Monthly Archives: May, 2019

Did you know? ‘Tii Quick Mark Set’ – enables swift feedback

The Turnitin (Tii) Quick Mark Set enables lecturers to give feedback on student papers, submitted to Turnitin. Students are able to view and download the feedback via their Turnitin student profile.

The ‘Quick Mark Set’ makes use of preconfigured responses which can be adapted by the instructor to create more detailed responses.  The list below includes commonly used responses within the ‘Quick Mark Set’:

  • Awk. – Awkward sentence or phrase,
  • C/S – Comma Splice,
  • Citation Needed,
  • Commonly Confused Words,
  • Del. –Delete,
  • Improper Citation,
  • Insert: – Insert a word,
  • Missing”,” – Missing comma,
  • P/V; Passive Voice,
  • Run-on: – Run on sentence,
  • Sp. – Spelling Error,
  • Support: -Support Needed,
  • Vague: – Unclear statement or sentence,
  • WC: Word Choice Error,
  • Weak Transition.

Tii

‘Take-home exams’: Reflective pieces, case studies, summaries and research proposals

The iKamva platform enables effective teaching-and-learning; and assessment practices.  Lecturers are able to select appropriate eTools in order to design formative and summative assessments, aligned to learning outcomes and specific content.

Students across disciplines engage in ‘Take-home exams’, which include:

  • Reflective pieces,
  • Case studies,
  • Summaries,
  • Discussion of critical concepts,
  • Sharing of perspectives and experiences; and even
  • Completing a research proposal.

Take-home exams’ are shared with students via the iKamva platform through various eTools:

  • Assignment eTool to setup examinations, whereby students are expected to upload and submit their written pieces;
  • Posting announcements to share information about exams and exam papers whichare linked to student UWC Gmail accounts; and
  • Uploading to course resources for students to download.

Please contact CIECT to create your interactive online environments.

Did you know? ‘Statistics eTool’ (iKamva) – enables customisation of report data

he iKamva Statistics eTool allows instructors, lecturers or site owners to create custom reports on the three categories (e.g. Visits; Events; or eTools) available.  Additional configurations of the report, include the selection of a time period and/or specific users:

  • ‘All Site Users’;
  • A specific ‘Role’/’Group’; or
  • ‘Custom’ selection of users.

The report data can further be configured for a specific module to present the information through the following settings:

  • Number of results: Limit the number of report results.
  • Presentation: Defines how the report will be presented (table and/or chart).
  • Chart type: Defines the type of chart to be presented (bar, pie or time series [line or bar]).
  • Chart data source/Chart series source: Defines the main source of chart data and depending on the type of chart, a specific field can be selected.
  • Grouped by: (Bar chart only) Defines the grouping field for chart data.
  • The report results can be exported as PDF or Excel.unnamed

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Pilot Project: 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 that could be fully integrated with iKamva. As reported towards the end of 2018, we identified the BigBlueButton eTool for online modules. The CIECT Development team managed to integrate this video conferencing tool which enables video streaming and interactive engagements.

This eTool should enable 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.

Thereby the students should be able to interact with the lecturer and:

  • 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 (in real-time).

These features will be piloted during the second semester of 2019 and students will be able to view and engage in the live streaming of a lecture. This first phase of the pilot will not allow students to watch the recorded lecture after classes.

**EMS lecturers engaged in the Fully Online Programme will engage in the first pilot.

The feature of recording the live video lecture will be implemented during the second phase during the 2020 academic year.

CIECT will invite you to engage in hands-on workshops where these features and functionalities will be showcased and explored in 2020.  During these sessions you will be able to setup the live video lecture and further engage with the eTools.

Did you know? ‘MAS Refresher Training’ sessions cover – Special Assessment & Re-evaluation

The CIECT team recently facilitated Marks Administration Systems (MAS) training sessions for faculties across campus. The focus of the ‘Refresher Training’ was directed at utilising the MAS system profiles; and how to complete the marks administration process.

Participants actively engaged during training, and discussions related to the MAS schedule. The capturing of ‘Special Assessment’ marks was deliberated.

Participants were provided with ‘Quick Guides’, which highlights the core functionalities and requirements on how to complete Special Assessment and Re-evaluation marks capturing.

Contact the CIECT Team for more information regarding refresher training sessions: Mr Faried Ahmed: fahmed@uwc.ac.za

Information Systems lecturer engages students beyond the face-to-face classroom

Information Systems Lecturer, Fazlyn Petersen, presented at CIECT’s 11th Annual eLearning Colloquium in 2018. She presented alongside, three (3) students, who reflected on their experiences. Her approach to teaching and learning is guided by her belief in using “practical application of theoretical knowledge to improve workplace integration and performance”. The lecturer has extensive practical experience and this has guided her teaching practice.

The lecturer has incorporated the use of online learning technologies, in order to accommodate a large number of students. She states that the decision was also guided by the notional hours required to complete the module (300 hrs). Thus, she has made use of the iKamva learning platform in order to engage students beyond the traditional face-to-face classroom. This was done through the use of various eTools such as:

  • Chat Room: Whereby students are able to engage, discuss and pose questions relating to course content.
  • Discussion Forums: Guided/structured forum topics or questions, whereby students post their answers, and can comment on their peers’ answers. The lecturer is also able to provide constructive feedback to each post.
  • Course Resources: Structured folders for students to access resources such as lecture slides, assignments, videos, case studies etc.

In addition, the lecturer embedded a “Business Simulation” game (developed by MIT) into the online environment. The MIT website states that, “Management simulation games bring an experiential aspect to learning about complex systems. This type of action learning has more impact on students than simply listening to a lecture or engaging in a case study discussion”. Thus, students had the opportunity to practice what they learned in the classroom, in a safe environment that has no real-world consequences.

The feedback shared by students reflected on the engagement of the lecturer; as well as the dedication required from students to be successful in this module. Students gained valuable experience whilst engaged in the field and during lectures. Furthermore, these students reflected on the fun they had managing their virtual business in the Business Simulation, and seeing how different management strategies produced different outcomes.

To view the Colloquium presentation, click the following link: https://tinyurl.com/yy2woxe8

Did you know? Statistics eTool consists of 3 categories [‘Visits’ – category 1]

The iKamva Statistics eTool allows instructors, lecturers or site owners to get an overview of the site usage statistics and user activity events within a specific module.

The 1st category focuses on data regarding user ‘Visits’ to the online module; and includes:

  • Total number ofsite visits.
  • Unique usersthat visited the site.
  • Users that are members of the current site.
  • Total number and percentage of users that are site members and have visited/and/ or not visited the site.
  • Average timea user stays present on the site (per visit).

stats2

The ‘Show more’ link will present chart and table views:

  • By dateor By user – will group statistics by date or user, respectively.
  • Since site creationLast 365 daysLast 30 daysor Last 7 days – will filter statistics accordingly.
  • Clicking on the chart image will produce a maximised version of the image.
  • Clicking on View complete reportwill display the full data for the current displayed statistics.

Note: If a user enters/exits the same site multiple times, only one visit will be recorded (i.e. for the specific login date).

**The CIECT team will provide more information regarding the other categories within the Statistics eTool.

Did you know? The Statistics eTool within iKamva records user activities

The “Statistics eTool” within iKamva allows authorized users (typically instructors, lecturers or site owners) to view site usage statistics and user/student activity events. These summary reports present a quick overview of site usage.

The Statistics eTool initial overview page allows the lecturer to view a summary of user/tool activity information (e.g. Visits; Activity; Resources; and Lesson Pages details).

Note: A more detailed report can be obtained by clicking on any of the items.

Stats