| AI-Mediated Multimedia – Transforming Content Creation | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10947 | | AI-Mediated Multimedia – Transforming Content Creation | Lucille Müller | <p><strong>AI-Mediated Multimedia</strong> – Transforming Content Creation</p><p>Unlock the potential of AI in multimedia content creation with our comprehensive guide, <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Documents/AI-Mediated%20Multimedia/AI-mediated%20Multimedia.pdf" target="_blank"><strong>AI-Mediated Multimedia – Transforming Content Creation</strong></a>. It focuses on AI-generated images, but also touches on generating videos and music. This guide provides valuable insight into the integration of generative AI tools, and into best practices and ethical considerations for incorporating generative AI (GenAI) into your teaching. Learn how to craft effective text-to-image prompts and which multimedia generation tools and websites to use. You will also find recommendations for free stock image websites and essential tips for proper attribution, along with guidance on intellectual property and compliance with privacy requirements. Discover how AI can transform your teaching material and help you to engage your students in new and innovative ways.</p><p>This guide is also available in Afrikaans and isiXhosa:<br></p><p>· <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Documents/AI-Mediated%20Multimedia/KI-bemiddelde%20Multimedia.pdf" target="_blank"><strong>KI-Bemiddelde Multimedia – 'n Omwenteling in Inhoudskepping</strong></a></p><p>· <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Documents/AI-Mediated%20Multimedia/UBukho%20beAI%20kwiiNtlobo%20zoNxibelelwano%20ezaHlukahlukeneyo.pdf" target="_blank"><strong>UBukho beAI kwiiNtlobo zoNxibelelwano ezaHlukahlukeneyo</strong></a></p><p> <em>Image generated with AI by Freepik/</em><a href="https://www.freepik.com/pikaso"><span lang="EN-GB" style="text-decoration:underline;"><em>freepik.com/pikaso</em></span></a><br></p> |
| World Telecommunications Day: Aspirations and disappointments of digital education | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10698 | | World Telecommunications Day: Aspirations and disappointments of digital education | Dr Sonja Strydom | <div><span class="ms-rteThemeFontFace-2"><i>Many from low-income households or rural areas lacked access and digital devices appropriate for learning.</i></span><br></div><p></p><a href="https://www.un.org/en/observances/telecommunication-day"><span class="ms-rteThemeFontFace-1">World Telecommunication and Information Society Day</span></a><span class="ms-rteThemeFontFace-1"> is celebrated annually on 17 May. This year’s theme “digital innovation for sustainable development” emphasises the importance of digital solutions to address major global challenges and to accelerate progress in key areas. One such area is education.</span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The UN has identified </span><a href="https://sdgs.un.org/goals"><span class="ms-rteThemeFontFace-1">17 sustainable development goals</span></a><span class="ms-rteThemeFontFace-1"> of which quality education is the fourth. This aspiration calls for inclusive and equitable education and the promotion of lifelong learning opportunities for all. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The fundamental underpinning of this goal is to foster constructive transformation by highlighting the power of education when aiming to contribute to a sustainable and equitable world. The goal’s premise emphasises education’s transformative capacity to drive positive change, ultimately propelling progress towards a sustainable and equitable global society.</span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Digital education is frequently lauded as the main driving force in modernising educational systems. It holds the promise of ensuring equitable learning opportunities for all and equipping school-based learners and students with the necessary skills to thrive in the professional world. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Many examples in our recent history speak to this. For example, the </span><a href="https://www.mooc.org/"><span class="ms-rteThemeFontFace-1">Massive Open Online Course</span></a><span class="ms-rteThemeFontFace-1"> (MOOC) movement gained momentum in the early 2010s and can be traced back to Stanford University’s offer of free online courses in 2011. This movement held the promise of democratising education — rendering it accessible to individuals regardless of their geographical location, socioeconomic status or financial constraints. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">At the same time, it aspired to achieve scalability, enabling the delivery of educational content to vast numbers of students simultaneously. Furthermore, MOOCs were envisioned as an affordable and flexible alternative to traditional educational models, accommodating diverse student needs and schedules.</span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Despite the initial enthusiasm, the movement has failed to sustain its momentum and meet the lofty expectations it had set. Low completion rates were observed across various MOOC offerings which cast doubt on the effectiveness of the learning experience. