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With the explosion of technology at a unprecedented rate it is often difficult to find good quality resources to help you come to grips with so many new things “teaching and learning “and especially e-Learning. Luckily there are also a number of very good internet resources that archive and disseminate excellent quality information, resources and networks. A few of them are listed below:
Do you have your favorite and very useful e-learning resource websites? Please comment on this post and tell us about them!
Keywords: e-Learning, resources, internet, beehive, elearning learning, mphilhse,merlot
We invite you to the Centre for Teaching and Learning or CTL’s ‘Making a life’ series, where we explore the attitudes and experiences of academics at Stellenbosch University, with regard to their roles in teaching, research and what is generally called ‘community involvement’.
The interviews were conducted by Dr Catherine Kell, a researcher commissioned by the CTL.
The series includes the opinions and thoughts around teaching and learning of:
1. Aslam Fataar
2. David Holgate
3. Nokwanda Makunga
4. Leslie Swartz
5. Rhoda Malgas
6. Elmarie Constandius
You are invited to subscribe to the series by clicking on the following link:
http://blogs.sun.ac.za/teaching/feed/ (if you have Microsoft Outlook it will ask you if you want to add the RSS feed to your inbox). In this way you will automatically receive the weekly series updates as they are published.
Die Sentrum vir Onderrig en Leer nooi u uit na die ‘Making a life’ reeks waar ons die gesindhede en ervarings van akademici by die Universiteit van Stellenbosch ondersoek in terme van hul rolle in onderrig, navorsing en wat algemeen bekend staan as ‘gemeenskapsbetrokkenheid’.
Dr. Catherine Kell, ‘n navorser, is aangewys om die onderhoude te voer.
Die reeks sluit die volgende personeel se opinies en gedagtes rondom onderrig en leer in:
1. Aslam Fataar
2. David Holgate
3. Nokwanda Makunga
4. Leslie Swartz
5. Rhoda Malgas
6. Elmarie Costandius
U word uitgenooi om in te skryf vir die reeks deur op die volgende skakel te kliek:
http://blogs.sun.ac.za/teaching/feed/ (indien u Microsoft Outlook het, sal u gevra word of u die RSS voer wil byvoeg in u ‘inbox’). Hiervolgens sal u outomaties die weeklikse reeks se opdaterings ontvang soos hul gepubliseer word.
Auxin Lunch Hour Seminar 25 September 2012: Digital storytelling
Presenters: Daniela Gachago and Veronica Barnes from CPUT.
Digital storytelling has entered Teaching and Learning in Higher Education as a way of improving student engagement, reflection and digital literacies, providing a new, more authentic way to knowledge acquisition. What started in 2010 with a pilot in the School of Education has been rolled out to students in Nursing, Industrial Design, Architectural Technology, Food Technology and Graphic Design at CPUT. In this seminar we presented diverse approaches to and experiences with digital storytelling across the disciplines.
To view the podcast video of the presentation, please click on this link.
Interested in Digital stories for your own practise? Please contact JP Bosman (email@example.com)
** The software that Daniela talked about in the presentation is Photo story for windows 3
Keywords: Daniela Gachago, Veronica Barnes, digital stories, digital storytelling, engagement, reflection, education, industrial design, teaching
Die voorspelling van studentesukses: watter faktore behoort ons in ag te neem?
Auxin Padkossessie – 31 Julie 2012
Watter faktore speel ’n rol in die sukses wat studente behaal? Hoe meet ons hierdie veranderlikes? En hoe gebruik ons hierdie kennis om die ontwikkeling van studente te ondersteun? Hierdie is vrae wat gevra is tydens ’n sessie, getiteld “Die voorspelling van studentesukses: watter faktore behoort ons in ag te neem?”, wat onlangs aangebied is as deel van die Auxin-projek. Die projek het ten doel om geleenthede vir akademiese personeel van die US te skep om voortdurend hulle onderrigvaardighede deur hulle bloot te stel aan gesprekke met kundiges en ander akademici op kampus.
Tydens die sessie het twee sprekers opgetree – prof Callie Theron (Bedryfsielkunde) en dr Alten du Plessis (Tredhou). Die aanbieders het die kompleksiteit van die verklaring en voorspelling van studentesukses beklemtoon deur verskillende perspektiewe en metodes in te span om die vraag te belig. In die meegaande potgooie (“podcasts”) kan u beide se aanbiedings sien sowel as van die gesprek wat deur die aanbiedinge gestimuleer is. Lewer gerus kommentaar indien u wil deelneem aan die gesprek!
