Embracing Institutional renewal in order to equip graduates with competencies, skills and values to be able Change: Responsiveness, to address the challenges of twenty-first Collaboration and Success century society. Curriculum renewal should be based on responsiveness to social contexts, The purpose of the Teaching and Learning epistemological diversity, a reconsidering Conference 2018 is for academics across of pedagogy and classroom practices, and NWU to take part in active discussions and an institutional culture of openness and presentations on the theme, Embracing critical reflection which will ensure that Institutional Change: Responsiveness, learning programmes are well designed and Collaboration and Success. Delegates underpinned by a sound framework. are encouraged to participate in the four sub-themes throughout the conference: Academics as Higher Education Teachers Student engagement and assessment for Widening access, globalisation, information student success; curriculum transformation; technologies and the call for more technology-enhanced teaching and learning; accountability in Higher Education is and the role of the academic as university challenging traditional ways of management teacher. and administration within an academic “I request you to interrogate the way we do environment. Higher Education institutions things at the NWU. Together we must decide are moving towards a more corporate what builds unity, excellence and social justice. and hierarchal management model with We must build on what is good and have the strategic goals such as academic alignment, courage to change what is not” Prof Robert marketisation of knowledge, transformation of Balfour, Deputy Vice-Chancellor: Teaching and teaching and learning, and quality assurance. Learning (2018). We welcome academics and researchers to exchange and share experiences through Sub-theme Descriptions paper and best practice presentations that focus on topics such as: collaboration within Student Engagement and Assessment for departments and campuses, programme / Student Success module alignment, mentorship, performance Student engagement can be influenced management practices, and professional through careful curriculum design, including development of academics as HE teachers. effective assessment opportunities. As institutions move towards greater blended or Technology-enhanced Teaching and online deliveries, the importance of actively Learning engaging students during the learning Shaping a new narrative: The transformative experience becomes prominent. Amongst potential of digital technologies to enhance others, employing appropriate and varying quality teaching learning processes and assessment for learning opportunities in order structures. to enhance student success. We welcome paper presentations and best practice We welcome paper presentations and presentations that focus on, this sub-theme. best practice presentations that focus on, but are not limited to the following topics: Curriculum Transformation Communities of practice, open educational The Teaching and Learning Strategy of resources, computer supported collaborative the North-West University 2016 – 2020 learning, learning networks, open distance aims to engage a continuous, systematic learning, co-teaching with technology, bring process of curriculum transformation and your own device, and self-directed learning.

~ 1 ~ NWU WELCOME NOTE

Professor Robert Balfour Deputy-Vice Chancellor: Teaching and Learning North-West University (NWU)

Embracing Change: The NWU access, as well as success. What is the NWU Curriculum Transformation transformation project? How is this project focused as well as delimited? How does Project; Focus, Scope and understanding its focus in terms of curriculum Implications for Teaching and transformation and the imperative Learning to decolonise the curriculum, help the University fulfil its role and mandate? North-West University remains singularly positioned as an anomalous institution in South Africa. It is both rural and urban; part of a metropolitan complex, and simultaneously and distinctly regional. It is a national university, but has an established international profile and Africa-footprint in the SADC region and beyond.

Its capacity to compete within the top 5 of South Africa’s institutions, and to support learning so successfully (as demonstrated through its success and throughput rates) makes it a University of choice when it comes to providing a reputable undergraduate development and a distinctive research profile and trajectory. It is a post- colonial as well as post-Apartheid institution, and its histories of separate development continue to have far-reaching implications for the University as it aspires now to meet a commitment to social justice and equitable

~ 2 ~ CTL WELCOME NOTE

Professor Willem van Vollenhoven Chief Director: Centre for Teaching and Learning (CTL) North-West University (NWU)

Embracing Institutional Change: in achieving this strategic vision. In line with Responsiveness, Collaboration this, rigorous curriculum transformation should become the daily task and concern of every and Success faculty and academic. The ever increasing scientific implementation of digital technologies In the process of moving towards a unitary will ensure transformation. The NWU thus institution of superior academic excellence, needs to dynamically change the culture of with a commitment to transformation and teaching and learning to remain nationally social justice, it is crucial for all academics competitive and internationally recognised. to engage in the discourse about excelling in Digital technologies need to support and innovative teaching and learning practices. The shape a pedagogy which is more participatory, global massification of Higher Education (Guri- personalised, flexible and inclusive. This Rosenblit, et al., 2007) became eminent also at changed pedagogy and the blending of informal the NWU and therefore it is our strategic vision and formal learning strategies will better prepare to extend distance learning to approximate NWU students to become life-long learners and 25% of all courses offered at the NWU in all innovative creators in the knowledge society, our Faculties within the next five years. thereby producing knowledge in a blended multimodal or hybrid on-line system. Distance learning will bring a diversification in our student population and it is our duty The fact that each delegate is participating to ensure that all students at NWU enjoy in this conference and in the discourse, positive and stimulating teaching experiences. indicates their involvement in making this It is imperative to the NWU that we deliver inevitable change a change which will create graduates that are ready for the challenges a culture of collaborative and inclusive of the twenty-first century society. The teaching and learning. This will provide multi- demands of the twenty-first century society modal education, known for its excellence necessitate that the NWU equip graduates in innovative teaching and learning and an with competencies, skills and values to ensure outstanding student learning experience in all transformation in the holistic South African modes of educational delivery at the NWU. society. Students should therefore be guided to Your passion and commitment to teaching and become engaged participants in the process of learning excellence will steer the momentum constructing knowledge (Waghid, 2014) while of collaborative teaching and learning towards becoming self-directed life-long learners (Lai, meaningful development at the NWU. I et al., 2011). hope that this conference will inspire you to enthusiastically encourage the phenomenon of Curriculum design and a movement towards innovative teaching and learning. online course delivery will thus become pivotal ~ 3 ~ CONFERENCE TEAM

T&L Conference 2018 Coordinator Centre for Teaching and Learning (CTL) Dr Jessica Pool Dr Esmarie Strydom Director, Focus Area: Academic Professional T&L Conference 2018 Programme Development Coordinator Dr Manuela Fernandes-Martins Dr Gerhard du Plessis Director, Curriculum Design and Development T&L Conference 2018 Pre-Conference Support Workshop Coordinator Ms Yolani Geldenhuys Prof Mamolahluwa Mokoena Director, Student Academic Development and Bookings: Accommodation & Travel Support Arrangements Ms Claire Young Mr Rassie Louw Manager, Teaching and Learning Environments CTL Organising Committee Dr Jessica Pool Dr Manuela Fernandes-Martins Ms Yolani Geldenhuys Ms Martie Mostert Dr Verona Leendertz Ms Robyn Bunt

~ 4 ~ OPENING ADDRESS

Dr Wayne Mackintosh Founding director of the OER Foundation and the UNESCO, Commonwealth of Learning and ICDE Chair in OER at Otago Polytechnic and the Foundation - Link: http://www.oeconsortium.org/

The OERu: From Vision to Reality network. We will share insights into the open business model developed through regional The OERu is succeeding in shifting the consultations demonstrating how access to question from how to achieve a fiscally education can be achieved for under-served sustainable OER initiative to how will education populations, without comprising the fiscal in your institutions remain sustainable without sustainability of the publicly funded tertiary OER? With the launch of the OERu 1st year sector. of study, the network is demonstrating that the OERu is a low cost, low risk, but high impact With North West University being a founding innovation. The OERu envisions a world partner of the OERu network, the presentation where all learners can have more affordable will explore opportunities for the University options to higher education. The Open to widen access to educational opportunity Educational Resource universitas (OERu) is in Southern Africa, further building on its an international collaboration of universities, leadership role in open and distance learning. colleges and polytechnics spanning five regions of the world which provides free learning opportunities using courses based solely on Open Educational Resources (OER) with pathways to obtain university-level qualifications. The OERu offers a philanthropic Biographical Note alternative to the Massive Open Online Courses (MOOCs) startups. Wayne Mackintosh is the founding director of the OER Foundation headquartered at Otago This year, the OERu is launching a free 1st Polytechnic, New Zealand. He is coordinating year of study leading to two exit qualifications. the establishment of the OERu, an international The Certificate of Higher Education Business innovation partnership which aims to widen (OERu), University of the Highlands and access to more affordable education for all. Islands and The Certificate of General Wayne holds the UNESCO / ICDE Chair in Studies, Thompson Rivers University. The OER at Otago Polytechnic and serves as a presentation will highlight how open design member of the Board of Directors of the OER and open education practices are implemented Foundation. He is a strategy innovator with a by OERu to assemble open online courses passion for open sourcing education. available for remix and reuse across multiple delivery platforms and demonstrate how student mobility for credit transfer and course articulation has been resolved within the OERu

~ 5 ~ Most Recent Publications

Mackintosh, W. 2017. Open Course ~ Notes ~ Development at the OERu. In: Jhangiani R. & Biswas-Diener R, Open. London: Ubiquity ______Press. DOI: https://doi.org/10.5334/bbc.h

______McGreal, R., Conrad, D., Murphy, A., Witthaus, G. & Mackintosh, W. 2014. Formalising informal learning: Assessment ______and accreditation challenges within disaggregated systems. Open Praxis, 6(2): pp.125 – 133. DOI: http://dx.doi.org/10.5944/ ______openpraxis.6.2.114

McGreal, R., Mackintosh, W. & Taylor, J. 2013. ______Open Education Resources University: An Assessment and Credit for Students Initiative. ______In McNamara, T., McGreal, R, Kinuthia, W. & Marshal, S. (Eds.) Open Educational Resources: Innovation Research and Practice. ______Online: http://oasis.col.org/handle/11599/486.