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Moreover, MOOC providers grappled with the challenge of establishing sustainable revenue streams. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Compounding these issues was the lack of widespread credibility, and recognition for MOOC credentials, among employers and traditional academic institutions. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The massive scale of MOOCs inherently made it impossible to provide personalised support and feedback to students. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">A comparable situation unfolded during the Covid-19 pandemic, where educational institutions faced an abrupt transition to online learning. Those schools and higher education institutions with the financial resources and technological infrastructure managed to pivot from conventional face-to-face instruction to remote learning with relative success.</span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Low-resourced educational institutions, however, experienced challenges associated with the stark digital divide among learners and students. Many from low-income households or rural areas lacked access and digital devices appropriate for learning. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Other challenges include those with learning disabilities and special needs as well as language barriers where students from non-English speaking backgrounds, or with limited language proficiency, provided many additional hurdles. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">In addition, the lack of preparedness of teachers and/or lecturers and the impact online learning had on assessment practices proved to be problematic. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The contemporary educational landscape is witnessing a resurgence of interest and investment in digital learning modalities, catalysed by the rapid advancements in artificial intelligence (AI). This renewed enthusiasm for AI-driven educational solutions is propelling innovative approaches that have the potential to transform the way we teach and learn. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The integration of AI into education holds immense potential to transform conventional learning approaches. A compelling case is being made for leveraging AI to create personalised learning pathways tailored to each student’s unique needs. Intelligent tutoring systems, powered by AI, can provide real-time feedback and guidance, emulating the role of a human tutor and supporting students in their educational journey. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Additionally, AI-driven adaptive learning capabilities can dynamically adjust the content, pacing and difficulty level of learning materials based on a student’s progress and comprehension, ensuring a more engaging and effective learning experience. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Furthermore, AI large language models and generative AI (GenAI) can contribute to the creation of educational content, potentially enhancing accessibility and reducing the costs associated with content development. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">While acknowledging the challenges and limitations that previous educational initiatives, such as MOOCs and the rapid transition to online learning during the Covid-19 pandemic, have faced, a critical question arises: Can this latest wave of enthusiasm surrounding AI in education genuinely contribute to achieving equitable and high-quality learning experiences for all students or will it merely perpetuate existing disparities? </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The promise of AI educational technologies is undeniably captivating, but their true potential to democratise and enhance educational opportunities remains uncertain, without learning from the past. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">In South Africa much is still to be done in terms of bridging the digital divide. Only with a proper, sustainable infrastructure; knowledgeable, digitally literate students and lecturers and pedagogically-sound practices could the impact of AI in education be further explored. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">There are already broad recommendations on the use of AI for educational purposes, such as the consideration of ethical frameworks; lecturer training and support initiatives and the development of robust assessment practices. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">However, more is needed to avoid further disillusionment with digital technology. Additional and robust steps should include efforts to mitigate biases by ensuring that AI algorithms and systems are developed with a strong focus on diversity, equity and inclusion. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">This involves diverse and representative data sets, rigorous testing for bias and the inclusion of culturally responsive and inclusive pedagogical approaches. Furthermore, the development of evidence-based understanding of human-AI collaboration — especially in the local context — is vital. