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Support for lecturers during "Emergency Remote Teaching, Learning and Assessment"http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7464Support for lecturers during "Emergency Remote Teaching, Learning and Assessment"Claudia Swart<p style="margin:0px 0px 10px;color:#333333;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;word-spacing:0px;white-space:normal;orphans:2;widows:2;background-color:#ffffff;">​​​The onset of COVID-19 has necessitated us to replace our face-to-face interaction with students during Semester 1 and the foreseeable future with preparing and instituting “Emergency Remote Teaching, Learning and Assessment” (ERT).<br></p><p style="margin:0px 0px 10px;color:#333333;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;word-spacing:0px;white-space:normal;orphans:2;widows:2;background-color:#ffffff;">The purpose of ERT is “not to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis” (Hodges, Moore, Lockee, Trust & Bond, 2020). ERT requires the re-thinking and adaptation of our face-to-face (F2F) T&L&A for delivery via the SUNLearn platform. However, the principles of good T&L&A in a F2F environment also apply to the online space - it is only the mode of delivery that is different.</p><p style="margin:0px 0px 10px;color:#333333;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;word-spacing:0px;white-space:normal;orphans:2;widows:2;background-color:#ffffff;">The point of departure for this process of adaptation is to rethink the outcomes, assessment and learning opportunities of your module for the online environment. It is important to design for the active involvement of students and to encourage students to take responsibility for their own learning. Keep it simple, especially if you are new to the online T&L&A environment. Please contact the<span> </span><a href="https://learn.sun.ac.za/mod/page/view.php?id=1005632" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">CTL advisor in your Faculty</a><span> </span>for assistance in thinking about the shift and preparing your module in a fully online modality for Semester 2. You can also discuss the transition with your<span> </span><a href="https://learn.sun.ac.za/mod/page/view.php?id=1005632" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">Faculty BLC</a><span> </span>and<span> </span><a href="https://servicedesk.sun.ac.za/jira/servicedesk/customer/portal/9/user/login?destination=portal/9" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">request the creation of a SUNLearn module</a><span> </span>if you do not have one yet.</p><p style="margin:0px 0px 10px;color:#333333;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;word-spacing:0px;white-space:normal;orphans:2;widows:2;background-color:#ffffff;">During Semester 1, a range of resources were collated to guide lecturers and students through the adaptation to ERT. A SUNLearn module on<span> </span><a href="https://learn.sun.ac.za/course/view.php?id=56706" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">“Lecturer Support for Online Teaching”</a><span> </span>was developed to assist you step-by-step with the move from face-to-face to remote online teaching.</p><p style="margin:0px 0px 10px;color:#333333;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;word-spacing:0px;white-space:normal;orphans:2;widows:2;background-color:#ffffff;">All online teaching and learning questions can be directed to Dr Antoinette van der Merwe:<span> </span><a style="padding:0px;color:#5a1a34;text-decoration:underline;">advdm@sun.ac.za</a></p><p style="margin:0px 0px 10px;color:#333333;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:10px;font-style:normal;font-weight:400;word-spacing:0px;white-space:normal;orphans:2;widows:2;background-color:#ffffff;">Bron: Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust and Aaron Bond. 2020. EDUCAUSE Review, Friday, March 27, 2020. Online available<span> </span><a href="https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning</a><br></p><h5 style="margin:10px 0px;width:251px;color:#000000;text-transform:none;line-height:20px;text-indent:0px;letter-spacing:normal;font-family:calibri;font-size:16px;font-style:normal;font-weight:600;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;"><a href="https://eur03.safelinks.protection.outlook.com/?url=https://learn.sun.ac.za/user/index.php?id%3D56706&data=02%7c01%7c%7c0249717357ee49c009f108d7cef42dc3%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c637205420497724176&sdata=NDD%2BIF4zkza0PHalSrgP8PtG%2BndZDM7M86XcGPlfuFs%3D&reserved=0" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">Lecturer Support for Teaching Online</a><span> </span>site on SUNLearn</h5><p style="margin:0px 0px 10px;color:#848484;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">A website featuring practical and step-by-step guidelines for adapting a SUNLearn module page to function as a virtual classroom has been developed. The website is accessible to all lecturers once signed in on SUNLearn. Lecturers who cannot access the website, can request help via the<span> </span><a href="https://eur03.safelinks.protection.outlook.com/?url=http://learnhelp.sun.ac.za/&data=02%7c01%7c%7c0249717357ee49c009f108d7cef42dc3%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c637205420497724176&sdata=XcFEEGDJW5rdhaXoBLY4HnRpPWwKVV4z8BPZCBhG5pY%3D&reserved=0" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">SUNLearn helpdesk</a>, and/or contact their<span> </span><a href="https://learn.sun.ac.za/mod/page/view.php?id=1005632" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">faculty’s Blended Learning Coordinator</a><span> </span>for assistance.<br></p><h5 style="margin:10px 0px;width:251px;color:#000000;text-transform:none;line-height:20px;text-indent:0px;letter-spacing:normal;font-family:calibri;font-size:16px;font-style:normal;font-weight:600;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">Virtual Seminar series</h5><p style="margin:0px 0px 10px;color:#848484;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">Podcasts of a<span> </span><a href="https://learn.sun.ac.za/mod/book/view.php?id=1014770" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">virtual seminar series</a><span> </span>focusing on preparing lecturers for online learning is available on the<span> </span><a href="https://learn.sun.ac.za/course/view.php?id=56706" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">Lecturer Support for Online Learning</a><span> </span>SUNLearn module.