______

~ 6 ~ PRE-CONFERENCE WORKSHOP & KEYNOTE ADDRESS

Dr Tony Mays Manager: Unit for Distance Education University of Pretoria (Groenkloof)

Curriculum Transformation: Taking institutionalized and personal learning needs Time to Design and expectations. Pre-Conference Workshop: This workshop Curriculum design and development involves will provide some examples of how these a process of making decisions about what, tensions have been addressed in curriculum how, where and when to teach, whom to design and development processes in South involve in the decision-making process, and Africa, Nigeria and Kenya. then being able to justify why certain decisions have been made. Despite more than 50 years Keynote: This paper will provide some of independence in most African countries, examples of how these tensions might be the what and how of teaching remain largely managed. colonial in nature: we build curricula around textbooks published elsewhere or local textbooks that look like clones of textbooks published elsewhere. If we wish to transform curricula to reflect our unique local context and needs, while simultaneously ensuring Biographical Note that we retain a global perspective, we also need to take more time to design and be Tony Mays is the Manager of the Unit for willing to revisit what we teach, how and why, Distance Education, within the Faculty of and how we go about the process. Adopting Education, at the University of Pretoria. He a pragmatic, constructivist and transactional has always played a consultant or support approach to curriculum transformation (which role rather than occupying an academic may seem contradictory), this presentation post. Nonetheless, he has 33 peer-reviewed will argue that curriculum is a process and publications, 41 conference presentations, has not an event or a product – open educational supervised 6 Masters students to completion practices, informing open, distance and and has externally examined 1 Masters and e-learning methods while making use of open 1 Doctoral candidate. He is also author, co- educational resources provide perspectives author and/or editor of more than 190 learning and mechanisms for curriculum as a living resources, and reviews articles for a number and evolving conversation rather than a rigid of journals. He is past president, and current prescription. Of course, we also need to meet long-standing vice-president, of the National the requirements for approval, accreditation Association for Distance Education and and registration, so there is need to manage Open Learning in South Africa (Nadeosa); a tension between openness and closedness, Honorary Treasurer of the Distance Education between fluidity and structure, and between

~ 7 ~ Association of Southern Africa (DEASA) and chair of the biennial conference on Distance Education and Teacher Training in Africa ~ Notes ~ (DETA). He holds a DEd in Curriculum Studies from Unisa. Tony is on LinkedIn at https:// ______za.linkedin.com/in/tonyjohnmays and can also be contacted at: [email protected]. ______

______

Most Recent Publications ______

Mays, T. (2017). Mainstreaming use of Open Educational Resources (OER) in an African ______context. Open Praxis, 9(4), pp.387-401. ______Mays, T. (2016). Designing and developing programmes in open, distance and e-learning. Progressio: South African Journal for Open and ______Distance Learning Practice, 38(2), 132-150. (published in 2017) ______Segoe B. A., & Mays, T. (2017). Chapter 5: Media, educational resources and ICT in the ______teaching of Social Sciences in Wasserman, J. (Ed). Teaching Social Sciences: Intermediate and Senior Phases (pp. 111-142). Cape Town. ______Oxford University Press.

Mays, T. (2017). Teaching the teachers ______of teachers of teachers. In Aluko, F. R., & Mariaye, H. (Eds.) “The Future we Want”: Teacher Development for the Transformation ______of Education in Diverse African Contexts. th Proceedings 20-24 July 2015, 6 biennial ______International Conference on Distance Education and Teachers’ Training in Africa (DETA) Conference, Mauritius Institute of ______Education, Réduit, Mauritius (pp. 1-17). Pretoria: DETA. ______

______

~ 8 ~ KEYNOTE ADDRESS

Professor Paul Prinsloo Research Professor in Open Distance Learning (ODL) College of Economic and Management Sciences Department of Business Management UNISA

Faculty as Quantified, Measured This keynote will map some of the trends and Tired: The Lure of the Red in international and South African higher education and reflect on how these changes Shoes impact on faculty identities, expertise and roles. Except for challenging the dominant With the words, “There was once a little girl narratives and rituals of perpetual verification …” Hans Christian Anderson started his tale of and auditing, we also need to soberly and a girl… and her fascination with a pair of red courageously assess how to engage with shoes. The object of her desire soon turned (if not necessarily embrace) changes in the into a nightmare as the red shoes acquired a higher education landscape. The fact that life of their own and could not stop dancing. As Anderson’s fairy tale ends in a combination a result of, and amid the seemingly mindless of horror and salvation, may not be of much rituals of verification, obsession with reporting comfort. But at least we can take a good look and perpetual cycles of restructuring and at the red shoes, the exhilaration of the dance, change, and increasing workloads; many the panic, the exhaustion and the cost of (not) academics are left breathless and demoralised wearing them… (often for disparate reasons). Like the girl in Anderson’s fairy tale, there is no way to take off the red shoes and stop dancing. The band plays on…

Higher education is awash with notions Biographical Note like “innovation”, “excellence”, “student satisfaction”, “unity”, “ratings” and “rankings”, Paul Prinsloo is a Research Professor in and of course, “change”… As faculty and staff, Open and Distance Learning (ODL) in the we are called upon to embrace institutional College of Economic and Management change as if change is always an unqualified Sciences, University of South Africa (Unisa). good and, of course, painless. While there are His academic background includes fields very few (if any) academics, administrative as diverse as theology, art history, business and support staff in higher education who management, online learning, and religious will dispute the fact that they can do things studies. Paul is an established researcher and more effectively, do them differently and most has published numerous articles in the fields probably also, do different things; we often of teaching and learning, student success in underestimate the impact (and pain) these distance education contexts, learning analytics, changes will have on not only what we do, but and curriculum development. His current also on who we are. research focuses on the collection, analysis

~ 9 ~ and use of student data in learning analytics, graduate supervision and digital identity. Paul was born curious and in trouble. Nothing ~ Notes ~ has changed since then. He blogs at https:// opendistanceteachingandlearning.wordpress. ______com/ and his Twitter alias is @14prinsp

______

______Most Recent Publications

Archer, L., & Prinsloo, P. (2017). Some ______exploratory thoughts on Openness and an ethics of care. In D. Singh (Ed.). Responsible leadership: Higher education (pp. 273-286). ______New York, NY: Globalethics.net. ______Maritz, J., & Prinsloo, P. (2016). Reconfiguring fractured and entangled career trajectories in doctoral education, in Magda Fourie-Malherbe ______(ed.), in Postgraduate supervision: future focus for a knowledge society (pp. 381-396). Stellenbosch, South Africa: SUN Media. ______

Prinsloo, P. (2018). What I heard and what I did ______not hear: Reflections on the World Conference on Online Learning, Toronto, 2017 (Junhong Xiao trans.). Distance Education in China, 2, ______5-11. 10.13541/j.cnki.chinade.20180125.002

Prinsloo, P. (2018). Include us all! Directions for ______the adoption of learning analytics in the Global South: An African perspective. Digital Learning for Development (DL4D). Available at: http:// ______dl4d.org/portfolio-items/learning-analytics-for- the-global-south/ ______

______

~ 10 ~ PRE-CONFERENCE WORKSHOP

Ms Brenda Mallinson OER Africa Learning Technologies and OER Consultant

Academic Professional Biographical Note Development in a Digital Age: Brenda is a Learning Technologies and OER Exploring Aspects of Digital consultant based in Johannesburg having Fluency for Blended Teaching and accumulated 28 years’ experience in the Learning Higher Education (HE) sector. Relocating from the Department of Information Systems at The focus of this hands-on workshop is to Rhodes University, she then worked at Saide explore certain topics from a Digital Fluency and OER Africa, engaging in HE learning (DF) course to support blended/online teaching technology and OER projects throughout and learning within the higher education (HE) sub-Saharan Africa. This work encompassed sector. This DF course was developed via capacity building and knowledge transfer, a collaborative project involving OER Africa course design and development for online and the Open University of Tanzania (OUT) provision, and strategy and policy development and was designed to enhance digital skills in these areas. Brenda continues to act as in relevant topics for educators to support a consultant to these organisations among their teaching and learning using technology. others. She also enjoys her continued The notion of ‘fluency’ implies more than appointment as non-resident Research literacy - it seeks to promote a state where Associate within the Dept of Info Sys at pedagogical purpose takes centre stage and Rhodes. Over the past 10 years, she has digital/online technologies are used as tools authored over 16 peer-reviewed journal without providing an inhibiting obstruction to articles / book chapters, and 50+ conference the educator. The Digital Fluency online course presentations in the discipline of Learning comprises six modules addressing topics Technologies and OER; she also is on the relevant to the academic practitioner. During programme committee and review panel the workshop, we will provide participants with of several international conferences and the opportunity to explore any/all of 3 inter- publications. related topics: Working with OER; Course Design and Development for Online Provision; and Academic Integrity in a Digital Age. This collection of OERs published under a Creative Commons license is available for any higher education institution wishing to download, deploy on Moodle or another learning management system, adapt for context, and reuse.

