Digital Skills & Digital Literacies: Staff training workshops (2434 participants attend various workshops, Jan – August 2021)
The Centre for Innovative Education and Communication Technologies (CIECT) provides Digital Literacy Workshops to staff (academics, non-academics & post-graduate students across faculties and departments at UWC).
|Staff & Post-Grad students who have requested training (Jan – December 2020)||Staff & students who have requested training (Jan – Aug 2021)|
The numbers above are indicative of the need for digital skills and literacies across the campus community. *Weekly scheduled staff workshops and individual training sessions have increased; and are conducted via Google Meet/Hangouts.
*It should be noted; training attendance is calculated per training session. Hence, a staff or student member may attend multiple training sessions.
Digital Skills ≠ Digital Literacies
Even though staff and students are tech-savvy and know their way around social media platforms, they might lack the knowledge of how to use digital tools to benefit and aid their learning, teaching and administrative goals.
|Digital Skills||Digital Literacies|
|Access and navigate and the Marks Administration System (MAS)||Set-up assessment schedules; capture, verify and publish marks. In addition, the ability to extract reports and class lists.|
|Access and navigate the Turnitin – Anti-Plagiarism platform||Set-up online class, add students; submit papers; generate similarity index reports. In addition, use the report to provide relevant feedback to students.|
|Access and navigate UWC Systems (iEnabler and UWC leave System)||Apply for leave on the VisionX Leave system and book for training sessions using the iEnabler platforms.|
|Enter and manipulate text using Microsoft Word||Create documents, capture meeting minutes, complete administrative tasks. In addition, skills acquired enhances the teaching and learning experience.|
|Create presentations using Microsoft PowerPoint||Set up and configure automated presentations using digital content (text, audio, video and images, etc.).|
|Set up a Workbook using Microsoft Excel||Capture data on a spreadsheet; generate graphs based on captured data/content; manipulate formulas.|
|Create PDFs using Adobe Acrobat Suite||Edit and convert PDF documents; combine multiple PDFs; lock and sign PDF files to share amongst colleagues.|
|Introduction to the basics of using a Computer or laptop||Use computer hardware and software to navigate the Microsoft user interfaces for administrative purposes.|
|Create a Vodcast||Create digital media content, comprising of audio and video which is hosted online.|
|Manipulate audio in Audacity||Record sound clips; edit existing or newly recorded audio, as well as Podcasts.|
|Capture and edit text online with Google Docs||Create documents, capture meeting minutes, complete administrative tasks. In addition, sharing and collaborating with colleagues on one document.|
|Manage files and folders online using Google drive||Access and navigate; collate documents within folders; manage, share and collaborate with colleagues.|
|Meet online using Google Hangouts/Meet||Set-up scheduled meetings; configure audio and video settings; use the features of Google Hangouts to host meetings, classes and training sessions.|
|Diarise your week using Google Calendar||Schedule meetings, deadlines, Hangout sessions and online teaching events within your Google Calendar|
Please contact the CIECT Team for any requests related to digital literacy workshops.
Fourth Year Nursing Lecturers (J. Hoffman; C. Jaganath; J. Willemse; L. Furst) collaborate and teach within the online module, NRS401 Gender Based Violence.
The lecturers have designed and developed the lessons, making use of a scaffolded approach. The student is able to view content released on a weekly basis. In addition, weekly online contact sessions are conducted (every Friday) and include various online tasks.
The interactive lesson pages presents:
· Access to learning material
· Links to discussion forum activities
· Links to ‘test your knowledge quizzes’
Each lesson requires the student to interact online by including self-study or group discussion forums, quizzes, and chat rooms. Students therefore need to actively and purposefully engage in reflective and critical thinking during online class sessions; and in the Clinical Field in order to achieve the expected aim.
Traditionaltext review methods would require lecturers to copy-paste text into Google or the Google Scholar search engine. Lecturers would repeat this process for each student submission. This method is cumbersome and is unable to access soft copies within paid websites.
Turnitin (Tii) is an anti-plagiarism detection platform that compares text within a document to archived papers within the Tii database and the World Wide Web. For example, all universities build their own databases over a period of time. Hence papers submitted will first be checked within the local Tii repository, prior to checking similarity text on the World Wide Web. Reports are generated within a one to twenty-four (1HR-24HRS) hours window period. The University of the Western Cape implemented the use of Tii in 2008 to deter academic dishonesty. All students’ submissions are checked against the UWC local repository, online submissions as well as journals, periodicals and publications (including paid sites).
The Originality Check tool creates an ‘Originality Report’, indicating:
1. Colour codes to show comparisons, and
2. Matches found are displayed in list format.
Access to Tii directly via the Turnitin website [turnitin.com]
The Turnitin platform is hosted on the world wide web (WWW), which allows users to access the Turnitin platform from any geographical space where internet connectivity is available. It should be noted, CIECT offers training to staff on how to use the Turnitin platform.
Email: firstname.lastname@example.org for queries related to scheduled training sessions.
Science Faculty Lecturer, Rechelle Jacobs has developed an online environment for 2nd Year Students engaging in the Statistics Distribution Theory module (STA 211).
Set-up prerequisite activities
Using the ‘Lessons eTool’, the lecturer was able to set-up pre-requisite activities before the students could engage in the required Quizzes for each textbook chapter.
Use of ‘Checklist eTool’: Students required to complete prior to engaging in Quiz
Hence, by using the checklist feature, students could keep track of their progress for each chapter. Once the checklist was completed, the quiz was released to the student. This ensured that students engaged with the necessary course material (made available via Course Resources), and the lecturer was also able to monitor students’ progress for each chapter.
Use of multimedia to supplement lecture
The online environment was supplemented with multimedia, such as lecture presentations in the format of audio-narrated PowerPoint presentations, instructional videos, exercise worksheets, as well as quiz memos for revision purposes. The structured Course Resources allowed students to easily access relevant learning material.
‘Live lecture sessions’ via BBB: Tutorials & Consultations
Furthermore, regular live sessions were conducted using iKamva’s Meetings tool (BigBlueButton) for tutorials and consultations. A notice was placed on the Module’s Overview page directing students to additional information, regarding- where to apply for data, as well as how to access the VPN.
Prerequisites for Lesson activities
Contact the CIECT Instructional Design team to assist with the design and development of your structured online environment.