</p><p style="margin:0px 0px 10px;color:#848484;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">The second series of webinars focussing on Emergency Remote Learning, Teaching and Assessment will start on 23 June. To see the programme,<span> </span><a href="https://learn.sun.ac.za/pluginfile.php/2204294/mod_label/intro/Semester%202%20Webinar%20programme.pdf" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">click here</a>. To register for the webinars,<span> </span><a href="https://forms.office.com/Pages/ResponsePage.aspx?id=Azv6pjwKWEKEM6Eg3_zTSDnxffXRKxdJs7JE3I--tYpUN1Y1TVowRjc1REoxWVQxRVJJSllRUjIzViQlQCN0PWcu" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">click here</a>.<br></p><h5 style="margin:10px 0px;width:251px;color:#000000;text-transform:none;line-height:20px;text-indent:0px;letter-spacing:normal;font-family:calibri;font-size:16px;font-style:normal;font-weight:600;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">Resource for online assessment</h5><p style="margin:0px 0px 10px;color:#848484;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">An online resource has been developed to assist lecturers to prepare for online assessments.<span> </span><a href="https://learn.sun.ac.za/course/view.php?id=56706#section-6" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">Click here</a><span> </span>to access the resource.<br>Podcasts of webinars focussing on online assessments are also available,<span> </span><a href="https://learn.sun.ac.za/mod/book/view.php?id=1014770" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">click here</a>https://learn.sun.ac.za/mod/book/view.php?id=1014770 to access the podcasts.<br></p><h5 style="margin:10px 0px;width:251px;color:#000000;text-transform:none;line-height:20px;text-indent:0px;letter-spacing:normal;font-family:calibri;font-size:16px;font-style:normal;font-weight:600;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">Online language support to lecturers by the Language Centre</h5><p style="margin:0px 0px 10px;color:#848484;text-transform:none;line-height:1.6;text-indent:0px;letter-spacing:normal;font-family:calibri,verdana,trebuchet,helvetica,arial,sans-serif,"helvetica neue";font-size:14px;font-style:normal;font-weight:400;text-decoration:none;word-spacing:0px;white-space:normal;orphans:2;widows:2;">The Language Centre can translate your lecture material – whether document or podcast – into Afrikaans and English (and sometimes isiXhosa), and give online support via writing and reading consultations. Online language courses are also available.<span> </span><a href="http://www0.sun.ac.za/languagecentre/?p=3111" target="_blank" style="padding:0px;color:#5a1a34;text-decoration:underline;">Click here</a><span> </span>to see all the forms of language support available to lecturers for online teaching and learning.<br></p>
Online teaching should also consider students with disabilitieshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7441Online teaching should also consider students with disabilitiesMarcia Lyner-Cleophas<p>Online teaching, learning and assessment practices used during the COVID-19 pandemic should also consider the plight of students with disabilities as well as those who have fewer resources, writes Dr Marcia Lyner-Cleophas from the Disability Unit in an article for <em>Daily Maverick</em> (18 June).<br></p><ul><li>Read the article below or click <a href="https://www.dailymaverick.co.za/opinionista/2020-06-18-online-learning-during-lockdown-helps-us-find-ways-to-teach-differently-abled-students/#gsc.tab=0"><strong class="ms-rteThemeForeColor-5-0" style="">here</strong></a><strong class="ms-rteThemeForeColor-5-0" style=""> </strong>for the piece as published.<br></li></ul><p><strong>Marcia Lyner-Cleophas*</strong><br></p><p>As higher education practitioners, we find ourselves catapulted into this COVID-19 online space with our diverse range of students with varying abilities. Also part of this diversity and lying on the continuum of abilities, are students with disabilities. The reality of these students, and the support needed, has always run parallel to the support that all students need to study successfully. </p><p>Understandably, concerns are rife regarding how students and staff will cope in the online environment, given the South African reality where people have varying technological abilities and resources. Given the <a href="https://www.universityworldnews.com/post.php?story=20200302091409436"><strong class="ms-rteThemeForeColor-5-0" style="">global experience</strong></a>, we will also need to grapple with our own realities. For too long, we have been teaching and assessing with the average student in mind, without considering, among others, students with disabilities and students from less-resourced environments. The average student is the one viewed according to average abilities and functionalities, has average to good eyesight and hearing and a range of movement that is unaided, comes from a fairly well-resourced environment and processes information very quickly. </p><p>Students are usually assessed in specific ways during a specific period such as two or three hours answering memorised questions. Given the current online reality, we are now forced to consider and to work with students with varying abilities who do not fit into the average mould described above. More importantly, we must now think of all<strong> </strong>students and the type of teaching, learning and assessment that would work best for all students.</p><p>The use of assistive technology has always been part of the support needed for many students with disabilities, but its availability was mixed.  