~ 11 ~ Most Recent Publications

K.A. Nihuka and B.J. Mallinson (2017). ~ Notes ~ “Enabling Conditions for Successful Integration of Open Educational Resources ______for Professional Development in a Developing Context Institution”. DETA 2015 Conference ______Proceedings, University of Pretoria. pp 111- 119, ISBN 978-1-77592-144-8 ______K.A. Nihuka and B.J. Mallinson (2016). “Towards Integration of Open Educational Resources for Professional Development of ______Lecturers at the Open University of Tanzania” Journal of Adult Education. Vol. 1, No. 20. Available online at: http://www.iae.ac.tz/journal- ______of-adult-education-jaet-no-20-vol-1-2016/ ______C.K. Muganda, A. Samzugi, and B.J. Mallinson (2016). ‘Analytical Insights on the Position, Challenges and Potential for ______Promoting OER in ODeL Institutions in Africa’. International Review of Research in Open and Distributed Learning (IRRODL). Vol 17, No 4. ______Available online at http://www.irrodl.org/index. php/irrodl/article/view/2465 ______B.J. Mallinson and G.E. Krull (2015). “An OER Remixing Experience” Open Praxis.Vol.7 No ______3. pp. 263–271 (ISSN 2304-070X) Available online at: http://openpraxis.org/index.php/ OpenPraxis/issue/view/13/showToc ______

______

~ 12 ~ -

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~ 17 ~ ABSTRACTS

Academics as Higher Education Teachers

Prof Juanee Cilliers experienced in terms of research outputs, Potchefstroom Campus - Best practice community engagement and the contribution How to become an “Olympian” in the to the Planning profession. This research will inspire lecturers to excel in their game and academic world rethink their teaching plan to ensure multi- benefits and spin-offs. “If we teach today, like we taught yesterday, we rob our children of tomorrow”. Generation Z students now fill our classrooms and Dr Irene expect a teaching environment in which they Muller can interact in a similar way they do in their Vaal Triangle Campus - Best practice virtual worlds. The Generation Z student Real-life learning opportunities demand instant information, visual forms of learning, and replacing “communication” Challenges in higher education are rising. We, with “interaction”. While lecturers seek to as lecturers, compete with technology for our move beyond traditional teaching-learning students attention. Content knowledge needs approaches and explore ways to teach in still to be transfer to our students, but the order to grasp the imagination, interest and context in which we do knowledge transfer has understanding of this “connected” generation to accommodate our student needs. Learning Z, the pressure for increased research outputs is suppose to enhance three key competencies and enhanced community engagement are namely: (a) strategic knowledge which include also increasing. Multi-tasking is becoming content and methodological knowledge which the new normal within higher education and aid to understand the status quo and history there is a call for Olympian lecturers who to be able to create future scenario visions; (b) need to excel in different areas to meet the practical knowledge to bridge the knowledge- expectations of institutions. Experiential action gap by the design and implementation learning might offer a solution in this regard, of initiatives at any scale; (c) the collaborative enabling lecturers to bridge the theory-practice knowledge which allows for team work and gap, spark learner enthusiasm, enhance inclusion of diverse knowledge from the the transfer of knowledge and contribute community (Brundiers, Wiek and Redman, to a “systems thinking approach” where 2010). Project-based, service learning and teaching-learning results in research outputs internships are examples of real-world learning and enhanced community engagement. This opportunities. A transdisciplinary research research will illustrate successful experiential study consisting of a three phase project, learning approaches that was applied in following a concurrent embedded mixed the third year Urban and Regional Planning method research design explored both project- programme. It will showcase various teaching- based and service learning in support of methods that was investigated, such as real-world learning opportunities. The findings participatory action research, technology- from the research study aid with adaptive advances, LEGO as teaching tool, and management of the Vaal Campus environment. provide insight on the student (Generation Students benefit from the research with Z) preferences regarding such. It will reflect enhanced social learning and - capital. on the “systems thinking approach” that was employed in this module and the multi-benefits

~ 18 ~ Curriculum Transformation

Dr Hennie Esterhuizen compiling requirements to be presented Potchefstroom Campus - Best practice to NWU IT for future planning, preventing Designing the curriculum for a support provision of top-down technological solutions due to ambiguous user requirements. This model towards institutional digital presentation calls for initiating a collaborative maturity at NWU design process of building a curriculum for a support model towards institutional digital The NWU Teaching & Learning Strategy (TLS) maturity and obtaining a visible commitment is focussed on inquiry based learning and from management to effect it. collaboration through communities of inquiry (COI). The NWU Information Technology Strategy aims to work towards users’ self- Dr Yolande support. While academic staff and students Heymans at the university are supported towards the Potchefstroom Campus - Best practice TLS through the NWU Centre for Teaching Addressing barriers and challenges and Learning, non-academic staff are also of large class teaching and learning required to apply twenty-first century skills in a through blended learning in health variety of roles and responsibilities. The focus sciences on the university as a unitary institution and the resultant restructuring require increased The quest for access to higher education utilisation of videoconferencing. However, to address the imbalances of our past has concerns over unproductive videoconferencing resulted in an increase in student numbers utilisation requested halting infrastructure within the Faculty of Health Sciences at the expansion until a viable support model for North-West University (NWU) in South-Africa. videoconferencing could be implemented. All health science students have to complete Other requests for virtually connecting a compulsory health philosophy course in their lecturing venues together across campuses second year and the course has ±1200 highly for shared student experience increase diverse students from a range of disciplines demand for infrastructure investment and such as Pharmacy, Nutrition, Dietetics, Social empowering staff, with similar challenges as Work, Psychology, Physiology, Consumer videoconferencing meetings. Sciences, Occupational Hygiene, Human Movement Science, Biokinetics, Recreation, In this presentation, analysis using design- Sports Science and Coaching Science . based research investigates a case of digital communication at NWU, presenting a position Limited resources, constraining infrastructure, for further inquiry, stating that successful a generation gap between lecturers and empowerment for the information age could students and a compliance culture have be achieved by building digital literacy, utilising forced us as lectures to rethink our curriculum, principles on which the TLS is predicated to pedagogy, assessment, student support and empower all staff. In particular, developing classroom management practices. Aiming to a curriculum to activate communities of create a responsive, student- and learning- inquiry — which are not easy to establish centred, and technology enriched learning in practice — to prepare and empower for environment to address the challenges faced in thriving in continuously-evolving technology this course, this paper will provide insight into environments. Mechanistic methods of our approach to curriculum transformation to technology training characterised by “just in ensure student engagement. case” continuously outdated content-based once-off courses are ineffective. Digital Guided by our main research question: How maturity at the level of regeneration involves can blended learning be used to improve active COI, producing preferred practices, effective teaching and engaged learning in a developing attitudes, building confidence, ~ 19 ~ diverse large class compulsory module?, we care, pressure care and so forth, adjusting will explain how we applied Salmon’s (2014) their activities to the individual needs of the Carpe Diem learning design approach to older persons. The older persons thanked the rethink and redesign a curriculum to address nursing students and enjoyed their time spend some of the challenges faced when teaching with the students immensely and asked that a compulsory module in health sciences to the project needs to be repeated in future. The a large and diverse student body (phase 1). nursing students and NWU staff also enjoyed We followed a phenomenological approach, spending quality time with the older persons case study research methodology, mixed and the applicable learning outcomes were method research design. Reflections, student reached. performance and engagement were analysed and findings guiding the design will be shared. Dr Lynette Drevin Potchefstroom Campus - Research based Ms Petro Benade A Case Study approach for IT honours Potchefstroom Campus - Research based students to engage with corporate BCur 1 nursing students spend quality environments regarding software time with older persons development methodologies

