Towards a multimodal teaching, learning and assessment strategy at a South African university

2004 ◽  
Author(s):  
I. Broere ◽  
M. Kruger
Keyword(s):  
South African ◽  
Assessment Strategy ◽  
Teaching Learning

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

Serving Higher Purposes: University Mergers in Post-Apartheid South Africa

2020 ◽  
Author(s):  
Ihron Rensburg
Keyword(s):  
South African ◽  
Visionary Leadership ◽  
Social Entrepreneur ◽  
University Mergers ◽  
Solid Foundation ◽  
Shared Futures ◽  
Teaching Learning ◽  
The University ◽  
Creativity And Innovation ◽  
Meaningful Role

"Universities of the 21st century and beyond must be about teaching, learning, research excellence, creativity and innovation as much as they must be about enabling the destiny of students, communities and nations to realize their potential. UJ succeeded in her vision and responsibilities to transform the divisions, prejudices and limitations that often restrain the advancement of society. The story of UJ’s transition to an inclusive, diverse, dynamic, bold and purposeful institution of learning demands to be read by everyone, South African, African and beyond. It is a story of how to be an object rather than the subject of history, while dynamically shaping our shared futures, laying a solid foundation for future generations to be advocates and architects for social change and cohesion. It is a story of courageous and visionary leadership. The book offers our nation profound lessons in leadership that should enrich all our efforts to transform institutions in a sustainable way, to play a meaningful role in building ONE NATION. - DR WENDY LUHABE, Economic Activist, Social Entrepreneur, First Chancellor of the University of Johannesburg "

Model for an Interaction Assessment Strategy in Hybrid Learning Including Web 2.0 Resources

2010 ◽  
pp. 450-465
Author(s):  
Raquel Hijón-Neira ◽  
Angel Velázquez-Iturbide ◽  
Jonay Rodríguez-Martín
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Data Model ◽  
Hybrid Learning ◽  
Face To Face ◽  
Assessment Strategy ◽  
Teaching Learning ◽  
The Web ◽  
The Way

Who being a Hybrid Learning teacher in the Web 2.0 era has not made him/herself ask this question: “Are students working effectively while they are not in face to face class?” Sometimes the questions are asked but he/she does not have the knowledge to create an Interaction Assessment Strategy that could provide this information. The authors present in this chapter a Model that provides the steps and data that should result in a much better teaching/learning process. Thus, the Model presents the questions that should be made, the data model that should be worked on, the visualizations that should better fit each type of data and the process of analysis teachers could make to improve different features, such as: the way of presenting information to the students through the year, prevent students’ dropping outs and failures, and generally improve the pace of teaching.

scholarly journals On not taking language inequality for granted: Hymesian traces in ethnographic monitoring of South Africa’s multilingual language policy

Multilingua ◽  
2014 ◽  
Vol 33 (5-6) ◽  
Author(s):  
Nancy H. Hornberger
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
South African ◽  
Program Implementation ◽  
African Languages ◽  
Current Implementation ◽  
Kwazulu Natal ◽  
Teaching Learning ◽  
The University ◽  
South African Higher Education

AbstractSouth African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their institutions. Taking up Hymes’ (1980) call for ethnographic monitoring of bilingual education, I sought in each case to jointly describe and analyze current communicative conduct, uncover emergent patterns and meanings in program implementation, and evaluate program and policy in terms of social meanings. I argue that ethnographic monitoring in education offers one means toward

scholarly journals A conceptual framework to facilitate clinical judgement in nursing: A methodological perspective

2017 ◽  
Vol 22 ◽  
Author(s):  
Anna C. Van Graan ◽  
Martha J.S. Williams
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
South African ◽  
Action Plan ◽  
Theory And Practice ◽  
Clinical Judgement ◽  
Undergraduate Nursing Students ◽  
Strategic Objectives ◽  
Undergraduate Nursing ◽  
Teaching Learning

The South African health care and education systems are challenged to provide independent, critical thinking nurses who can cope with diversity in a creative way and define their role in a complex, uncertain, rapidly changing health care environment. Quality clinical judgement is an imperative characteristic that newly qualified professional nurses should possess. To accommodate these needs, SANC in line with the SAQA Act, advocated the development of teaching and learning strategies to balance theory and practice opportunities together with an outcome-based, student centred approach and appropriate clinical supervision. This resulted in a positive outcome to facilitate the integration/fusion of theory and practice. The purpose of this study was to synthesise a teaching–learning strategy for creating an enabling learning environment to facilitate clinical judgement in South African undergraduate nursing students. The proposed teaching–learning strategyis grounded in modern-day constructivist approach of learning. The conceptual or theoretical framework of this study aimed to link the central concepts that were identified from the conclusions of four (4) strategic objectives of the two preceding phases of the study into a new structure of meaning that served as a basis for the proposed strategy. The implementation of the proposed action plan to achieve the stated strategic objectives should empower the relevant role players to facilitate clinical judgement in undergraduate nursing students and thereby promote autonomous and accountable nursing care.

scholarly journals Empathetic-reflective-dialogical re-storying: A teaching–learning strategy for life orientation

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Janet Jarvis
Keyword(s):  
South African ◽  
Classroom Practice ◽  
Learning Strategy ◽  
Education Institution ◽  
Small Scale ◽  
School Of Education ◽  
Life Orientation ◽  
Bachelor Of Education ◽  
Teaching Learning ◽  
South African Higher Education

This article presents a teaching–learning strategy that has been employed in recent small-scale research projects at a South African higher education institution, and more specifically, in the School of Education. Bachelor of Education Honours students enrolled for a module entitled Contemporary Issues in Life Orientation participated in the studies in 2017 and 2018. The introduction of empathetic-reflective-dialogical re-storying as a teaching–learning strategy created a space for these male and female students to explore their self-dialogue in relation to their understandings and lived experiences of human rights issues, and in this case, gender inequality. This teaching–learning strategy created the opportunity for pre-service teachers to become agents of their own learning as they considered entrenched beliefs and worldviews and co-constructed (re-storied) previously held narratives. By sharing their self-narratives in a community in conversation and then in a community in dialogue with their ‘other’, the possibility existed for creating new knowledges. This strategy, serving a decolonisation agenda, adopts a transdisciplinary approach. It encourages reflection and reflexivity that can transform technicist classroom practice into potentially transformative classroom praxis.

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