Assistive technologies were often needed because study material was not accessibly designed to accommodate all students. For example, if all reading material were in a format that would make it easy to enlarge fonts from the start or to make it readable for screen readers or be captioned, then there would be no need to format a text. Now we are forced to think deeper about our online material: Is the material uploaded and sent to the student in an accessible format? Is the student able to engage with the material given data and bandwidth realities? How will the student be able to respond in the online space? These questions are relevant to all students.<br></p><p>Our Constitution and the Higher Education Act 101 of 1997 note the importance of addressing inequalities and diversity in education and call for flexibility and redress in transforming our society. Discrimination against people based on class, race, gender and disability is outlawed. In 2018, the Department of Higher Education and Training released a strategic framework for disability in the tertiary sector to specifically address disability inclusion as part of diversity.<br></p><p>As a sector, we are constantly challenged by how best to be inclusive.  However, we easily fall into the default mode of teaching, learning and assessment practices for the average student. In a sense, the COVID-19 pandemic has forced us to relook our curriculum and its design and outcomes, and to focus on what needs to be learned and the various ways in which to do this. We are again reminded that our students have diverse home contexts with “no-to-low-to-high tech" availability to give their feedback and engage with reading material.<br></p><p>Large portions of our disabled student population are already reliant on assistive technologies to access teaching, learning and assessment material.  Going forward, it will be worthwhile to consider Universal Design (UD) and Universal Design for Learning (UDL), as well as blended learning and MOOCS as ways to engage a diverse group of students.<br></p><p>Universal Design and Universal Design for Learning have been discussed, written about and researched extensively in the past 10 – 15 years by organisations such as the <a href="http://www.cast.org/"><strong class="ms-rteThemeForeColor-5-0" style="">Centre for Applied Special Technologies</strong></a>  (CAST). In an <a href="https://ajod.org/index.php/ajod/article/view/519/1100">article</a> for the African Journal of Disability (2019), Elizabeth Dalton and her co-authors discuss how using the three principles in UDL can help promote equity and flexibility for diverse groups of students. The first is the multiple ways of representing information. This is presenting multi-media formats, such as digital means, pictures, music, captioning, audio and pre-recordings. Secondly, allowing for multiple ways in which students can engage with learning material to engage their interests, such as voice notes, SMS, WhatsApp, blogs,  group work, service learning and vlogs (from low to high tech). Thirdly, multiple means of action and expression, where students can demonstrate their knowledge in various ways, such as essays, verbal inputs, web design, and tasks submitted via email, SMS, WhatsApp, blogs, vlogs, and PowerPoint presentations. </p><p>Robert Black, Lois Weinberg and Martin Brodwin from California State University also <a href="https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1131&context=eei"><strong class="ms-rteThemeForeColor-5-0" style="">espouse</strong></a><strong class="ms-rteThemeForeColor-5-0" style=""> </strong>the value of using UD principles, with specific reference to students with disabilities. Incorporating such principles in design in all course and assessment practices, would be valuable to all students, given their natural diversity.</p><p>In a 2019 <a href="https://ajod.org/index.php/ajod/article/view/558"><strong class="ms-rteThemeForeColor-5-0" style="">article</strong></a><strong class="ms-rteThemeForeColor-5-0" style=""> </strong>on the role of the Higher Education Disability Services Association in South Africa (HEDSA), I also drew attention to electronic lists or contact lists of people as a specific interest group and emails as common ways to share information. The use of low technologies are possible as means to engage with UDL, given the prolific use of cell phones and smart phones as Willie Chinyamurindi from the University of Fort Hare recently pointed out in a <a href="https://theconversation.com/five-ways-academics-can-manage-covid-19-shutdowns-133947"><strong class="ms-rteThemeForeColor-5-0" style="">piece</strong></a><strong class="ms-rteThemeForeColor-5-0" style=""> </strong>for The Conversation. Echoing similar sentiments, Michael Rowe from the University of the Western Cape <a href="https://www.mrowe.co.za/blog/2020/04/universal-principles-of-learning-task-design-crisis-edition/"><strong class="ms-rteThemeForeColor-5-0" style="">highlights</strong></a><strong class="ms-rteThemeForeColor-5-0" style=""> </strong>the value of cell phones and exploring simple and low-cost universal modes of information sharing.</p><p>Despite our students' technological and contextual challenges, there are pockets of experience to draw from, where low-cost and low-tech solutions have been used to engage students. Drawing on UD and UDL, it is possible to be flexible and explore various means that can add to this. Everybody is challenged and possibly rendered “disabled" in the online space, and drawing on existing expertise does not have to be daunting. <br></p><p>Being truly inclusive means that we acknowledge that we cannot treat all students in the same way when there is so much diversity.  Presenting material in various ways, such as a text of your talk and a recording of your presentation, already caters to many students as some might be stronger in reading and others better at listening. This benefits students with specific disabilities too, such as those with reading or writing disorders. Providing students with alternative ways to present their knowledge also allows for a student's particular strengths to emerge as one might prefer to send an audio/voice note of as a response, while another might send a text or Word document.<br></p><p>Incorporating the three core principles of UDL in our educational environments will open the space for an engaged student population, with flexible teaching, learning and assessment options. Low-tech resources such as voice notes, WhatsApp documents, video calls, and emails can then easily be incorporated. Basic messaging can be used for interaction and feedback. <br></p><p>Education policy-makers have acknowledged the need for flexible curricula given our diverse student populations and the need for equity redress. Improving technologies in education has also been encouraged. More needs to be done regarding assistive technologies and designing accessible courses from the start for our students who have varying abilities and resources.  <br></p><ul><li><strong>Photo</strong>: A large-print keyboard with tactile elements and special keys for the visually impaired. <strong>Credit</strong>: Econterms</li></ul><p><strong>*Dr Marcia Lyner-Cleophas, an educational psychologist, heads the</strong><strong> </strong><strong>Disability Unit in the Centre for Student Counselling and Development at Stellenbosch University.</strong></p><p>  </p><p>​ </p><p><br></p>