The global aging population causes a steady This paper reports on a project for information increase in the number of older persons that technology (IT) students. They had to compile need specialised nursing care. At the same case studies in a corporate environment on the time we experience a worldwide shortage of topic of software development methodologies nurses, especially nurses that are willing to (SDM). There is a need to align academic care for older persons. Currently caring for content and industry experiences when older persons is an unattractive career-path educating IT students. These students for nursing students. Nursing students at the completed an assignment for their information North-West University (NWU) need to learn systems engineering module in which they had how to provide comprehensive care to older to approach companies to investigate aspects persons in the community. As part of Work of the software development methodologies Integrated Learning (WIL) the students are that are being used in the corporate sector. placed at Old Age Homes, Private Retirement The aim of this research is to reflect on the Villages and the Potchefstroom Service Centre students’ experiences and the challenges for the Aged. During 2017 WIL was integrated they faced while engaging in the corporate with a community engagement project in order environment. The methodology used was a to reach their learning outcomes. reflective study where notes were used to gather insight of the student experiences whilst The BCur 1 nursing students were divided doing the case study. Results will indicate the into two groups and each group had to students’ biggest challenges and most valuable prepare a two hour programme to make the learning experiences. It is necessary to reflect older persons feel special and valued. One on classroom and surrounding activities group had to present their programme to concerning teaching and learning in order to older persons at the Potchefstroom Service present the best possible value to students and Centre for the Aged and the other group enhance work-readiness. had to present their programme to the older persons in their homes in the community. At Prof Hannes Knoetze & Prof Dolf Britz the Potchefstroom Service Centre for the Aged Mafikeng Campus - Research based the older persons visited five different stations including a photo booth, an exercise station, a Decolonising the Theological hand and nail care station, a foot care station Curriculum: A critical reflection and a cupcake icing station. In the homes of the older persons the students talked with the The T & L challenge for the Faculty of older persons, played board games, listened Theology is three-fold: (i) to address content to music, provided hand and nail care, foot (decolonisation); (ii) mode of delivery (ODL)

~ 20 ~ and (iii) PQM diversity (new programmes - undermined, treated unfairly and are secluded diplomas and certificates). This collectively from formal meetings within education circles. puts the Faculty, given its history since 1869, It emerged that there is need to decolonize in a transition phase as participating churches, LO education curriculum through action (prospective) students and colleagues need methodologies such as re-aligning policies, to adjust to this changing scenario of working community engagements, making awareness with new realities (and emphases) and buy campaigns and conducting more research and into them if we are to move forward. This publicity. Further suggestions from participants contribution discusses reflects on ‘decolonising’ included focusing on the urgent integration a theological curriculum within the ambit of of IK and LO by re-aligning the LO learning utilizing a diversity of qualification types offered outcomes to suit the integration motive. Efforts by the HEQSF. It conclusion it elaborates on to consider these and many suggestions from the practical consequences of a decolonised local community IK holders could strengthen theological curriculum. the LO education curriculum implementation in South Africa.

Mr Tonderai Manyau Mafikeng Campus - Research based Mr Tonderai Manyau Decolonizing Life Orientation Mafikeng Campus - Research based Curriculum through Indigenous From Policy to Practice: Assessing Community Involvement in North West Pedagogical Strategies for Life province Orientation Lecturers

