Monthly Archives: April, 2020

Teaching Tip 2: Be ‘visible’ online

As we are moving into an era where online teaching will take centre-stage, it is important to understand how online teaching methodologies differ from the traditional, face-to-face teaching methodologies. Trying to replicate the traditional mode will not always be effective for the online learner. Students will be required to be self-directed learners and your online teaching methodology should reflect this. As online learning can be data-intensive, it is also important that digital media components are kept simple and easily accessible to all.

Hence, there are important points to consider when taking your course online, listed alongside iKamva eTools which can be used for these purposes:

  1. 1.Sequencing & scaffolding of learning content (Lessons eTool)
  2. 2.Regular contact with students (Announcements)
  3. 3.Student interaction & knowledge building (Discussion Forums & Meetings)
  4. 4.Formative & Summative Assessments linked to each learning outcomes (Test & Quizzes, Assignments eTools)
  5. 5.Synchronous vs Asynchronous Interaction (Discussion Forums, Chat Room, Meetings/ BigBlueButton)

 

As an online facilitator, it becomes even more important to maintain regular contact with students, as face-to-face classes and consultations are simply not possible.

 

  • One way in which you can easily maintain contact with your students is through iKamva’s Announcements eTool. This tool will allow you to send Announcements directly to the students enrolled for your particular module, including relevant attachments such as readings, presentations, and links to websites, etc.
  • Online facilitators are encouraged to send out weekly announcements at the beginning of each week, introducing students to topics, activities, and assessments that can be expected. This ensures that students remain motivatedand that they are aware of what is expected of them.
  • Aim to provide as much instruction and feedbackas possible, and let your students know the best methods and times in which to contact you.
  • Tutors are also able to send Announcements to their specific groups [a tutorial group should have been created prior to sharing information].See instructional material attached on how to send announcements and set up groups.

**Students will receive an email to their student Gmail account, to which they will be able to reply (this will bounce back to your staff email, where you may engage with the student personally if needed).

**See instructional material (document) attached on how to send announcements and set up groups.

**See video on how to get started with sending announcements:

https://youtu.be/Ev24qdTReig

Teaching Tip 1: Sequencing & scaffolding of learning content (Lessons eTool)

As we are moving into an era where online teaching will take centre-stage, it is important to understand how online teaching methodologies differ from the traditional, face-to-face teaching methodologies. Trying to replicate the traditional mode will not always be effective for the online learner. Students will be required to be self-directed learners and your online teaching methodology should reflect this. As online learning can be data-intensive, it is also important that digital media components are kept simple and easily accessible to all.

 

Hence, there are important points to consider when taking your course online, listed alongside iKamva eTools which can be used for these purposes:

 

  1. Sequencing & scaffolding of learning content (Lessons eTool)
  2. Regular contact with students (Announcements)
  3. Student interaction & knowledge building (Discussion Forums & Meetings)
  4. Formative & Summative Assessments linked to each learning outcomes (Test & Quizzes,  Assignments eTools)
  5. Synchronous vs Asynchronous Interaction (Discussion Forums, Chat Room, Meetings [BigBlueButton])

  1. Sequencing & scaffolding of learning content(Lessons eTool)

Lecturers should aim to make use of the Lessons eTool, and even a basic structure can be effective for the student. The Lessons eTools can be used to organize learning activities, course resources and digital media on a single page. The Lessons eTool should be structured using a scaffolded approach, whereby the instructor organises learning content into manageable units of work with clear guidelines and instructions for the student. Hence, each section or unit should aim to provide students with:

 

  • Introduction to the topic
  • Learning outcomes
  • Checklist of learning activities
  • Required readings or learning material (Journal articles, textbook chapters, YouTube videos, Narrated PowerPoint)
  • Additional supplementary material [optional]
  • Assessment activities linked to specific learning outcomes

 

These interactive lesson pages will allow students to see clear links between learning activities, assessment and outcomes; and provide students with opportunities for self-directed learning.  Exemplar lesson design

See video on how to get started with basic lesson page creationhttps://youtu.be/7V4qNTTBj2Q

elearning@uwc.ac.za

iKamva Android App: Access your online class via your mobile device and save data

“iKamva, anywhere, anytime!”

 

The iKamva Mobile Application (Android devices only) can be downloaded from the iKamva platform (ikamva.uwc.ac.za). The iKamva Android application acts as a dedicated browser for iKamva.

 

Users are able to view and engage in online environments (content, discussion forums, eAssessments) from any geographical space, via a self contained browser on Android mobile devices with a valid internet connection:

  • Communicate and collaborate in the Discussion Forum and Chat tools, from anywhere with an internet connection,

  • Access and View online Course Content,

  • Access and View Course Announcements,

  • Access and Complete online Test & Quizzes,

  • Access and Complete Assignments, and

  • Save username and password for quick access.

 

Key features of iKamva mobile app will reduce data usage

  • Direct access to iKamva (saving data by eliminating the google search process before accessing the iKamva site)

  • If you login with iKamva App – you will use  2.9 mb (data)

  • However, if you have not installed the iKamva App the following processes will incur approximately, 6.1 mb [open, search , select and load the page]

  • A Custom built-in download manager will enable a user to download resources for offline viewing

WhatsApp Image 2020-04-09 at 4.05.22 PM

Note: The iKamva application is hosted on the UWC Learning Management System. When installing this application, you may be requested to send the application to the Google PlayStore for ‘Scanning’.  Do not click on scan as this process is very lengthy. Hence, click on ‘Dont Send’. The iKamva Application is safe to use and contains no Malware.

elearning@uwc.ac.za

Sociology lecturers makes use of interactive discussion topics for students and tutors

Sociology Lecturer, Marlize Rabe has created an interactive online environment for her 2nd year students. The structured online environment includes the sharing of learning material; discussion topics for student and tutor engagement and online assessments.