SU Teaching Excellence Awards 2020http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7443SU Teaching Excellence Awards 2020CTL/SOL<p>​<span style="text-align:justify;">Applications are currently awaited for the Stellenbosch University T</span><span style="text-align:justify;">eaching Excellence Awards 2020.</span><span style="text-align:justify;"> </span></p><p style="text-align:justify;">The awards acknowledge teaching of outstanding merit at Stellenbosch University. All teaching staff – permanent as well as contract appointments – are eligible for these awards. </p><p style="text-align:justify;">The awards are offered in two categories, namely <em>Developing Teacher</em> and <em>Distinguished Teacher</em>. The <strong><em>Developing Teacher</em></strong><strong> </strong><strong>award</strong> is open to lecturers who can be described as “<em>scholarly teachers</em>":</p><p style="text-align:justify;"><em>Reflective practitioners</em> think deliberately and critically about their teaching practice, and systematically review and document their professional growth. <em>Scholarly teachers</em><em> </em>additionally draw on educational literature to reflect on their teaching practice and professional growth, and move beyond personal reflection to observation and peer review of their teaching.</p><p style="text-align:justify;">(<em>Teaching and Learning Policy</em>, 2018:4-5)</p><p style="text-align:justify;">The <strong><em>Distinguished Teacher</em></strong><strong> </strong><strong>award</strong> is open to teaching academics who are “<em>teaching scholars</em>" or “<em>leaderly teaching scholars</em>":</p><p style="text-align:justify;"><em>Teaching scholars</em> research their teaching practice and document their professional growth with a view to publishing their findings publicly and contributing to the body of teaching and learning knowledge. <em>Leaderly teaching scholars</em><em> </em>contribute to the body of teaching and learning knowledge through publication, and provide leadership in the field of teaching practice institutionally, nationally and internationally. </p><p style="text-align:justify;">(<em>Teaching and Learning Policy</em>, 2018:5)</p><p style="text-align:justify;">The <em>Developing Teacher</em> award may be received once only and the <em>Distinguished Teacher</em> award once every five years.</p><p style="text-align:justify;">In accordance with the <em>Teaching and Learning Policy</em> (2018:5), the teaching portfolio is used as the primary vehicle by which teaching excellence is judged. Nominees are interviewed for 10 minutes during the institutional selection meeting and nominees for the <em>Distinguished Teacher</em> award do a 10-minute presentation, in addition. </p><p style="text-align:justify;">Portfolios may be submitted in pdf format or in an electronic format of the applicant's choice. Assistance with portfolio development is available from the Centre for Teaching and Learning (CTL) advisors in faculties. </p><p style="text-align:justify;">Nominees are initially selected by means of an internal faculty process. Successful faculty applications should subsequently be submitted to <a href="mailto:kcattell@sun.ac.za"><span style="text-decoration:underline;">kcattell@sun.ac.za</span></a><span style="text-decoration:underline;"> </span><span style="text-decoration:underline;">at</span><span style="text-decoration:underline;"> </span>the Centre for Teaching and Learning (CTL) by <strong>30 September 2020</strong>. After review by an institutional committee, the successful nominees will be informed of their selection in the fourth quarter and receive their awards at a ceremony at the end of that quarter. </p><p style="text-align:justify;">For enquiries, please contact Dr Karin Cattell-Holden at <a href="mailto:kcattell@sun.ac.za"><span style="text-decoration:underline;">kcattell@sun.ac.za</span></a>.<br></p><p><br></p>
First-year Achievement Awards http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7377First-year Achievement Awards CTL/SOL<p>​<br></p><p><strong>First-year Achievement Awards / Eerstejaars Prestasietoekennings / Amabhaso eMpumelelo waBafundi boNyaka wokuQala ​</strong><br></p><p><br></p><p><em>Top Achieving First-Year Students 2019​​</em></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr class="ms-rteTableEvenRow-default"><td class="ms-rteTableEvenCol-default" style="width:33.333333333333336%;">​​​​Lauren Badenhorst<br></td><td class="ms-rteTableOddCol-default" style="width:33.333333333333336%;">​Tara Grobbelaar<br></td><td class="ms-rteTableEvenCol-default" style="width:33.333333333333336%;">​Lizè Myburgh<br></td></tr><tr class="ms-rteTableOddRow-default"><td class="ms-rteTableEvenCol-default">​Karabo Bapela<br></td><td class="ms-rteTableOddCol-default">​Jessica Hillier<br></td><td class="ms-rteTableEvenCol-default">​Julia Snyckers<br></td></tr><tr class="ms-rteTableEvenRow-default"><td class="ms-rteTableEvenCol-default">​Rehab Botlholo<br></td><td class="ms-rteTableOddCol-default">​Bradley Jacobs<br></td><td class="ms-rteTableEvenCol-default">​Wicus van der Linden<br></td></tr><tr class="ms-rteTableOddRow-default"><td class="ms-rteTableEvenCol-default">​Jason Brown<br></td><td class="ms-rteTableOddCol-default">​Hans-Christoph Lange<br></td><td class="ms-rteTableEvenCol-default">​Suné van Dyk<br></td></tr><tr class="ms-rteTableEvenRow-default"><td