Despite the increasing worldwide trend Globally, many writers confirm that educators to integrate indigenous knowledge (IK) in still dominate their teaching with teacher- education, there have been little empirical centred Eurocentric pedagogical strategies. investigations and findings reported on The aim of the study was to determine the indigenous community knowledge holders and nature and effectiveness of LO pedagogy involvement. The present study explored the among LO lecturers in TVET Colleges in attitudes, views, perceptions and suggestions South Africa. While underpinned by the social from local community IK holders on (i) constructivist theory, the study followed an decolonising Life Orientation (LO) education empirical qualitative phenomenological case curriculum, and (ii) integrating IK and LO study methodology. A total of one hundred education in Technical Vocational Education and twenty (120) LO students and twelve and Training (TVET) Colleges in North West (12) LO lecturers, purposively chosen, were province in South Africa. A phenomenological engaged as key study participants. Research qualitative and transformative research data was collected through multiple strategies approach was adopted in the study. Local such as interviews with LO lecturers; focus community indigenous knowledge holders group interviews with LO students; lesson were engaged as research participants and observations; and policy document analysis. were reached through a snowball referral The data was analyzed using both manual process. Research data was gathered using coding and the qualitative online software, oral discussions; and the data was analysed ATLAS ti. Major findings revealed that there through descriptive and thematic analysis is no clear alignment between LO policy processes. Findings obtained were sieved documents and LO implementation in TVET through the indigenous standpoint theory. Colleges in North West province. On one hand, Major findings revealed that LO education LO education policies, particularly pedagogical curriculum is mauled by low standards and low principles, approaches, epistemologies, assessment levels. Participants indicated that pedagogies and resources informing LO the LO education curriculum is dysfunctional, education in South Africa, conform or relate impractical, lacks control and discipline as well to a social constructivism philosophy. On as seriousness. This, in the view of participants the other hand, LO lecturers dominate their could be linked to the non-recognition pedagogy with teacher-centred approaches. of community IK holders; who are often The teaching and learning environment or ~ 21 ~ classrooms do not promote social constructivist interpreted using the Indigenous Standpoint student-centred prescriptions. The LO policy Theory that advocates for decentralizing documents also advocate for the integration academic discourse by allowing inputs from of indigenous teaching strategies, resources within boundaries rather than from outside. or local community indigenous knowledge Major findings revealed that community IK (IK) holders during pedagogy. Due to these holders view LO education to be dysfunctional, factors, the implementation of the curriculum ineffective and void of cultural customs. This, and pedagogy is ineffective and is doing little to in the view of participants could be linked to benefit indigenous students and communities. the non-recognition of community IK holders Efforts to eradicate these problems might lead within education circles. It emerged that there to effective LO teaching. is a need to decolonize the LO curriculum through community engagement in education by involving the indigenous knowledge Mr Tonderai Manyau, Dr Annelize Cronjé, holders in re-aligning policies and revising and Prof Phillip Iya curricula, organising awareness campaigns, Mafikeng Campus - Research based academics forming partnerships with indigenous communities, inviting IK knowledge Embracing Curriculum Transformation holders into classrooms, introducing real- through Indigenous Community life, practical experiences and applying Involvement indigenous teaching strategies. The findings of this study not only contributes to the body In many countries around the world there of knowledge on decolonizing curricula, but is a paradigm shift towards the promotion also provides suggestions to educators on of decolonizing curricula and integrating practical and meaningful ways to collaborate indigenous knowledge in educational with communities and integrate indigenous disciplines. South African institutions of Higher knowledge in the classroom. Education are distinguished by students with different cultures, languages and backgrounds. Unfortunately epistemologies, curricula Dr Helen Meyer and teaching practices mostly reflect Euro- Potchefstroom Campus - Research based centric practices and content. Despite the increasing trend to transform and decolonize Development of an HRD curriculum curricula to address these challenges, there within the South African Higher have been little empirical investigations and Education context findings reported on doing so by collaborating with indigenous communities. This study Human Resource Development (HRD) is a attempts to address this gap and explored the young, emerging academic discipline and attitudes, views, perceptions and suggestions profession. Limited research exists concerning from local community knowledge holders HRD education, including the design of HRD on (i) decolonising the Life Orientation (LO) curricula, especially in South Africa (SA). education curriculum, and (ii) integrating Literature also indicates that HRD curricula Indigenous Knowledge (IK) in LO education. are often dislocated from HRD practice. Given A qualitative phenomenological case study that skills development in SA is a government research design was adopted in order to priority, the HRD curriculum should equip HRD determine the real-life experiences and practitioners to effectively fulfil their roles in the views of the participants. The research workplace. was conducted at local communities the In an attempt to address some of the limitations North-West Province in South Africa. Local in the literature, the purpose of this paper is to community indigenous knowledge holders report on the process followed to redesign an were engaged as research participants and existing Bachelor of Training and Development were reached through a snowball referral (BTD) degree and the development of a new process. Research data was gathered using HRD curriculum aligned to Higher Education’s interviews, photos and observations. The data (HE) prescripts and practitioners’ requirements. was analysed through descriptive and thematic Firstly, documents concerning the existing BTD analysis processes. Findings obtained were degree, results from a web-search to identify ~ 22 ~ ‘similar’ degrees, the job profile of trainers and para-veterinary programmes. A Within-Stage SA HE prescripts were reviewed. Secondly, Mixed Model and a Non-Probability sampling open-ended questionnaires were distributed method were used to gather data from a total to employed HRD students to obtain HRD of one hundred and forty nine participants practitioners’ perspectives in order to address (WTAHPs (53) and students (96)). Overall, their needs in the new curriculum. Thirdly, the 68.5% of the participants (52.8% WTAHPs and inputs of international HRD peers, including an 84.2% students) were in support of integration extra-ordinary professor, were considered to of ethnoveterinary medicine into curriculums. ensure international comparability. Fourthly, Additionally, a logistic regression test indicated and prior to finalization, the HRD curriculum that a predetermined approval of EVM was presented to peers at an international amongst WTAPHs was a predictor of future HRD conference and supplied to HRD support of integration among WTAHPs at students/practitioners in SA for their feedback. statistically significant p < 0, 005. Furthermore, Lastly, the feedback from both groups were thematic analysis of the comments revealed incorporated in the new curriculum. that ethnoveterinary medicine was perceived as non-effective by those that did not support The development of HRD curricula, in line with integration. Whilst, those that supported HE prescripts is essential to develop HRD as integration thought that integration would an academic field. Curricula are contextual and result in an efficient animal health care, and since HRD is an applied field of practice, the also encourage ethnoveterinary research and HRD curriculum also needs to address HRD development. The results revealed a high practitioners’/organisational needs and South readiness for integration of ethnoveterinary Africa’s skills development needs. Additionally, medicine into curriculums among the the HRD curriculum was internationally participating stakeholders. This study suggests benchmarked to ensure comparability, that integration of ethnoveterinary medicine acceptance and credibility at that level. into curriculums will develop future WTAHPs who appreciates the value of African healing and are better equipped to serve South Dr Rendani Victress Ndou African farmers. Therefore, integration of Mafikeng Campus - Research based ethnoveterinary medicine into the curriculums Views of Integration of Ethnoveterinary is recommended as one of the main steps in decolonisation of veterinary and para- Medicine into Veterinary and Para- veterinary education. Veterinary Curriculums: Towards Decolonisation of Higher Education Mr Wemar Strydom For many South African farmers, Western Potchefstroom Campus - Research based veterinary medicine is expensive and inaccessible, and in those cases Pedagogical (re)imaginings: Queer ethnoveterinary medicine becomes the theory, decoloniality and the readily available solution. The South African ‘plaasroman’ government recognises the value of traditional healing (including ethnoveterinary medicine) Heteronormative notions of gendered identity, and supports an integrative health system and coupled with the heterosexualisation of also integration of indigenous knowledge into nature, underlie essentialist notions of land curriculums of higher education. However, ownership in the ‘plaasroman’ (the farm the success of any integration endeavour novel), a subgenre of Afrikaans fictional prose. in the veterinary field depends on the views Regardless of these retrograde thematics, of different stakeholders. This study aimed modules on this subgenre still constitute a to investigate the North West Province popular pedagogical choice at South African government’s Western-trained animal health tertiary institutions that offer Afrikaans as practitioners (WTAHPs) and North-West degree major – especially universities with University animal health students’ views on a student body hailing from predominantly integration of ethnoveterinary medicine into agricultural backgrounds. curriculum development of veterinary and ~ 23 ~ Instead of surfacing common cause and standards. The accounting profession shared humanity amongst all South Africans, must adhere to international accounting the teaching of the plaasroman invariably standards, which are set outside the South- echoes heteronormative and exclusionary African context. Teaching these international sentiments on gender, nature and (land) accounting standards to students in a South- ownership – even when taught alongside African context and incorporating decolonised supposedly mediating and critical gender and thinking, leave accounting lecturers with a ecocritical theories. Compounding this is the challenge. Accounting education can serve as praxis of teaching the plaasroman through a useful tool in developing business, language the socio-literary lens of the grondnarratief – skills and social behaviours in the decolonised literally ‘narrative of the soil’, i.e. socio-cultural philosophy. The objective of the paper is to narratives which deal with the materially- make practical recommendations on executing situated relation between the earth/nature decolonising of accounting curriculums in and subject. As the (meta and literary-critical) higher education. An interpretive paradigm will language use of the grondnarratief itself is be followed for this research: (i) a systematic steeped in hierarchical notions of identity, literature review to first gain insight into the relationality and alliance, the teaching of these concept of decolonising in general and more texts, almost by default, activates contentious, specific within the business context, and (ii) conceivably regressive affective discussions on empirical work in different businesses—micro how gender and land ownership correlate with (spaza), small business (cash and carry), and identity in present-day South Africa. medium business (Pick ‘n Pay) to ascertain how these businesses function and to expose This paper explores to what extent queer students to the different context within our theory’s problematisation of various immediate communities. The paper will hierarchical categorisation sets (genre, conclude with the implications that the “real identity, affiliation, ownership) can activate a life” experiences must be decolonised in changed/changing classroom language and order to transform information into personal a reimagined teaching of the plaasroman. By knowledge which can then be applied in a extension, it aims to offer some exploratory variety of situations by the student. notes on both the receding social functionality of colonial literary systems in the contemporary process of nation-building and on the Dr Deon van Tonder pedagogical value of queer theory within larger Vaal Triangle Campus - Research based discourses of/on decoloniality. Initial teacher education: New perspectives to reconsider pedagogy and classroom practices Mr Thys Swanepoel, Ms Veruschka Pelser-Carstens, Prof Jaco Fouché In addition to subject knowledge, thinking Vaal Triangle Campus - Research based skills and dispositions are required for living Decolonising of accounting and working in today’s technology-driven curriculums at North-West University environment characterised by information explosion. In the context of the presentation, Decolonising is the current buss word in higher we argue that teachers themselves need to education. One of the engagement topics possess well-rounded knowledge and well- raised is that South Africa’s undergraduate developed thinking skills and dispositions, curriculums are simply no longer feasible to all and should know how to nurture and instil students. This echoes a much bigger debate these among the learners whom they will and raises fundamental questions about the teach. Unfortunately, initial teacher education appropriateness of the existing undergraduate curricula seem to emphasize the teaching bachelor degrees across disciplines. In the of well-rounded knowledge and neglect the highly regulatory environment of the accounting “how” of infusing the teaching of thinking skills profession, decolonising is seen as one and dispositions into subject content. In order area for debate and engagement due to the to address the aforementioned observed complexity of the profession and international limitation, a group of researchers at the ~ 24 ~ former School of Education Sciences, NWU degree BSc Dietetics trains dietitians (Vaal Triangle) provided training in Cognitive registered with the Health professions Council. Education to in-service teachers via an 80-hour South Africa’s food and nutrition landscape is Short Learning Programme (SLP) that contains complex with increasing food insecurity and the seven study units, as part of a SoTL research burden of overweight and obesity. The module project during 2017. The main objective of Nutrition through the life-cycle (NUTB 211) the research project was to train in-service has as one of its outcomes ‘make practical teachers in the theory and application of recommendations, in accordance with the Cognitive Education (how to purposively infuse professional code of conduct, for individuals the teaching of thinking skills and dispositions or groups in different stages of the life cycle to into subject content). optimise their nutritional status’. This module in the past has been taught without reference The presentation will focus on reporting the to the increased food prices nor the structural initial findings of mixed method research barriers to access wholesome fresh foods to conducted with a heterogeneous group of 21 meet recommended nutrient needs and to purposively selected in-service primary school satisfy the healthy eating guidelines for South teachers to: (i) establish their understanding Africa. In 2013, Parker et al published a very of Cognitive Education, and (ii) the teaching concerning paper on the lack of public health strategies that they apply in their classrooms to nutrition competencies among entry-level advance Cognitive Education prior to and after dietitians. the SLP training by means of a questionnaire with open and closed Likert scale items. A review of the past five years (2013-2017) By means of qualitative inductive content final year examination papers for NUTB analyses, the presentation will also (i) explore 211 with specific reference to integration of the reflections of the in-service teachers context and relevance to South Africa’s health in relation to their experiences with the profile and its food environment. The missing information contained in the seven study units content of nutrition policy and solution-driven of the SLP, and (ii) gauge the experiences of applications for food and nutrition to optimize the teacher participants regarding the training the nutritional status of individuals and groups. after the completion of the SLP by means The focus on content recall and the limited use of semi-structured interviews. Based on the of application and context-sensitive problem- findings this presentation makes suggestions solving aligns poorly with the Blooms taxonomy and recommendations on how to gear initial for levels 4, 5 and 6. This may in part explain teacher education to train teachers who (i) the findings of Parker et al. If South Africa is to themselves have developed the propensity meet the Sustainable Development Goals, it of skilfully and mindfully applying cognitive will need to revise and improve the training of tools when confronted with problems, and (ii) dietitians. The SoLT offers the profession the who would be able to instil more thoughtful opportunity to be reflective and transformative. and intelligent working ways among the learners whom they will teach. In particular, new perspectives to reconsider pedagogy and classroom practices will be highlighted.