Prof Callie Theron: Development and empirical evaluation of a comprehensive learning potential structural model (20 minutes, mp4, 32mb)
Dr Alten du Plessis: Mining wellness and performance data to identify at-risk First-Year engineering students (19 minutes, mp4, 47mb)
Participants and presenters: Podcast of the discussion (17 minutes, mp3, 12mb)
Imagine there is a way that a group of researchers or colleagues, or teachers or students, could have real-time secured access to the same documents, be able to edit them simultaneously, leave comments on the text and even have real-time chats about the changes to their research questionnaire, their departmental strategic vision, their reflection on the week’s topic, or their teamwork assignment and presentation …
Drum roll … and in comes Google Drive (previously called Google Docs), a profound way of sharing and editing documents (texts, spreadsheets and presentations) collaboratively, and in real time. With this free service from Google it is possible to create new documents, upload existing ones, and then use them privately or share them out with colleagues or friends, or even with the whole wide world.
Although there are other excellent ways to share documents (like Sharepoint, Skydrive and Dropbox) using local or cloud based services, Google Drive works particularly well when it comes to combining a number of factors, especially the real-time editing and communication possibilities it affords teams who need to collaborate.
Here is a typical “recipe” and the steps of how Google can be used to achieve collaborative creation:
Step 1: Sign up for Google accounts:
This sounds like a strange first step, but from experience it can be said that if all participants in the process have active Google accounts (that means they know their usernames – usually a @gmail e-mail address – and their passwords – and have logged in with it the last week), and knows how to sign in to Google, the battle is half-way won. One can get a Google account by clicking here and then completing the steps (please remember to write down your Gmail e-mail address (i.e. your username) as well as your chosen password somewhere you can find it again!).
Send all Google e-mail addresses to one person in the group.
Step 2: Create a group folder and share it:
One person in the team goes to http://drive.google.com (and signs in with their Google account if not already signed in) and then creates a folder for the team (please note to take some time to create a menaingful name for the folder to be easily recognisable a year down the line!).
The same person then shares the folder with the rest of the group by inviting as editors the rest of the group using their Google e-mail addresses (see step 1).
Step 3: Create subfolders, documents and start collaborating:
Once the main folder is created, all documents and subfolders created in that main folder will be visible and editable by any of the members that were invited to share (in Step 2).
From here on it gets very interesting as everybody has to remember that the group functions as one organism that can add and delete at will to documents!
* Tips for smoothing out the collaborative editing:
** Want to create a listserve for the team? To get even better collaboration, the team can all join a Google Group and then send an e-mail to anyone in the group by sending it to a single group e-mail address. The same process as above applies:
Google Drive can also be downloaded as an application on your computer, so that you can sync documents from your computer, all the documents you create(d) on the internet, as well as all other supported devices (like iPad, Android etc), very easily. It creates a folder on your desktop in which you can save all your files that you want to archive and access, or share with teams.
For teaching and learning the applications are endless. From simple sharing of class notes, to a whole practical class collaboratively inputting data into a biology experiment’s data fields, Google Drive can be used creatively to support research, teaching and learning.
Keywords: google drive, google docs, google groups, collaboration, research, teaching, learning, teamwork
Stellenbosh University is an associate member of a very exciting global initiative supported by HP as well as ISTE and the New Media Consortium. The aim of the initiative is to advance the teaching of STEM+ disciplines (Science, Technology, Engineering and Maths) through the use of innovations in technology.
Here is how the HP Catalyst Initiative (http://www.hp.com/go/hpcatalyst), as it is called, describes the project:
Innovating approaches to STEM
Education in science, technology, engineering, and math (STEM) is key to social innovation and economic opportunity. This is true for students who become STEM professionals, and for all students who graduate in the 21st century. But literacy in STEM subjects is lagging, and skilled STEM students are in short supply. HP launched the Catalyst Initiative to get to the root causes of the challenge, and to explore the future of STEM education. With the HP Catalyst Initiative, we’re establishing a network of leading educators, education institutions, and key stakeholders in selected countries to explore innovative approaches to STEM education. By combining technology with expertise, we can empower great teaching and create transformational learning experiences for students.
There are a host of very interesting projects around STEM that lecturers might find very interesting (and maybe even link up with), from real-time in-class formative assessment through tablets (InkSurvey – http://ticc.mines.edu ) to virtual specialised remote chemistry laboroatories and using Google Docs Spreadheets for capturing live experiment data.
To view video posters of the 57+ projects please visit: http://catalyst.nmc.org
Find more information (and to link up) on the initiative’s Facebook page: www.facebook.com/hpcatalyst and by following the Twitter hashtag #hpcatalyst
Other interesting software related to the innitiative:
Keywords: STEM Science Technology Engineering Maths HP Catalyst formative assessement InkSurvey Classroom Salon
Auxin Workshop held on 28 February 2012 at CTL
Professionalism is no doubt an attribute that you would say you would like your students to leave university with. Do you, however, actually assess professionalism in your students? This can be a tricky business! At this first “Padkos” session of the Auxin Project for 2012, a brief overview of the challenges posed by the assessment of professionalism, was given. Results of recent research at Stellenbosch about this was shared and there was the opportunity to discuss how one might meet these challenges.