class="ms-rteTableEvenCol-default">​Tiaan Cilliers<br></td><td class="ms-rteTableOddCol-default">​Peng-chen Liang<br></td><td class="ms-rteTableEvenCol-default">​Slade van Rooyen<br></td></tr><tr class="ms-rteTableOddRow-default"><td class="ms-rteTableEvenCol-default">​Pieter Conradie<br></td><td class="ms-rteTableOddCol-default">​Danielle Louw<br></td><td class="ms-rteTableEvenCol-default">​Megan van Schalkwyk<br></td></tr><tr class="ms-rteTableEvenRow-default"><td class="ms-rteTableEvenCol-default">​Christa-Mari de Lange<br></td><td class="ms-rteTableOddCol-default">​Zoë McCathie<br></td><td class="ms-rteTableEvenCol-default">​Brendan Watling<br></td></tr><tr class="ms-rteTableOddRow-default"><td class="ms-rteTableEvenCol-default" rowspan="1">​Tanitah Deyzel<br></td><td class="ms-rteTableOddCol-default" rowspan="1">​Ralph McDougall<br></td><td class="ms-rteTableEvenCol-default" rowspan="1">​Matthew Wille<br></td></tr><tr class="ms-rteTableEvenRow-default"><td class="ms-rteTableEvenCol-default" rowspan="1">​Helette du Plessis<br></td><td class="ms-rteTableOddCol-default" rowspan="1">​Nur-Ayn Mohamed<br></td><td class="ms-rteTableEvenCol-default" rowspan="1"><span class="ms-rteThemeForeColor-2-0">​Jacques W</span><span class="ms-rteThemeBackColor-1-0 ms-rteThemeForeColor-2-0" style="font-family:arial, sans-serif;font-size:13.333333015441895px;">ü</span><span class="ms-rteThemeBackColor-1-0 ms-rteThemeForeColor-2-0">​</span><span class="ms-rteThemeForeColor-2-0">st</span><br></td></tr><tr class="ms-rteTableOddRow-default"><td class="ms-rteTableEvenCol-default" rowspan="1">​Jean Durand<br></td><td class="ms-rteTableOddCol-default" rowspan="1">​Petronè Moolman<br></td><td class="ms-rteTableEvenCol-default" rowspan="1">​Suewellyn Zimmermann<br></td></tr><tr class="ms-rteTableFooterRow-default"><td class="ms-rteTableFooterEvenCol-default" rowspan="1"><span class="ms-rteThemeForeColor-2-0">​Karli du Toit<br></span></td><td class="ms-rteTableFooterOddCol-default" rowspan="1"><span class="ms-rteThemeForeColor-2-0">​Thando Mtimkulu</span><br></td><td class="ms-rteTableFooterEvenCol-default" rowspan="1">​</td></tr></tbody></table><p><br></p><p><em>Nominated Lecturers 2019</em><br></p><p></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:33.333333333333336%;">​Alex Andrason<br></td><td class="ms-rteTable-default" style="width:33.333333333333336%;">​Sonia Human<br></td><td class="ms-rteTable-default" style="width:33.333333333333336%;">​Michael Schmeisser<br></td></tr><tr><td class="ms-rteTable-default">​Léa Benabdelghaffar<br></td><td class="ms-rteTable-default">​Doret Jordaan<br></td><td class="ms-rteTable-default">​Debra Shepherd<br></td></tr><tr><td class="ms-rteTable-default">Amy Daniels​</td><td class="ms-rteTable-default">​Herman Kamper<br></td><td class="ms-rteTable-default">​Garrett Slattery<br></td></tr><tr><td class="ms-rteTable-default">Andrew Fransman​</td><td class="ms-rteTable-default">​Erna Lampen<br></td><td class="ms-rteTable-default">​JP Smit<br></td></tr><tr><td class="ms-rteTable-default">​Jerome Fredericks<br></td><td class="ms-rteTable-default">​Anieka Malan<br></td><td class="ms-rteTable-default">​Sybil Smit<br></td></tr><tr><td class="ms-rteTable-default">​James Gray<br></td><td class="ms-rteTable-default">Sophie Marques​</td><td class="ms-rteTable-default">​Marie-Anne Staebler<br></td></tr><tr><td class="ms-rteTable-default">​Helena Heath<br></td><td class="ms-rteTable-default">​Jacques Masuret<br></td><td class="ms-rteTable-default">​Hans Strijdom<br></td></tr><tr><td class="ms-rteTable-default">​Debbie Horsten<br></td><td class="ms-rteTable-default">​Eva Nel<br></td><td class="ms-rteTable-default">​Modiehi Theletsane<br></td></tr><tr><td class="ms-rteTable-default">​Karin-Therese Howell<br></td><td class="ms-rteTable-default">​JC Rademeyer<br></td><td class="ms-rteTable-default">​Hugo Touchette<br></td></tr></tbody></table><p><br></p><p><span style="font-size:13px;"><em class="ms-rteThemeFontFace-1" style="color:#000000;"><span style="color:#333333;background-color:white;font-style:normal;">The PPT of the evening is available </span></em><span class="ms-rteThemeFontFace-1">here:<a href="/english/PublishingImages/Lists/dualnews/My%20Items%20View/FYAA%20for%20students%20and%20lecturers%2020%20May%202020.pdf" target="_blank"><img class="ms-asset-icon ms-rtePosition-4" src="/_layouts/15/images/icpdf.png" alt="" />FYAA for students and lecturers 20 May 2020.pdf</a></span><br></span></p><p>The First-year Achievement Awards event for top-performing first years from the 2019 academic year was celebrated on Wednesday, 20 May 2020. Due to the COVID-19 lockdown, the event took place in the virtual space . <br></p><p>Prof Arnold Schoonwinkel, Vice-Rector (Learning and Teaching), once again hosted the event with a warm welcome to the top-achieving first-year students of 2019  and the lecturers they nominated as positively impacting their learning as first years. Prof Schoonwinkel also welcomed Deans, Vice-deans and other staff who joined in the online event. Dr Antoinette van der Merwe, Senior Director of the Division for Learning and Teaching Enhancement, was the master of ceremony and introduced the esteemed Prof Thuli Madonsela as the guest speaker.</p><p>Prof Madonsela offered wisdom in these trying times to students, lecturers and everyone else in attendance: “hold faith like a mustard seed". Prof Madonsela is an avid mountaineer who has summitted Mount Kilimanjaro and she compared our current challenging experiences to climbing a mountain. She reminded us that we need to dig deep within ourselves for the strength to overcome adversity and achieve our goals.</p><p>This was an opportunity to celebrate achievements. While it would have been good to dress up and have “the normal" dinner event with our peers and colleagues, there is an upside to the virtual event. Family and friends of the nominated students and lecturers could join in the celebration by watching it live on screen. It was an opportunity to learn that we can be innovative with technology even though it may let us down sometimes. However, just as a car can break down on the way to an event or power may fail at the dinner, we overcome these challenges by working together and helping each other. </p><p>Professor Madonsela also said that the COVID-19 pandemic is currently dictating our interactions but she reminded us that we have the inner strength to overcome many things. We were encouraged by her to help uplift society where we can, to do for others and to continue to be intellectually, emotionally, spiritually and socially strong in our endeavours to build a socially just South Africa for all its citizens. We should be guided by the values enshrined in our Constitution. <br></p><p><br></p>