Ms Chantell Witten Potchefstroom Campus - Research based From concepts to contextualized learning: Using the ‘what’ for the ‘So what’

The undergraduate training of dietitians does not provide context-specific food and nutrition competencies to address complex nutrition problems facing South Africa. The professional ~ 25 ~ Student Engagement and Assessment for Student Success

Ms Anneke Butler Dr Petro Erasmus Vaal Triangle Campus - Best practice Mafikeng Campus - Best practice Minding summaries Magazine Project as a Pathway to Graduateness Mind-mapping has proved to be an effective and powerful tool for meaningful summarising Students need to master fundamental concepts in a structured way. However, in order to and constructs like resilience, character determine whether students have reached the strengths and hope as a criterion for passing set outcomes for summarising in this way, an the expected standard in Positive Psychology. objective measuring instrument is required. Formative assessment alone does however The assessment of mind-maps is a notoriously not provide any information on the students problematic activity as: (i) students struggle understanding of the world that he/she lives in to differentiate between essential and non- and how their contextual realities and cultural essential information; (ii) lecturers tend to rely conventions shape their own pathway to too heavily on rewarding content and not the graduateness. To bridge this gap cooperative structure in which the content is presented; (iii) learning has been the framework for not only there are many levels of subjectivity imbedded teaching and learning of these constructs in the drawing, teaching and assessment but to link learning, community outreach and process due to the interpretative nature of research for the students to enhance their mind-maps, (iv) the nature of the summarising understanding of Positive Psychology. activity, calls for a need to improve inter- marker reliability; and (v) current assessment For the past four years, students in groups had practices may result in a wasted opportunity to organize an editorial committee and their for constructive student engagement and focus was to create a magazine within the feedback for student success. framework of their communities with a specific Positive Psychology construct such as Hope In search of a suitable rubric, many attempts etc. as theme, as well as a video promoting were found in the literature to assess mind- the specific concept. The focus was to write maps. These, however, proved to still have articles about individuals, couples, and groups a high level of subjectivity and also deal with by telling their stories of how Hope developed students from different contexts. Consequently, not only the strength of each student we developed an assessment tool for mind- individually, but couples, families and other maps that addresses typical difficulties that groups in our communities. Students at the are experienced by lecturers. In the pilot study, end of each year are asked to reflect on their our newly-developed assessment tool for experience of the magazine and video project assessing mind-maps proves to fulfil most of by completing a questionnaire focusing on our immediate needs. The assessment tool: their experiencing of the teaching and learning • has scope to assess the amount of of Positive Psychology. Themes identified in information given on a continuum between their reflections indicated that they found role being too cryptic and not summarised at all models in their own communities, they learned (re-write sections from the text); how to work in groups, how to solve conflict, • not only focuses on the content of the how to manage a project and how to use summary, but also the way it is presented technology. It further enhanced the students’ (structure); understanding of how the processes of Positive • ensures objective and justifiable Psychology not only contribute to improved assessment of mind-maps; interpersonal relations and problem solving • reinforces inter-marker reliability; and skills but also to fostering their own emotional • provides a basis for constructive feedback well-being and self-esteem and thus contribute and therefore serves as a teaching-learning to graduateness. tool.

~ 26 ~ Dr Jannie Jacobsz to nurture a culture that encourages student Potchefstroom Campus - Best practice engagement and success. Towards Graduate Success – Rethinking Traditional University Mr Johan Practices Jordaan Potchefstroom Campus - Best practice This paper is intended to stimulate thinking Reflecting on reflection: Using and promote discussion about the nature and technology to enhance the benefits of purpose of assessment practices. The case of reflective practise in an MBA class NWU as a “Traditional University” is analysed within the contexts of a highly competitive One method that is advocated in most of national and international employment the 21st century learning methodologies environment. Graduates do not easily find to enhance learning is reflective practice. employment and Universities are anecdotally, However, it is often difficult to ensure that as reflected in the news, blamed. This blame students really make use of reflection, because game cannot prevail. This calls for curriculum it is often difficult to monitor that reflection transformation and assessment practices actually takes place. In line with the NWU’s conducive to future employment. vision, teaching must not only be relevant in terms of subject content, but the university Students exiting from an almost dysfunctional needs to be relevant in our teaching methods school system enrol at university for various too. This study describes one method that reasons. Some enrol in programmes that could be employed to ensure that students have a clear occupational focus, such as actually engage in reflective practice, and Nursing and Engineering. This, while others to use the results of the reflection to guide enrol in programmes with a general formative development of graduate attributes amongst inclination, such as a general BA or BCom. students. Assessment practices in these two, distinct types of programmes differ significantly. Following a literature study on the benefits of One of the main reasons for the statutory reflection as a method to enhance learning oversight of professional programmes is to and to develop certain graduate attributes, ensure competent, successful graduates the paper describes a method to ensure that able to hit the ground running as soon students actually do engage in reflection and as they enter the job market and labour to use the learning that emerges from the environment. Poor performance by graduates reflection to guide future lessons. The research of these programmes quickly lead to untested uses qualitative content analysis of some of impressions that graduates should not be the reflection reports. The effect of guided considered for future employment. reflection, followed by audio feedback, on the development of identified graduate attributes The enormous disjuncture between the is determined. Qualitative and preliminary types of programmes requires attention. It quantitative results suggest strongly that is acknowledged that there is room for both. the guided reflection, followed by specific However, sound articulation between these audio feedback, does have major benefits to distinct opposites requires closer scrutiny. students and faculty alike, albeit initially not Some considerations include the inclusion of well-received by students. The paper ends with “Comprehensive University”-type qualifications/ conclusions on the use of a guided reflective programmes at NWU. Improved articulation practice and specific proposals how it could be may immediately contribute to the broadening incorporated in the learning process. of the access agenda and delivering graduates able to enter into the job market with the required skills, given that the design of the curriculum is sound and supported by solid and acceptable teaching-learning and assessment practices. A number of approaches are analysed, compared, and discussed in order

~ 27 ~ Ms Nomasomi Morule and Ms Zitsile Ms Nomasomi Morule and Ms Refilwe Khumalo Matsie Mafikeng Campus - Best practice Mafikeng Campus - Best practice Nothing for Me without Me: Towards The Reader: An Untapped Resource to Student-centred Learning Strategic Reading

