article, followed by an embedded lecture video. This was followed by a topic within Discussion Forum. The embedded videos were recorded by lecturer Bradley Rink and uploaded to YouTube.

Online tutorials

This space was used specifically for Tutorials 1 and 3. Both tutorials were linked to Google Forms. In Tutorial 3, the students were expected to engage in a survey, by answering the following question: “Describe the photo used, and how it represents the socio-cultural, environmental, and/or economic impacts of tourism”. This allowed the lecturers to receive feedback from the students.

Online Survey

The lecturer created another survey, in order to gain information with regards to the students’ access to technology; their home-language; and their geographical locations. This information was used to prepare and plan the learning activities as well as teaching and learning research.

In addition, the Course Resources eTool was structured into various folders such as: assignment resources; lecture summaries; readings; and videos.

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.

Geology Department: Online Catalogue of Minerals for Student Development

Dr Juergen Reinhardt, lecturer in the Geology Department collaborated with the CIECT team to design and develop an online catalogue of minerals.  The Minerals In Thin Sections (MINTS) site – is a database catalogue of various minerals. Hence students will be able to access an alphabetical list of minerals.  Each mineral has a scientific description of its nature, accompanied by photographs of thin slices through the minerals, under varying light spectra. The included image provides an example page, of a mineral’s physical properties; and how it is identified.

**It should be noted that Dr Reinhardt is also teaming with stakeholders at other institutions, namely: Universität Bonn, Germany, University of KwaZulu-Natal and Ruhr-Universität Bochum, Germany.

Contact the CIECT team to effectively design and develop online environments for student development.

Example Page:  unnamed.png

UWC & Missouri: Blended Learning – Ethics and Professionalism for Health Care

Lecturers, Jo-Celene de Jongh and Nico Nortje, (Occupational Therapy, UWC) in collaboration with lecturer Lea Brandt (University of Missouri’s School of Medicine), have jointly taught the Ethics and Professional for Health Care module, making use of the iKamva institutional Learning Management System (LMS).

This collaborative blended learning module was designed and developed making use of iKamva since 2016. A CIECT Instructional Designer met with the UWC lecturers in order to effectively plan and discuss the design, structure and use of related eTools for this module. This collaborative module hosts students from the Occupational Therapy Department, UWC as well as students from the University of Missouri.

Structured online module

The Ethics module is structured into ten (10) sessions which focuses on the specific topics/content related to the discipline. Making use of the Lessons eToolwithin iKamva, each session has been organised into an introduction, pre-reading material and the related lecture.

Pre-recorded lecture videos embedded in content

The lectures were pre-recorded and embedded within each Lesson Page. The lecture videos were recorded at the CIECT Digital Media Studio, which required advanced and careful planning by both lecturers and CIECT staff. The Digital Media team engaged in post-production editing to prepare the lectures for the online environment.


Students were required to access and engage with the learning content and the specific assessment activities. The Assignment eTool was selected for students to complete and submit their reflective tasks online.

Digital Stories [Group Assignments]

Students also had to organise themselves into groups of five and work together in order to produce a short video (digital story) related to an ethical issue. The completed assessment (submission of a digital story) also had to be submitted into the Assignment eTool.

 **This structure and design of the module, focuses on the cognitive and social constructivist approach. This theoretical perspective lends itself to individuals engaging in critical thinking as well as interactive engagement with peers, in order to ensure learning takes place (Powell & Kalina, 2009).

Please contact the CIECT team to assist with the effective design and development of your online environment and the further explore the possibilities that exist.

EMS/UWC and USA (3 Universities): Collaborative Programme- Blended learning approach

Lecturer, Michael Morris conducts a yearly Entrepreneurship Empowerment in South Africa (EESA) Programme, in collaboration with a number of universities in the United States. This year (2018), the six-week blended learning programme includes 26/twenty-six students from institutions such as Texas A&M University, University of Florida and University of Colorado; and 22/twenty-two students from UWC.

This is an intense program where our joint mission is to make a meaningful contribution to the ventures of historically disadvantaged South African entrepreneurs” (EESA, 2018).

 The program aims to equip students with an understanding of the challenges and barriers small business owners face in the South African context. In addition, students will be equipped with practical skills in order to address these challenges, as they will be expected to engage in regular ‘consulting interventions’ with assigned entrepreneurs or small-business owners for the duration of the course. These consultations focus on advising the entrepreneurs or ‘clients’ with a business model in order to give them a competitive advantage and further create long-term value for the business.

All students are assigned into teams, enabling students to develop communication and teamwork skillsreinforce content by discussion and to create a community of practice. Each team is assigned 2 ‘clients’ who they will assist with further developing their business or enterprise. Hence, students will need to work together in order to develop creative solutions to problems and challenges faced by their assigned clients.

All students – engage with eTools within the iKamva platform. The CIECT team creates iKamva accounts for the American students to ensure access. Students are able to access and download multimedia resources, which have been structured according to weekly topics.

 In addition, the lecturer and students have the opportunity for effective communication using asynchronous eTools, namely Discussion Forum and Announcements.

Information Systems lecturer, Fazlyn Petersen made use of various eTools within the iKamva platform to supplement teaching-and-learning practices (IFS 361, Semester 1). The online environment includes:

Asynchronous engagement

The Discussion Forum eTool was used to set up various topics enabling students to post responses to questions. These include questions such as ‘What impact did competition have on your strategy? Did it cause you to make changes? If not, why not?’ This particular question received 308 responses from students; while other topics also received over 200 responses. These topics were aligned to assignments and coursework, allowing peer-engagement; as well student-lecturer communication.


Synchronous communication

The Chat Room eTool was used to communicate in real-time to reinforce peer-engagement; and clarify individual and group assignments.

Structured learning material

Students were provided with assessment resources, videos, revision notes, lecture notes/slides (structured into weeks), and reference material in order to thoroughly prepare for lectures; assignments; and examinations. The structured learning material, within the Course Resources eTool allows for flexible accessibility.

Embedded simulation to make learning fun

The lecturer embedded a business video game simulation (view screenshot below). This innovative teaching practice provides students with the opportunity to enjoy their learning experience; and obtain the required knowledge.


Please contact the CIECT team to assist with the effective design and development of your online environment and the further explore the possibilities that exist.