Auxin with Prof Mbulungeni Madiba http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7346Auxin with Prof Mbulungeni Madiba CTL/SOL<p>​<strong style="color:#222222;font-family:calibri;font-size:11pt;">​​Title of presentation:</strong><span style="color:#222222;font-family:calibri;font-size:11pt;">  Implementing multilingualism in South African universities: dilemmas and innovations</span></p><p><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"></span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><strong>Title and name of presenter</strong></span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">: </span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">Prof Mbulungeni Madiba, Dean:  Faculty of Education</span>​<br></span></p><div><span class="ms-rteThemeForeColor-2-5"><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><strong>Short biography of presenter:</strong>  </span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">Prof Mbulungeni Madiba is Dean of the Faculty of Education at SU since September 2019. He has served as the director of the Multilingual Education Project (MEP) in the Centre for Higher Education Development (CHED) at UCT. He has been deputy dean and acting dean of the CHED a number of times, chaired UCT's Senate Language Committee and served on the UCT Council. Prof Madiba has 30 years' of teaching experience and a wealth of experience in leadership and management.  A full professor of Multilingual Education, Prof Madiba holds a DLitt et Phil (Linguistics) degree from the University of South Africa (Unisa). He has also received research fellowships and study awards from a number of higher education institutions abroad, including the universities of Cologne, London (Oppenheimer fellow), Birmingham and Harvard (Mandela fellow). As an established researcher with a C-rating from the National Research Foundation, his main research interests are language planning and policy, with a special focus on multilingual education.​</span><span style="font-size:11pt;font-family:calibri, sans-serif;"><br></span><br></span></div><div><span class="ms-rteThemeForeColor-2-5"><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><strong>Blurb:</strong> Twenty-six years into democracy, South African universities are still faced with many dilemmas in implementing multilingualism in their teaching and learning programmes (SAHRC Report, 2014). These dilemmas are of theoretical/ideological, methodological and practical nature. Some of these dilemmas have been widely exposed by the outbreak of COVID-19 pandemic.  Most universities are just not equipped to provide multilingual learning and teaching support materials to students learning remotely from home.  </span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">The aim of this presentation is to discuss these dilemmas and show innovative strategies that have/ can be used to address them in South African universities. Translanguaging is proposed as an innovative pedagogic strategy to address language policy implementation challenges identified in this </span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">presentation. It will be argued that translanguaging enables multilingual students to use their full linguistic repertoires in learning and also bridges the gap between university language policies and pedagogical practices.</span><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">​</span><br></span></div><div><br></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><strong>Date and time:</strong> 26 May 2020, 12:45 – 13:45<br></span></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><strong>Venue</strong>: MS Teams <br></span></div><div><br></div><div><br></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><strong>Articles: </strong></span></div><div><ol><li><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">Garcia, O. and Kleyn, T. 2016. <em>Translanguaging with multilingual students: Learning from Classroom moments</em>. New York: Routledge<br><br></span></li><li><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">Madiba, M. 2018. The Multilingual University. In A. Creese and A. Blackledge (eds.), <em>The Routledge Handbook of Language and Superdiversity. </em>London: Routledge (pp.504-517)​ <a href="/english/PublishingImages/Lists/dualnews/My%20Items%20View/The%20multilingual%20university.pdf" target="_blank"><img class="ms-asset-icon ms-rtePosition-4" src="/_layouts/15/images/icpdf.png" alt="" />The multilingual university.pdf</a><br></span></li></ol><br></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">For more information and for RSVP contact Juanita Layman</span></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">jlayman@sun.ac.za</span></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">021 808 3717</span></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"><br>If you are no longer able to attend the AUXIN, we request that you please CANCEL your registration at least 24 hours before the time, by contacting Ms Layman (contact details above). There are certain financial costs incurred by the CTL for each AUXIN, and the request is to minimise financial implications.<br></span></div><div><br class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5"></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2 ms-rteThemeForeColor-2-5">A podcast will be available on the CTL website after the session: </span><a href="/ctl"><span class="ms-rteFontFace-5 ms-rteFontSize-2">www.sun.ac.za/ctl</span></a><span class="ms-rteFontFace-5 ms-rteFontSize-2">​</span><br></div><div><span class="ms-rteFontFace-5 ms-rteFontSize-2"><br></span></div><p><br></p>