The landscape of education across the globe The ability to interact with written text through is constantly evolving. With new developments reading grants one the freedom to function in technology, higher education institutions are in today’s increasingly globalised world. The embracing and implementing new Information reading process is complex however and the and Communication Technologies (ICTs) to ability to read has now become a vital skill complement rather than alter the traditional to possess. An observation made in South techniques of teaching and learning. That African Higher Education Institutions is that is, advanced technologies are engaged to an increased number of students enrol in boost traditional teaching techniques without higher institutions of learning with inadequate compromising the quality of the content. reading and writing capabilities. In response Institutions such as the North-West University to this predicament, the North-West University are in the process of investing in these new then adopted numerous reading programmes technologies by improving and providing the to address these deficiencies. However, the necessary ICT infrastructure. The goal is to adopted remedial and developmental reading integrate technology with classroom pedagogy programmes were implemented without to enhance teaching and learning in all key consultation with students thereby neglecting learning areas, particularly for students, their needs and preferred method of learning therefore their design should be student for the attainment of maximal results. oriented. Pedagogical uses of technology include uses for: In light of the identified problem, the purpose a) self-paced studying; of this study was to develop a remedial b) active and interactive learning; and developmental reading programme c) integration and assessment of learning; which speaks directly to students’ needs and and expectations. Various activities were d) changing the learning culture. undertaken in the development of this remedial reading programme; these activities included: However, in its pursuit of adopting new (a) Consultation with current assistants technologies, the North-West University working on the administration of these is lacking an overarching component of programmes. consultation with students about technologies (b) Evaluation of previous reading that could better serve them to enhance programmes to address concerns form their learning experience. Students need students who participated. to be afforded the platform to take more (c) Consulting students for (i) the use of responsibility for their own learning and technology for computer-based reading improve critical thinking skills required for the and (ii) preferred content real world; therefore, student-centred learning is vital. Data for the study was collected Interactivity, communicating performance and through an online survey with first-year compliance with the Protection of Personal students. The survey aimed to solicit students’ Information (POPI) Act were also considered. opinions on the new technologies integrated The participants of the study were first-year into their teaching and learning pedagogies North-West University (Mafikeng Campus) and about preferred technologies better students. Students were subjected to suited to their needs. The study concluded by three reading programmes over a period emphasising the importance of student-centred of 10 months. Upon completion, students learning to warrant success in teaching and were required to give feedback on three learning and career thereafter. programmes through a survey. The study found that the current reading programmes were unrelatable and students would rather have a ~ 28 ~ programme tailored for their needs. Students attended more classes and even started seeing themselves as scholars with a need to perform well. Dr Louise Olivier Potchefstroom Campus - Best practice Bibliography Addressing the illusion of interactivity: Adams, T.E., Jones, S.H. & Ellis, C. 2015. Autoethnography: understanding qualitative scaffolding scholars and superheroes research. Oxford: Oxford University Press. for student success through Boughey, C. 2005. ‘Epistemological’ access motivational and multimodal teaching to the university: an alternative perspective. SAJHE, 19(3):230-242. Due to massification, worldwide and in South Africa, many first-year students have low levels of academic literacy. Though there are Ms Michélle Schoeman many variables that affect student success, if Potchefstroom Campus - Best practice a student is not academically literate, students might not complete their degrees on time Teaching and Technology: A Law or not at all. Academic literacy modules are Academic’s Perspective provided to all first-year students at the North- West University for epistemological access The LLB curriculum and manner of lecturing (Boughey, 2005) to education and to promote has come under scrutiny over the past few student success. These modules also promote years. This is primarily based on the fact that social justice for all students. Despite this traditionally law has been lectured in a very support, there remains many hurdles that stand teacher centred manner and not necessarily in the way of student success. One example keeping up with the different generations such is dealing with innovative and interactive as X, Y and now Z. Therefore, change within teaching and assessment in large classes. the legal educational context is a necessity. Many lecturers assume that their students are This provoked thought and resulted in my actively engaged in lessons and the illusion journey into self-reflective practices eg in of interactivity is created. Furthermore, as a 2017 I started a teaching journal. It became compulsory module, some students struggle a bit cumbersome in light of the fact that I was with resilience and motivation. With this paper lecturing two modules on two different year an attempt is made to overcome some of levels. Despite this I still continued with my these hurdles through the use of motivational reflective practices which resulted in changes strategies as well as multimodal and interactive to my lecturing methods more specifically teaching and assessment. the inclusion of technology, eg using more advanced functions on eFundi, online As a responsible reflective practitioner, I used consultation hours to name a few. Challenges student reflections and feedback on Google were encountered eg the fact that eFundi is forms and an autoethnographic (cf. Adams et not user friendly for blind students and the lack al., 2015) research methodology. To analyse of accessibility to Wi-Fi in the venues. I also the data, narrative inductive analysis was had to change the way I attended to formative used. To address the illusion of interactivity, assessments in class. My lecturing practices examples of student engagement throughout this year, on both under and post graduate the whole learning experience are provided. levels, have been modified to take the use of The importance of transparency in teaching technology to the next level in an attempt to is also highlighted. Finally, the concepts of address the challenges encountered and to assessment (of, for, and as learning) are accommodate all students iro learning styles also addressed. The results indicated that as well as across delivery sites; for example the students enjoyed and benefited from the lecture recordings placed on eFundi, use of engaging activities in class and assessments. webinars, and so forth. Voluntary informal Furthermore, through my own personal surveys have been completed in order to reflections and student feedback it is evident determine the ‘successes of my modified that the multimodal interactive class activities methods of lecturing. The purpose of this paper and assessments raised the motivation levels. is to share my experiences and findings with ~ 29 ~ colleagues so as to add value to the teaching development methodologies community. This paper reports on a project for information technology (IT) students. They had to compile Prof Daryl Balia case studies in a corporate environment on the Potchefstroom Campus - Research based topic of software development methodologies Baggage Handling’ in the Teaching of (SDM). There is a need to align academic Theology and Religious Studies content and industry experiences when educating IT students. These students completed an assignment for their information In discussing the criteria for evaluating systems systems engineering module in which they had used for student assessment Wynne Harlen to approach companies to investigate aspects wrote in 2007 that “framing accountability in of the software development methodologies terms of targets for student achievement, or that are being used in the corporate sector. position in a league table of schools based The aim of this research is to reflect on the on test and examination results, distorts the students’ experiences and the challenges actions of those held accountable in ways they faced while engaging in the corporate that are not intended and are not in the best environment. The methodology used was interests of students”. In the context of the a reflective study where students’ notes narrow requirements of an average study unit were used to gather insight of the student in a theological or religious studies discipline, experiences whilst doing the case study and it remains to be asked whether students who detail from their assignments. Results will are close to reaching the required level in the indicate the students’ biggest challenges written - timed - examination and essay will not and most valuable learning experiences. receive most of the attention, with less time It is necessary to reflect on classroom and and effort being given to those off target. This surrounding activities concerning teaching and would appear to be highly probable, but use learning in order to present the best possible of a PACE (Personal, Academic and Career value to students and enhance work-readiness. Enhancement) module might be a useful way to manage such an unwelcome situation. The emphasis generally has been on assessing students at the end of a ‘banking’ exercise Mr Renier Els and not on an evaluation of performance that Potchefstroom Campus - Research based can lead to an improvement in the process Human resource development (HRD) of learning. The forms of assessment as they teaching and learning in a South are conceived would furthermore seem to African (SA) higher education context leave little room for technological innovation, such as e-learning which becomes difficult Human Resource Development (HRD) to ‘blend’ into existing modes. When asked education is currently an under-explored what difficulties there are peculiar to teaching area of scholarship. Limited research exists theology and religious studies, Deirdre Burke, regarding teaching, learning and assessment a teaching and learning expert from the UK of HRD students in higher education. replied: “Generally difficulties arise due to the Literature indicates that when HRD academic baggage students, colleagues and others bring programs are offered, the teaching and to religious studies.” Innovation in and through learning thereof do not meet practitioners’ student assessment offers a way to unpack this needs. If HRD teaching, learning, and baggage and requires further investigation. assessment do not address practitioners’ needs, the field will remain dislocated from practice. The HRD graduate program, based Dr Lynette Drevin on higher education prescripts is offered at Potchefstroom Campus - Research based this university only and is currently one of its A Case Study approach for IT honours kind in SA. The program has been designed students to engage with corporate to meet the skills development needs in SA. environments regarding software Students who enrol for this program are practicing HRD professionals, responsible ~ 30 ~ for the implementation and adherence of appropriate assessment in an enacted pre- skills development legislation within their primary teaching situation. Students and the organisations. teacher educator reflected on the activities and shared their reflections throughout the This paper is based on the HRD education semester. Throughout, the teacher educator literature and personal experience on how to conducted focus group interviews to establish address the needs of these students. Research students’ feelings of self-efficacy to teach in points to the importance of the facilitator’s pre-primary grades. Data analysis was done role, and the provision of feedback to these using AtlasTI software and emerging themes students. Literature indicates that the sound were determined. The findings indicate that implementation of HRD in the workplace is student teachers learn well when they are negatively affected by many factors, such engaged in hands-on teaching-learning as diversity, ethics, and power. It’s important activities and when best practices are to provide students with a realistic view of demonstrated to them. In addition, the teacher these issues; thereby linking/integrating HRD educators gained skills in reflection and critical theory and practice. HRD lecturers should analysis of the activities. The findings are acknowledge their students’ workplace significant in that they suggest that alternative experience by shifting from a lecturer to a teaching strategies, such as demonstrations in facilitator, allowing students to take a more a real-life environment, can enhance student active role in the classroom. Methods to teachers’ self-efficacy as well as critical maximise student engagement, and workplace- thinking skills. applicable assessment (including thorough feedback)are suggested to ensure a deeper understanding of the subject matter, and more effective transfer of learning from the classroom to the workplace; thus, the effective application of theory in practice.

