Monthly Archives: October, 2019

Did you know? CIECT (ID Team) offered 28 Workshops during Semester 1

The CIECT Instructional Design (ID) team designed and facilitated 28 workshops, namely: eTools and Assessment; and Design and Develop ePortfolio for teaching-and-learning.

  • The eTools and Assessment workshop enables participants to create a structured online environment for blended and distance teaching-and-learning practices. Furthermore, participants are able to design relevant assessment activities related to the discipline. A number of nineteen (19)workshops were conducted since January – July 2019 at the CIECT Training lab. Ninety-six (96) participants engaged in the workshop collectively, since the start of the academic year.
  • The Design and Develop ePortfolioworkshop highlights the importance of the application of the design and development of an ePortfolio to support and demonstrate teaching-and-learning practices. Nine (9) ePortfolio workshops were conducted for the period, January- July 2019. A number of eighteen (18) staff members attended the workshops and were able to design and develop their ePortfolios. *Many staff members contact the CIECT team when they have to create ePortfolios for promotional purposes.

Participants provide feedback regarding their experiences, application and support:

  • “This workshop exceeded my expectations and was very beneficial to me and my department as I will be presenting back to them on how we can use this.”
  • “It was a very insightful experience. The hands on was really helpful with all the most used etools covered. Time was also efficient for all the etools to discuss. Knowing that one-one- training is possible, is good.”
  • “The workshop was very useful, the presenter did an excellent job. The questions raised from the group helped clarity much. The presenter was willing to diverge slightly from the material to answer questions that were not strictly part of the presentation and it was much appreciated.”
  • “The workshop was very interactive and informative. The facilitator was patient, helpful and very knowledgeable.”
  • “I found this workshop very informative. It taught me to create/design an ePortfolio and also how to use the platforms on Google more effectively.”
  • “It did meet my expectations. I was able to set the framework for creating a professional portfolio for promotion. Now I know how to create it and how to make it look professional and impressive.”

CIECT Instructional design workshop (1)

Did you know? ‘Voice Comment’ tool within Turnitin (Tii) captures audio feedback

The Turnitin ‘Voice Comment’ tool allows lecturers to give audio feedback in relation student papers, submitted to the Turnitin (Tii) platform. The tool forms part of several online tools, within the Turnitin Grade Mark Tool.

Students are able to listen to the lecturer’s audio feedback, whilst reading the report/feedback.

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

TII

Fully-Online’ Module (MDP): Extensive design and development of learning content to support distance students

EMS lecturer, Dominica Arendse, in collaboration with the CIECT team designed and developed learning content for the ‘fully-online’ environment, Management Skills Development (EMD 511) module. Students from various geographical parts of the country and abroad, engaged and completed this module.

The ‘Lessons’ eTool, within iKamva was used to structure the weekly thematic topics (7 weeks). A check-list was developed (in relation to weekly topics), which assisted the ‘distance’ student to monitor and complete assessment activities and self-directed learning content accordingly. In turn, the lecturer is also able to monitor and track student progress on a weekly basis.

Dominica in collaboration with the CIECT team – carefully and systematically structured and developed online content for this module. The extensive design and development of online learning content (text and digital media components), included the following key areas:

  • Instructional Strategy: Alignment of content, outcomes, assessment, and eTools.
  • Development of broad and specific module outcomes (per week/topic)
  • Development of content by subject-matter expert, in alignment with broader module outline and unit standards
  • Selection of eTools aligned to the pedagogical value and activities
  • Design structure according to manageable units of work
  • Develop learning content – for weekly lectures according to a theme
  • Develop assessment activities in relation to weekly lectures
  • Embed relevant digital content aligned to weekly lectures
  • Quality assurance by subject-matter expert with regards to broader programme outline, relevant content, and plagiarism
  • Quality assurance of completed online module in collaboration with Instructional Designers, to prepare for external quality assurance

**It should be noted that the subject-matter expert (Dominica Arendse) was expected to take ownership with regards to the online content/learning material.

Fully-Online’ Module (MDP): Distance students engage in Discussion Forum for communication and assessment activities

EMS lecturer, Dominica Arendse, in collaboration with the CIECT team has created a ‘fully-online’ environment whereby students from various geographical parts of the country and abroad, engaged and completed  a module.  The discussion forum was used extensively during the seven (7) week Management Skills Development (EMD 511) module, for interactive communication and assessment purposes. Dominica, developed various discussion topics aligned to learning content, relevant outcomes and assessment activities. The discussion topics enabled students to reflect on and interactively engage from their respective geographical locations. These topics included: reading levels; sources of information; acknowledging sources; parallel grammatical structure and others.

EMD511_Dominica

It should be noted that the lecturer, Dominica, was expected to be ‘visible’ throughout the student engagement and online experiences. In addition, the lecturer was expected to respond and actively participate within the discussion topics; and assess student responses for grading purposes. Using the discussion forum as an assessment eTool takes a great deal of planning and commitment on the part of both the Instructional Designer, lecturer, tutors and students. However, lecturers and tutors need to read these posts and assess whether there is a deep understanding of the content and whether students are able to apply their knowledge effectively. Hence, clear instructions and guidance is required on the part of the lecturer to students. Dominica has effectively taught 6 iterations of the 7 week online module since July 2018.