Auxin session with Dr Maricel Krügelhttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7284Auxin session with Dr Maricel KrügelCTL/SOL<p><strong>​Topic: </strong> Support for Online Teaching during lock-down.</p><p>Dr Krügel presents a can-do approach using Laurillard's 6 ways of learning with practical tips for doing it online in our current context. She presents the 6 ways of learning with online learning examples in SUNLearn.  She introduces free online learning designer software as a tool for <strong>constructive alignment</strong>.  It uses the storyboarding method, linking online activities to learning outcomes, considering notional hours,  and how it links to Laurillard's 6 ways of learning.  Even if lecturers have already developed online material, this can help avoid overbearing students with random activities eating up the notional hours, she says.<br></p><p><span lang="EN-US" style="font-size:11pt;font-family:calibri, sans-serif;"><strong>Date:</strong> 28 April 2020; 12h45 on MS Teams</span></p><p><span lang="EN-US" style="font-size:11pt;font-family:calibri, sans-serif;">Colleagues can send an email to Juanita Layman at <a href="mailto:jlayman@sun.ac.za">jlayman@sun.ac.za</a> to RSVP</span><br></p><p>For more information please click <a href="/english/Lists/Events/DispForm.aspx?ID=4581">here</a><br></p><p><br></p>
Shifting pedagogical practices and identitieshttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7188Shifting pedagogical practices and identitiesCTL/SOL<p>​​​<span style="text-align:justify;">Our first Learning and Teaching Enhancement (LTE) Seminar for 2020 was presented by Profs. Jan Botha & Liezel Frick, Dr. Nompilo Tshuma, and Ms Miné de Klerk. The title of their presentation was “Shifting pedagogical practices and identities: Lessons learned from the virtual classroom".</span></p><p style="text-align:justify;">There is an evolving continuum of delivery modes at Stellenbosch University (SU), ranging from fully online teaching and learning to face-to-face interaction. There is a sense of urgency and relevancy to move to more online modes of delivery, and what is curr​ently emerging, at SU, is a hybrid learning mode of delivery. The DIES/CREST Online Training Course for Supervisors of Doctoral Candidates at African Universities is an online short course that SU facilitates in collaboration with Rhodes University. Online short courses such as this provide a unique learning opportunity on what works and doesn't work, when thinking about introducing hybrid learning for programmes and modules.  </p><p style="text-align:justify;">The presentation was a reflection on shifting identities from four perspectives:</p><ol><li>The course facilitator,</li><li>The e-tutor,</li><li>The participants, and </li><li>The third space professional </li></ol><p style="text-align:justify;">The rationale for offering this was noting that the African continent has seen a high number of PhD enrollments, requiring an urgent need to ensure that the outputs are of high quality. To ensure this high quality, PhD supervisors need to be capacitated with the skills required for good supervision through well-conceptualised courses such as this. </p><p style="text-align:justify;">Reflecting on their experience, the presenters noted that a virtual classroom brings with it complexities that one needs to 'brave'. It affects one's notion of identity and requires ongoing dialogue and trust between the role players involved, having the courage to cross boundaries, and being able to continually apply a critical lens to one's own practice.  </p><p style="text-align:justify;">There was a lively engagement from colleagues present, who noted that the presentation prompted deeper thinking around pedagogical decisions one takes when facilitating a fully online or hybrid course. Feedback elicited after the seminar indicates that those who attended found the seminar to be very useful, citing that they appreciated listening to the different perspectives; which they found useful in shaping their thinking about teaching and learning going forward.</p><p style="text-align:justify;">The next LTE Seminar will be on the 12<sup>th</sup> of May and will be hosted by the Centre for Teaching and Learning. Dr. Karin Cattell-Holden will be presenting on the recognition of excellent teaching. <br><br></p>
Auxin session with Jerall Toi and Jerusha Naidoo http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7167Auxin session with Jerall Toi and Jerusha Naidoo CTL/SOL<p>​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.<br></p><p><strong>Presenters:</strong> Jerall Toi & Jerusha Naidoo of the SU Division for Information Governance<br></p><div>Jerall might sometimes introduce himself as a privacy professional and immediately thereafter argue that privacy is not actually a profession. He often gets asked if he is an attorney (he’s not). Rather, privacy draws on and co-ordinates a variety of other professions and disciplines. Jerall’s career is peppered with IT and audit firm jargon, part-time game design, and board membership of a technology-oriented non-profit.</div><div><br></div><div>Jerusha is a wearer of many hats. One of them is that she is currently a non-practising attorney. She has a background in general legal practice and in legal and compliance consulting. She enjoys privacy law as an emerging area of law which speaks across all disciplines. She is a fan of good coffee and tasty food.</div><div><br></div><div><div><strong>Title of Presentation: </strong>Privacy legislation and innovative teaching practices <br></div><div><strong><br></strong></div><div><strong>Blurb (Including Conclusions and Implications for Teaching and Learning at SU): </strong>Privacy is a human right. But, as academics, how do we give effect to that right in the lecture hall? During this session, Jerall and Jerusha will bust several privacy myths. They will also introduce the SU privacy impact methodology—the output of research conducted within the Division for Information Governance—as an enabler, rather than a compliance burden, of innovative teaching practices and technologies.<br></div><div><br><strong>Date of Presentation:</strong> 24 March 2020<br></div><div><strong>Venue: </strong>Den Bosch, 41 Victoria Street (opposite House Skuilhoek and directly behind the Conservatoire) on Stellenbosch campus.</div><div><br></div><div><strong>Please RSVP by contacting Juanita Layman and indicate if you have dietary requirements.</strong><br></div><div><br></div><div><strong>Enquiries & RSVP: </strong><p>Ms Juanita Layman</p><p><a href="mailto:jlayman@sun.ac.za">jlayman@sun.ac.za</a></p><p>021 808 3717<br></p><br></div><div>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 24 hours before the time, by contacting Ms Layman (contact details above). There are certain financial costs incurred by the CTL for each AUXIN, and the request is to minimise financial implications.<br></div><br></div><div>A podcast will be available on the CTL website after the session: www.sun.ac.za/ctl<br></div><p><br></p>