Dr Elsabe Wessels Mafikeng Campus - Research based The nexus between self-study and critical reflections in developing self- efficacious teachers

This study explored creative ways to teach final year Foundation Phase students in a module, Pre-primary Studies, in anticipation that it would improve their self-efficacy to apply the concepts, skills and procedural knowledge that they learnt in class when they start their careers as teachers the following year. The research site was the Mafikeng campus of the North West University. At this site, student teachers have limited prior knowledge of best practices in pre-primary classes. Student teachers reported that what they learnt during their training, differed from their observations in actual pre-primary classes. A self-study design was employed to improve teacher educator practices and to ensure that the theory-practice gap is narrowed. Teaching activities included hands-on activities such as modelling of play- based learning activities and developmentally ~ 31 ~ Technology-enhanced Teaching and Learning

Prof Alfred Brunsdon Mr Koos de Villiers Mafikeng Campus - Best practice Vaal Triangle Campus - Best practice “Better practice for what we preach” Using social media as an extension for – A case study of the Homiletics 211 student participation and curriculum module, Faculty of Theology, UODL development

This paper slots into the category for In recent years different social technologies Technology-enhanced teaching and learning have emerged such as Snapchat, Twitter, and will be conveyed as a best practice Facebook, etc. Due to the interactive and presentation. It takes the open distance social nature of these media platforms, the learning environment as its point of departure potential arises to creatively and strategically and will focus on the Homiletics 211 module incorporate these media platforms within which is aimed at facilitating the basic teaching and learning practices. This creates principles of preaching to Theology students in the opportunities for lecturers not only to create the second year of the BTh degree. further opportunities for learning outside the classroom, but also to intentionally integrate The main research question the presentation social media sites within specific modules, wants to address is: How can the and simultaneously create opportunities transformative potential of eFundi best for students to be part of the curriculum be unlocked in order to enhance quality development. teaching learning processes and structures? This research question is posed against the Through qualitative data collection strategies background of NWU’s Teaching and Learning the study provided a point of departure to Strategy, namely to create meaningful teaching ascertain to what extent social media can and learning experiences where the students facilitate student participation and dialogue in become self-directed and life-long learners. In modules based on communication for social terms of methodology, the paper will follow an change principles. A content analysis was auto-ethnographic approach where the module conducted on the postings on the Facebook owner will convey some of his experiences site for third year communication students regarding the planning, construction and on the topic of social change. The study facilitation/presentation of this particular further indicated how social media facilitated module in the e-learning environment. The teaching and learning outside the classroom auto-ethnographic report will include findings and how social media ultimately contributed of narrative engagements with participants to curriculum development within the module. of the Homl 211 eFundi site with regards to The results showed insufficient interaction and the unique profile of open distance students participation on the relevant topics discussed. as well as their experiences of this particular In general only a small number of students learning environment. actively participated in the discussions on the Facebook site. The presentation will share some of the “better practice” that transpired in the pursuit of meaningful learning experiences in the open Dr Trudie Benade distance learning environment. It concludes by Potchefstroom Campus - Research based identifying some of the crucial areas that calls The Impact of Educational for ongoing contemplation and planning in this Technologies on the Learning growing, but challenging, learning environment. Experiences of Students

Even though the use of technologies in teaching and learning is widely advocated, one

~ 32 ~ question that needs to be asked, however, is: Dr Clarise Mostert What is the impact of the use of educational Vaal Triangle Campus - Research based technologies on the learning experiences The integration of an interactive of students? In this study a questionnaire software platform to re-invent was completed by 738 students in an introductory Excel course where an eBook teaching and learning strategies in and a Specialized Learning Management entrepreneurship education System (SLMS) were used. The Unified Theory of Acceptance and Use of Technology Information and Communication Technology (UTAUT) was used as a lens in the qualitative (ICT) has affected almost every part of our analysis in order to make sense and obtain lives. Even more so the way in which we learn a deep-er understanding of the impact of (Slechtova, 2015). ICT creates the opportunity using the educational technologies on the where more information, in a greater variety students’ learning experiences. It was found of formats can be accessed and interacted that students had a positive experience with. This enables students to think critically with the use of these technologies, but not about the information that they are dealing surprisingly, there were opposing views with (Katz & Macklin, 2007). The greater regarding the benefits and drawbacks of the goal of entrepreneurship education is to train use of the eBook and the SLMS. Not only students to become professionals. Hurst and did the educational technologies impacted Reding (2000) define the term professional positively on students’ learning experiences, as someone who can do something with but in addition, life-long skills such as time great skill. The challenge in entrepreneurship management and taking responsibility for their education, is that students do not master own learning were acquired. The challenge entrepreneurial skills based on the teaching remains to ensure that students’ learning is of theoretical content. Thus, it is of utmost actively enriched by the technologies. importance to re-invent teaching and learning strategies within higher education. The purpose of this presentation is to report Dr Janet Liebenberg on the successful integration of ICT in an entrepreneurship module. Students in the Potchefstroom Campus - Research based Entrepreneurial Skills module completed a Automatic vs Manual Assessment questionnaire which measured their perceived perception of their entrepreneurial skills in the Lecturers are struggling to keep up with their beginning of the semester. During the semester daily responsibilities because of an ever- an interactive software platform was integrated increasing workload. Manual programming in the teaching and learning strategy, with the assessment processes are time-consuming, purpose to assist students in mastering these but a possible solution is to use the assistance skills. At the end of the semester students of automatic assessment methods. In this had to complete the same questionnaire, study, automatic assessment is compared with an added section on the success of with manual assessment, specifically for the online platform in the process. The programming tests. The study reports on the results indicated that the use of ICT assisted results of 226 students’ solutions to a practical students in mastering the theoretical skills on programming test. Various statistical methods a practical level, and enabled them to learn were used to compare manual assessment from their peers and gain more authority in with automatic assessment. A detailed their own learning process. By understanding investigation of reasons for differences was the contribution of the use of ICT in higher also carried out. The results showed that an education, lecturers will able to develop automatic assessment tool shows promise new spaces for the creation and sharing of for assessment of programs written during information in the Higher Education sphere and practical lab sessions but might be less reconsider the authority that students have in feasible for practical tests and exams. In future their own learning experience. we would like to investigate the feasibility of automatic assessment of programming tasks written during practical lab sessions.

~ 33 ~ Mr Thami Ndlovu Prof Jako Olivier Mafikeng Campus - Research based Potchefstroom Campus - Research based A case study in Enhancing Student- Exploring classification and quality Centered Learning through usage criteria for OER in an Afrikaans of social media (Facebook, Wiki and language teaching context WhatsApp) With the increase in attention and use of The proliferation of educational technologies Open Educational Resources (OER) it has and various social media platforms has become necessary for lecturers to evaluate the stretched the boundaries of student-centered quality such resources. This paper explores learning. The medium for learning no longer how Krajcso’s (2016) classification and rely solely on traditional classroom or text quality criteria for OER can be used in order books. Social media provides exciting new to determine which sources are relevant in a possibilities for learners, paving the way for specific field (in this case Afrikaans language students to assume an active role in their teaching). OER refer to teaching, learning learning and enabling those every student to and research material that are available to participate. Even with this pervasiveness, many the public for use and reuse, according to learning institutions in the world are reluctant specific licencing conditions. It is clear that to embrace these technologies, as some are in a South African context, the use of and even banning social media websites in schools research on OER are limited. However, there as they are unable to understand how social has been a steady increase in interest in this media technologies can enhance the academic field, especially within certain South African experience not only for students but also for universities and organisations. Furthermore, faculty members and educators. little research has been done with regard to Afrikaans and Afrikaans language teaching and This study aims to explore more proof on how OER. social media can become a central force in a student-cantered learning environment in a The research study made use of a document long run. The participants of the study comprise analysis of websites based on criteria linked of 30 reading laboratory assistant, who are to open educational resource characteristics. also students at the North-West University A total of 22 websites was chosen from a (Mafikeng Campus). Findings showed that compiled database of 1 873 websites. These students have the capacity to control the pace websites were then qualitatively analysed of their learning thus motivating students to in an inductive manner. In addition, the engage positively in independent learning. open educational resource quality criteria, The results clearly showed the positive impact identified by Krajcso (2016), were also used that social media learning had on the students’ to examine the nature of these websites. learning experience and motivation. Facebook, From this analysis it was evident that most of WhatsApp Wiki were indeed perceived as the Afrikaans language teaching resources innovative and effective tool in a student- only adhere to some of the open educational centered learning environment that enriched resource characteristics in terms of design, students’ educational experiences, increasing general characteristics of the content and to the relevance of the subject matter and a lesser extent the technical aspects. The encouraging students to collaborate effectively identified resources are not appropriate in with their peers and faculty. terms of content when attitude, knowledge and competence were evaluated. In addition, the resources do not adhere to the didactical principles linked to open educational resource methodology. Krajcso’s quality criteria have also proven to be fitting when the suitability of resources in terms of general open educational resource characteristics were tested.

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~ 39 ~ North-West University (NWU), South Africa NWU website: http://www.nwu.ac.za/ 2018 The First NWU Annual Teaching and Learning Conference 2018

EMBRACING INSTITUTIONAL CHANGE: RESPONSIVENESS, COLLABORATION AND SUCCESS

29, 30 & 31 May 2018 Centre for Teaching and Learning (CTL) North-West University (NWU), South Africa NWU website: http://www.nwu.ac.za/ 2018 The First NWU Annual Teaching and Learning Conference 2018

EMBRACING INSTITUTIONAL CHANGE: RESPONSIVENESS, COLLABORATION AND SUCCESS

29, 30 & 31 May 2018 Centre for Teaching and Learning (CTL)

Table of Contents