The discussion forum has been structured to allow for the following engagements:

  1. Content related discussions
  2. Tutorial submission and discussion
  3. Discussions with other students
  4. Administrative Questions

The lecturer, students and tutors were able to engage with each other regarding discipline specific topics in a formal structure. The tutors were able to retrieve tutorial tasks and provide feedback to students. The students were also able to engage with each other in an informal setting. As this was the lecturer’s first attempt at making effective use of the discussion forum, the lessons learnt by both lecturer and students will be used to improve teaching and learning practices.

The discussion forum is an asynchronous communication eTool integrated within the institutional Learning Management System (LMS) – iKamva. This eTool enables students to engage in the forum from any geographical location and communication does not have to happen instantly. This allows students to think about their responses and to construct coherent submissions. Students are able to view and reply to posts which facilitates a constructive peer review process.

Lecturers are able to create specific topics related to their discipline for discussion as well as assessment purposes. Articles and various resources can be added to the topics to steer the discussions. The forums can be used to promote interactive discussion amongst students. The discussion forum tool allows lecturers to identify applications in ‘real-life’ scenarios. As students engage in peer review, lecturers can assign marks for assessment purposes. This will also encourage reflective posts to be authentic and well-structured, in order for students to gain substantial marks.

 

elearning@uwc.ac.za

Did You know? iKamva hosts a Rubric eTool

iKamva hosts an online Rubric eTool which can be embedded within your online environment.

The Rubric eTool enables lecturers to create rubrics aligned to assessment tasks. Lecturers are able to grade accordingly. A rubric can be linked across modules. Hence a lecturer will be able to adapt criteria according to the year/levels.

Lecturers and Tutors can easily grade an online assessment, making use of a specific Rubric, which automatically calculates the total score. Once the assessment is graded, students are able to view the feedback online.

DYK

Life Sciences: Online Rubric aligned to Assessment – integrated within the online environment

Life Sciences Lecturer, Rosemary Eager (LFS 152) has created an interactive online structured environment for teaching and assessment purposes.

CIECT in collaboration with the lecturer conducted a hands-on student workshop for the 1st year Life Sciences students. The training workshop enabled students to engage within iKamva:

  • Upload an assignment in iKamva; and
  • Retrieve and interpret the originality report from Turnitin.

The students submitted their tutorial activities, engaged in online tests; as well as submitted assignments via the iKamva platform. These Assignments were linked to the Turnitin platform which is integrated within iKamva.

Rubric aligned to Assessment

The lecturer also integrated the Rubric eTool which enabled her to grade students according to specific criteria, including:

  • Main idea,
  • Important supporting information,
  • Written language skills and critical thinking,
  • Article details, and
  • Conclusion.

Life Sciences

Pre-Lab Simulations

Furthermore, the module also showcases Pre-Lab simulations, enabling students to practice laboratory skills in a safe, virtual environment.

Contact the CIECT team to assist you to integrate the online rubric into your online environment.

1st Year Chemistry lecturers create interactive online environment & embed simulations

Lecturers Fanelwa Ngece, Timothy Lesch and Candice Franke visited CIECT to engage around best practices and the embedding of simulations into a structured online environment.

Colleagues- Lindiwe Khotseng (Course Coordinator), Francis Muya, Keagan Pokpas and Candice Franke jointly teach the first year Chemistry module which focuses on  basic concepts in general Chemistry (CHE 116).

The CIECT team advised the Department regarding the design and development of a structured online environment, rather than mere uploading resources into an online space. Hence, this module entails: Overview; Course Outline; Prelab Simulations; Announcement; Discussion forums; Assignments and Tests and Quizzes.

It should be noted that the lecturers have embedded the Learning Science Simulations for each term within their online structured environment. Students can access Pre-Lab Simulations from any geographical location:

  • Safety Features and Hazards
  • Dressing for the Lab
  • Graduated Cylinders, etc.

Regular announcements are shared to inform students about important activities.It should be noted that these announcements are linked to students emails.

Weekly tutorial tests have been created which enables students to prepare effectively for Laboratory sessions. Moreover, students are equipped with safety measures prior to engaging in the Lab.

Note: It should be noted that access to the Interactive Simulations will consume data.

Contact the CIECT team to design and develop your interactive online environments

Office of Student Development (OSD) uses ‘screen recording’ to produce instructional videos

Career Xplora

After attending CIECTs, ‘Screen Recording, Conversion and Compression’ training workshop, the Office of Student Development produced videos to instruct students on how to use the Career Services Portal. The videos were uploaded to YouTube for students to access.

A screen recording is a video recording of computer screen output. It is like pointing a video camera at your screen and recording the activity. There are many benefits to screen recording such as:

·         Recording a lecture and placing it online

·         Explaining complex charts or diagrams

·         Developing a marking scheme and sharing it with students

·         Giving feedback on an assessment

·         Navigating a website / Learning Management System

·         Assessment

The videos can be viewed at: https://www.youtube.com/playlist?list=PLed-7DgjXT0X4-OzbGGteaX1AuJbTtFLC

During training participants are taught how to: 

  • Record their computer screen and voice over for screencast,
  • Convert a screencast to different formats best suited for the platform where it is going to be used, and
  • Compress a screencast (video content) so that it takes up less storage and utilises less bandwidth when placed online.​