Learning and Teaching Enhancement Seminar: 12 March 2020http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7164Learning and Teaching Enhancement Seminar: 12 March 2020CTL/SOL<p>​<span style="text-align:justify;">Y</span><span style="text-align:justify;">ou are invited to the first of the four 2020 quarterly Teaching and Learning Seminars under the auspices of the Vice-Rector (L&T), Prof Arnold Schoonwinkel, and the Learning and Teaching Enhancement Division.</span></p><p><strong>Topic: </strong>Shifting pedagogical practices and identities: Lessons learned from the virtual classroom</p><p style="text-align:justify;"><strong>Presenters: </strong>Jan Botha, Miné de Klerk and Nompilo Tshuma</p><p style="text-align:justify;"><strong>Short biographies:</strong> Jan Botha is professor in the Centre for Research on Evaluation, Science and Technology (CREST) at the University of Stellenbosch. He is the course leader for the DIES/CREST Online Course for Doctoral Supervisors at African Universities. Miné de Klerk is the advisor for online and hybrid learning at the Centre for Learning Technologies and managed the online learning design of the above-mentioned course. Dr Nompilo Tshuma is currently a Lecturer in the Centre for Higher and Adult Education (Department of Curriculum Studies). Her role in this course included being an online tutor, training remote online tutors and contributing to the design of this online short course.</p><p style="text-align:justify;"><strong>Blurb: </strong>Stellenbosch University (SU) is in the process of expanding its academic offering to include more flexible learning models that can reach students beyond our physical campus. The recent initiation of hybrid learning* and the proliferation of fully or partly online short courses asks for an improved awareness of the challenges and opportunities associated with the virtual classroom. The presenters of this seminar learned valuable lessons through the design and implementation of multiple rounds of a fully online short programme for doctoral supervisors. The notion of academic identity serves as an overarching theme as they share their reflections on the (shifting) roles of lecturers and professional academic support staff throughout this collaborative project.</p><p style="text-align:justify;"> </p><p style="text-align:justify;"><strong>In this seminar, we will focus on the following:</strong></p><p>a. Contextualising the case study, the <em>DIES/CREST Online Course for Doctoral Supervisors at African Universities, </em>within the continuum of academic offerings at SU;</p><p>b. Reflecting on online facilitation and how this relates to academic identity;</p><p>c. Discussing the potential for transformative learning, as well as the practical and educational challenges that online learners experienced</p><p>d. Critically investigating a number of key assumptions about the relationship between the lecturer, learning design practices and digital technology.</p><p> </p><p>* Hybrid Mode Learning refers to a combination of contact and fully online learning. Students meet with learning facilitators for block contact sessions in a physical learning space, which can be geographically distributed beyond SU's current campuses. A large part of the learning, however, is facilitated online via the Internet.</p><p> </p><p><strong>Time:</strong> 13:00-13:45 on 12 March 2020</p><p style="text-align:justify;"><strong>Place:</strong> Room 3008, Faculty of Education</p><p style="text-align:justify;">Refreshments will be served from 12:45.</p><p style="text-align:justify;"><strong>Enquiries:</strong> JP Bosman (<a href="mailto:jpbosman@sun.ac.za">jpbosman@sun.ac.za</a>) </p><p style="text-align:justify;"><strong>RSVP</strong> by 10 March 2020</p><p><strong>Internet reservation</strong>: Click on the following link to register your seat on Eventbrite</p><p>(Inetkey open - go to the website and click on the Register button):</p><p style="text-align:justify;"><a href="https://eur03.safelinks.protection.outlook.com/?url=https://www.eventbrite.com/e/lte-seminar-12-march-2020-shifting-pedagogical-practices-and-identities-tickets-92893520019&data=02%7c01%7c%7c97d13fae79c245d7df9608d7afb32b7b%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c637171056370935762&sdata=/M1Eo6vpnyTskp1SO899hvsbDx2L9tCqUuAOm5Fn4VQ%3D&reserved=0"><strong>https://www.eventbrite.com/e/lte-seminar-12-march-2020-shifting-pedagogical-practices-and-identities-tickets-92893520019</strong></a><strong> </strong></p><p><br><br></p>
CTL Bloghttp://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=7116CTL BlogCTL/SOL<p>​<span lang="EN-US" style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">​The Centre for Teaching and Learning (CTL) is pleased to announce  a series of blog posts on the theme “(Your) teaching matters @ SU’’. We aim to contribute to the teaching and learning in higher education dialogue as thought leaders and enablers of authentic, contextualised teaching and learning. We aim to challenge complacent thinking in scholarly ways through sharing alternative ways of thinking, knowing and doing. We therefore pose thought-provoking questions aimed at stimulating debate about teaching and learning. We invite the SU community as well as the national and international higher education communities to join in this debate.  Click <a href="https://www0.sun.ac.za/ctlresources/ctlblog" style="text-decoration:underline;"><strong>here</strong></a> to read “Why (<em>Y</em>our) teaching matters” </span><br></p>