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 Carbohydrates, Energy, 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.
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.
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.
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.