Alma Snyman is an Occupational Therapist working at the Jan Kriel School. She also works as a part time lecturer with the Department of Occupational Therapy at Stellenbosch University and has an interest in the assessment of professionalism of graduates. Alma recently completed her MPhil in Health Sciences Education, for which she undertook research on the assessment of professionalism. She also finds time to serve on the team management for the South African para-cycling team.
Alma Snyman’s workshop presentation is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Copyright 2012 Centre for Teaching and Learning, Stellenbosch University and Alma Snyman
Keywords: professionalism, assessment, clinical, observation, alma snyman, auxin
Clickers or audience response systems are gaining popularity around the world with even the New York Times reporting on the educational potential of this in-class educational technology*. In South Africa there seems to be a renewed interest in the tehnology’s affordances with a few universities piloting different systems at the start of 2011. At Stellenbosch University (SU) the interest in clickers multiplied at the end of 2010 with a number of educational research projects asking for funding for clickers and some deans enquiring about the possibilities of using clickers to engage, assess and track students. The Centre for Teaching and Learning (CTL) engaged with these lecturers and deans and together with our Information Technology department, formalised a project around the development of a system for e-Clickers, called Maties Mobile Connect. The idea is to plan for the future use of clickers at Maties, a future we feel is definitely cellphone/ multi-device based (as opposed to physical audience response units), and rooted in solid teaching and learning principals**.
The system has been piloted in the second half of 2011 and is now ready for use inside (and outside!) SU classrooms.
* Steinberg, J. 2010. More professors give out hand-held devices to monitor students and engage them. The New York Times, Nov 15, 2010. Online: http://goo.gl/O8X61 (Accessed 15 April 2011).
** Beatty, I.D (et al) 2006. Designing effective questions for classroom response system teaching. Am. J. Phys. 74 (1), 31-39.
To start using the system or for more information, please contact JP Bosman (SOL – firstname.lastname@example.org) or Marinda van Rooyen (IT – email@example.com).
Click here to view a poster (PDF) of the Maties Mobile Connect system as presented by JP Bosman and Marinda van Rooyen at Heltasa 2011 in Port Elizabeth.
Steinberg, J. 2010. More professors give out hand-held devices to monitor students and engage them. The New York Times, Nov 15, 2010. Online: http://goo.gl/O8X61 (Accessed 15 April 2011).
Beatty, I., 2005. Transforming student learning with classroom communication systems. Arxiv preprint physics/0508129.
Beatty, I. et al., 2006. Designing effective questions for classroom response system teaching. American Journal of Physics, 74, p.31.
Briggs, C. & Keyek-Franssen, D., 2010. Clickers and CATs: Using Learner Response Systems for Formative Assessments in the Classroom. EDUCAUSE Quarterly, 33, pp.1-11.
Caldwell, J., 2007. Clickers in the large classroom: current research and best-practice tips. CBE-Life Sciences Education, 6, pp.9-20.
Educause “7 Things you should know about clickers” Available online: http://goo.gl/LPYRk
Lasry, N., 2008. Clickers or flashcards: Is there really a difference? The Physics Teacher, 46, p.242.
Martyn, M., 2007. Clickers in the classroom: An active learning approach. Educause Quarterly, 30, p.71.
Murray, S., Ma, X. & Mazur, J., 2009. Effects of peer coaching on teachers’ collaborative interactions and students’ mathematics achievement. The Journal of Educational Research, 102, pp.203-212.
Wieman, C. et al., 2008. Clicker Resource Guide: An Instructors Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching. Vancouver, BC, Canada: University of British Columbia.
iClicker: http://www.iclicker.com/ – “i>clicker’s mission is to create reliable, intuitive response solutions that focus on formative assessment and pedagogy.”
Top Hat Monocle: http://www.tophatmonocle.com/ – “A classroom interaction and online homework tool”
Socrative: http://www.socrative.com/ – “Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.”
Poll Everywhere: http://www.polleverywhere.com/ – “The fastest way to create stylish real-time experiences for events using mobile devices”
Keywords: mobile, m-learning, clicker, maties mobile connect, technology, e-learning, audience response systems
On 22 September 2011, a Skype interview was recorded with Prof Juanita Bezuidenhout of Stellenbosch University’s Faculty of Health Sciences, on the faculty’s integrated approach to their first year medical curriculum.
She talks about the re-curriculation of their first year modules and covers the following points:
(a) The reasons for re-curriculation
(b) How their integrated model works
(c) What works in the model and what still needs improvement
(d) Advice to other faculties who might want to do the same (communication is extremely important!)
*** More information on the model: Presentation | Poster
Click on the picture or the link below to download and play the video of the interview, which is in Afrikaans.
Video: Interview Prof Juanita Bezuidenhout (MP4/32 Mb /5 minutes)
Prof Juanita Bezuidenhout Sept 2011 interview on Health Aciences integrated first year modules by Prof Juanita Bezuidenhout is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Interviewer and author of this post: Dr JP Bosman (firstname.lastname@example.org)
Keywords: health sciences, first-year, integrated teaching, medical education, personal and professional development, Juanita Bezuidenhout