Contact CIECT to discuss, advise and plan your ‘fully-online’ interactive environment.

 

Did you know? ‘Feedback/PostEm’ eTool assists with tracking student progress

The ‘Feedback/PostEm’ eTool is integrated within the Learning Management System, iKamva. The PostEm tool is also known as the Feedback tool. The PostEm tool provides a convenient mechanism for lecturers, to post feedback and grades. It may also be used to post class attendance records. The individual student feedback can be viewed online (private space). Lecturers are able to make use of a spreadsheet to capture grades and provide feedback. This spreadsheet (CSV file) must follow a particular format:

  • The first column of the spreadsheet must contain the student usernames

  • The first row must contain column headings

Note: The PostEm tool does not interact with the Gradebook. Contact the CIECT team for training and support purposes.

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Did You Know? MAS Administrators can upload .csv file into Google Sheets (solution for current format issues)

The CIECT Team has recently explored solutions to the current format issues experienced by lecturers and administrators, when capturing marks offline.

The Marks Administration System allows Marks Administrators & Lecturers – to capture student marks offline, with the use of Microsoft Excel (Ms Excel). Due to format constraints on several versions of Ms Excel, the ‘Comma Separated Value’ (.csv) file will not display in the correct format (see image 1). Please be advised, making use of Ms Excel 2013 will display the .csv file in the correct file format.

NB: Alternative Solution:

Marks Administrators & Lecturers can upload the .csv file into Google Sheets (see image 2). Google Sheets will display the .csv  file in the correct format. Marks Administrators will be able to:

  1. Update the file in Google Sheets,
  2. Save the .csv file on their computers and
  3. Upload it to the MAS system.

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

 

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

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 3rd category focuses on data regarding user ‘eTools’ to the online module; and includes:

  1. Information related to the ‘Resources’from the Overview page:
  • Total number of existing site files (folders excluded).
  • Total number and percentage of site files (folders excluded) that were accessed and opened.
  • The ‘most opened for reading’, site file.
  • The user that opened the most site files.

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  1. Information related to the ‘Lessons’from the Overview page:
  • Total number of existing site pages viewed within the Lessons tool.
  • Total number and percentage of pages viewed.
  • The ‘most read’ page/s.
  • The user that read the most pages.

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Did you know? Statistics eTool consists of 3 categories [‘Activity’ – category 2]

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 2nd category focuses on data regarding user ‘Activity’ within the online module, and includes:

  • Total number ofsite activity events,
  • The eTool that generated most events (most used eTool), and
  • Most active user for each eTool.

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Clicking the Show more/less link will expand or collapse the Activity report. Events generated by ‘tool actions’ (e.g., new chat message, resource opened, etc.) – are considered activities.

  • By dateor By user – will group statistics by date or user, respectively.
  • Since site creation, Last 365 days, Last 30 days or 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.

**The CIECT team will provide more information regarding the 3rd category within the Statistics eTool.

Fully-Online’ Programme: Distance learners are provided with the detailed feedback regarding assessments for Employee Management (EMD 618)

Lecturer Kaashiefa Mobarak is currently facilitating the fully-online, Employee Management module (EMD 618). This 7 week online module forms part of the Senior Management Development Programme, focusing on equipping learners “with an understanding of the human resources function and its management in the global context, and introducing learners to the basic principles and techniques of Human Resources in a global economy”.

Course Reader: Kaashiefa has developed her own structured course reader for the module, consisting of:

  • specific content/ 13 chapters, and
  • 5 weekly tasks, which students are required to complete throughout the duration of the module.

Assignment eTool: Students are required to submit their tasks via the ‘Assignments’ eTool on iKamva. The lecturer provided timeous, constructive feedback regarding the weekly tasks, enabling students to improve for subsequent assessments.

Online Tests & Bloom’s Taxonomy: Furthermore, students are required to engage in two (2) online tests. The tests consisted of different question types, such as multiple-choice, true/false, and short answer/essay type questions. The questions were set up according to lower, middle and higher order thinking skills (Bloom’s Taxonomy).

 Feedback & Essay Type Questions: It should be noted that Kaashiefa also developed 5 five (5) short-essay type questions, which required the students to reflect on tasks, based on their own working experiences. The lecturer spent a considerable amount of time to read the essays and provided constructive feedback. In addition, the lecturer developed a rubric for each essay type question.

EMS ‘Fully-online’ Module: Operations Management

EMS lecturer, Dr Abdullah Bayat has been lecturing the ‘fully-online’ module (EMD 613/ Operations Management), since 2018.  Students engage in this 8 week online module from various geographical regions.

Weekly Readings aligned to weekly lessons: Readings are shared and made available to students in order to prepare for weekly lessons and activities.

Weekly Discussion Topics motivates the sharing of ideas: Students (regardless of their experience) – benefit from discussing work challenges, and are able to learn from shared ideas and solutions, by both their fellow students and lecturer.

Online Assessments Tasks & Rubrics: Students engage in weekly quizzes and submit assignments accordingly.  Students are further guided by rubrics for the assignment activities.

Weekly Summary: The lecturer develops a weekly summary, which enables students to capture main concepts discussed during the weekly topic.

Contact the CIECT team to design and develop your interactive blended and distance learning and teaching environments.