Introducing the ctlm online workshops 2017

Introducing the CTLM online workshop series

Rita Kizito28-06-2017

Where do you want to be personally in 5 – 10 years time ?• Do you want to have a family?• Do you want to stay in academia?• Would you prefer to work in a research-

intensive or a teaching-focused institution?

Share some of these experiences with a partner you don’t know and then introduce this partner to the group

• #feesmustfall

• Transformed, decolonized & relevant curriculum

• CHE requirements for the enhancement of the Quality teaching & learning

• “…the discourse about professional learning and development is characterized by ‘conceptual vagueness’”

(Clegg 2003,p.37)

South African University Context

Change is the only constant…

• How can we ensure that we are developing the kinds of graduates from our courses and programs that are fit for an increasingly volatile, uncertain, complex and ambiguous future?

• What should we continue to protect in our teaching methods (and institutions), and what needs to change?”

Age”

Tony Bates “Teaching in a Digital

Age”( 2016 p.13-14)

Nelson Mandela University

……be a dynamic African university, recognised for its leadership in generating cutting-edge knowledge for a sustainable future

…offer a diverse range of quality educational opportunities that will make a critical and constructive contribution to regional, national and global sustainability.

VIS

ION

MIS

SIO

N

About Nelson Mandela University

• A Comprehensive University• Located in the Eastern Cape• 7 faculties • Largely undergraduate with an intention to increase

the Post Graduate cohort

Re-imagining Higher Education• Requires an approach which is a fusion between calls for radical

transformation and “dismantling of Eurocentrism and epistemic violence” (Heleta, 2016), and a well-thought out evolutionary process of adopting “ an African philosophy of education that explores the lives of African communities and their situations” (Waghid, 2004, p.56).

• Focuses on strengthening the institutional identity, values & culture as the foundation for improving the teaching and learning quality for staff, undergraduate and post graduate student development.

• Disciplinary expertise and research related to enhancing epistemological access, multilingualism and inclusivity provides the context for the teaching, learning & assessment .

• Requires commitment, time & resources.• Higher Education practices are centred on learning, development &

the student success , with the academic central to their fulfilment.• Involves the recognition of innovative, technology-enhanced teaching

& active learning, sharing excellence and distributed leadership across units & faculties to create an institutional, distinctive culture of Higher Education practice.

Low numbers of academic staff qualified/ developed as teachers

Highnumbers of academic staff qualified/ developed as teachers

Good infrastructure (additional space for extra year) and good resources (e.g., WiFi, tablets with preloaded materials, etc.)

Poor infrastructure and poor resources

A perfect SA university

Students benefit from good teaching and

resources

What were we thinking?

Students have extra year of bad teaching in a poor

environment…

Throw money at the problem

The students get tablets – but does anyone know how to use

them?!

Teaching in the voidTeaching is great, but can

the students learn without adequate

resources?

A scenario planning tool for the implementation of a four-year BA at university X….Professor Chis Winberg, TALHE, 2014

Introducing the CTLM Online workshop series

The workshops have been designed to:

• Add to the range of information and resources each

academic already has

• Cultivate a community for exchanging teaching and

learning development best practices

• Connect NMMU academics with support internal and

external networks

Workshop titles

• Engaging and Teaching first year students

• Principles of facilitation

• Good practice tapestry for NMMU teaching and learning

• Reflecting on good teaching and learning

• Innovative assessment to support student success

• Academic Literacies through Multilingualism

• Assessing academic writing

• Approaches to Evaluation

URL : http://learn.nmmu.ac.za/course/view.php?id=4718

Bates, T. (2016). Teaching in a digital age. Available at:[https://opentextbc.ca/teachinginadigitalage/]

Clegg, S. (2003). Problematizing ourselves: Continuing professional development in Higher Education. International Journal for Academic Development 8(12): 37-50.

Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), 8.

Waghid, Y. (2004). African philosophy of education: implications for teaching and learning: perspectives on higher education. South African Journal of Higher Education, 18(3), 56-64.

Winberg, C ( 2014). Presentation at TALHE,2014

References

Thank-you