AUXIN hosted by The Centre for Teaching and Learning (CTL)
Title of Presentation: The scariest module I ever had to lecture – a soft-skill module in a hard-skill environment - First reflections.
Summary of Invitation: The CTL hereby invites you to a lunch-hour session as part of the AUXIN Project. The AUXIN Project aims to create growth opportunities for SU lecturers.
Title and Name of Presenter(s): Dr. Michael Schmeisser
Short Biography of presenter(s): Michael is a lecturer/researcher at the department of Horticultural Science, specialising in ecophysiology. He currently lectures three modules at 1st, 2nd and 4th year level dealing with topics of plant morphology, plant propagation and ecophysiology respectively. Despite the strong research focus in horticulture, Michael has developed a passion for teaching and learning with a particular focus on how to ensure meaningful learning in the classroom.
Blurb:
(Including Conclusions and Implications for Teaching and Learning at SU)
The presentation gives feedback from a soft-skill first-year module I designed, drawing on the authentic learning framework (Herrington & Oliver, 2000). I lectured it for the first time in 2018 in a scientific environment. I will consider feedback from my personal experience, student uptake, pitfalls and first reiterations.
Our students are well trained for the academic, the scientific and even the industrial world, having hopefully gained knowledge, logic and critical thinking skills throughout their 4 years of study. Yet I have always sensed that many students are not truly aware of the final “quality student" their degree is attempting to shape them into by the end of their studies. And if they amble through the years without a true purpose for studying, it makes the academic journey a dreary one and does not foster meaningful learning. It was this notion of the “lack of purpose for learning" that lead me to conceptualize this module. There was a need to address various personal and interpersonal soft skills to allow students to become aware of themselves within the context of the university.
The aim of the module was to prepare students at least to some degree for the next three years of their academic life by installing a sense of purpose. Although the module comprised a range of different topics, the underlying thread or message was the importance of a reflection on self, but also reflection for learning, and therefore a need to teach students how to reflect (Ryan, 2013). Students were introduced to the development of an e-portfolio as a tool to allow for continued reflection throughout their studies. This could potentially assist students to gather evidence of learning beyond the academic programme, adding to their employability after graduation.
To truly define the benefits of this module requires a long-term follow-up study, in particular when these cohorts of students are in their 4th year of their studies. If the module achieves what I envision it will give first-year students a sense of purpose for studying, which creates the platform for learning to occur.
Articles:
(Bibliographic information of 2 easy-read articles on the topic)
Herrington, J. & Oliver, R., 2000. An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), pp. 23-48.
Reese, M., & Levy, R. (2009). Assessing the future: E-portfolio trends, uses, and options in higher education (Research Bulletin, Issue 4). Boulder, CO: EDUCAUSE Center for Applied Research.
Ryan, M. 2013. The pedagogical balancing act: teaching reflection in higher education. Teaching in Higher Education, 18(2), pp. 144-155.
Dochy, F.J. and Alexander, P.A. (1995). Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education, 10(3), pp. 225-242.
Key words: Reflective pedagogy; e-portfolios; vocational work; soft skills; first year module
Date of presentation: 28 May 2019
Time: 12:45- 13:45
Venue: Den Bosch, 41 Victoria Street (opposite House Skuilhoek and directly behind the Conservatoire)
Please RSVP by completing the Google form:
https://docs.google.com/forms/d/e/1FAIpQLSfqtAwQGhYM9nKv0JeZVpkyhGew7LqVX79QLYMo-aZlHE7C9w/viewform?usp=sf_link
Enquiries: Ms Nothemba Nqayi, nothemban@sun.ac.za, 021 808 3717
Cancellations: If, for some or other reason, you are no longer able to attend the AUXIN, we request that you please CANCEL your registration at least 7 calendar days before the time, by contacting Ms Nqayi (contact details above). There are certain financial costs incurred by the CTL for each AUXIN, and the request is to minimise financial implications.
More Information:
A podcast will be available on the CTL website after the session: www.sun.ac.za/ctl