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">To further knowledge and understanding, interdisciplinary collaboration in the educational sphere should be prioritised. Encouraging collaboration between AI experts, teaching academics, disciplinary experts, social scientist, and policymakers that are not only technology-driven, but also grounded in sound pedagogical principles and social impact considerations, should be prioritised. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">To promote the quest of lifelong learning, </span><a href="https://www.unesco.org/en/open-educational-resources"><span class="ms-rteThemeFontFace-1">open educational resources</span></a><span class="ms-rteThemeFontFace-1"> could be emphasised by helping to reduce costs and increase accessibility, particularly for resource-constrained institutions and communities. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Educational innovation and experimentation should be prioritised where pilot projects, sandboxes or incubating spaces are encouraged to explore novel applications by fostering an environment of responsible innovation and continuous improvement. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Students are important stakeholders and role players. By encouraging student agency and co-creation, students could be involved as active participants in the design and development of AI-mediated educational solutions and initiatives. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">The rapid advancement of digital technologies, with GenAI at the forefront, has opened a world of possibilities for the educational field. However, amid this exciting technological revolution, it is incumbent upon all stakeholders — educators, lecturers, technology experts, policymakers — to constantly navigate this ever-evolving landscape with a critical eye.</span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">We must continuously and consistently question and evaluate whether these cutting-edge innovations are truly fostering opportunities for equitable and lifelong learning, ensuring that no learner or student is left behind. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">By engaging in ongoing dialogue and embracing a holistic, context-specific, inclusive approach, we can strive to learn from previous mistakes and leverage the power of AI to create equitable learning experiences and access to education for all. </span><br class="ms-rteThemeFontFace-1"><br class="ms-rteThemeFontFace-1"><span class="ms-rteThemeFontFace-1">Dr Sonja Strydom is the deputy director of the Centre for Learning Technologies and a research associate at the Centre for Higher and Adult Education at Stellenbosch University. The views expressed are those of the author and do not necessarily reflect those of the university.</span><div><span class="U665a FEdrY EZz41" style="box-sizing:border-box;line-height:1.53846;overflow:hidden;text-overflow:ellipsis;text-wrap:nowrap;padding:6px 0px 6px 10px;"><i><br>Photo by <a href="https://unsplash.com/%40disruptxn?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash" style="box-sizing:border-box;background-color:initial;transition:color 0.1s ease-in-out 0s, opacity 0.1s ease-in-out 0s;">Desola Lanre-Ologun</a> on <a href="https://unsplash.com/photos/woman-and-man-sitting-in-front-of-monitor-IgUR1iX0mqM?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash" style="box-sizing:border-box;background-color:initial;transition:color 0.1s ease-in-out 0s, opacity 0.1s ease-in-out 0s;">Unsplash</a></i></span><div><br></div><br class="ms-rteThemeFontFace-1"><p><br></p></div> |
| World Telecommunication Day: Aspirations and disappointments of digital education | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10634 | | World Telecommunication Day: Aspirations and disappointments of digital education | Sonja Strydom | <p>World Telecommunication and Information Society Day is celebrated annually on 17 May. In an opinion piece for the <em>Mail & Guardian</em>, Dr Sonja Strydom from the Centre for Learning Technologies writes that in South Africa much is still to be done in terms of bridging the digital divide. She argues that only with a proper, sustainable infrastructure, knowledgeable digitally literate students and lecturers, and pedagogically-sound practices could the impact of artificial intelligence in education be further explored.</p><ul><li>Read the original article below or click <a href="https://mg.co.za/thought-leader/opinion/2024-05-15-world-telecommunications-day-aspirations-and-disappointments-of-digital-education/"><strong class="ms-rteThemeForeColor-5-0">here</strong></a><strong class="ms-rteThemeForeColor-5-0"> </strong>for the piece as published.</li></ul><p><strong>Sonja Strydom*</strong> <br></p><p><a href="https://www.un.org/en/observances/telecommunication-day"><strong class="ms-rteThemeForeColor-5-0">World Telecommunication and Information Society Day</strong></a> is celebrated annually on 17 May. This year's theme “Digital Innovation for Sustainable Development" emphasises the importance of digital solutions to address major global challenges and to accelerate progress in key areas. One such area is education.</p><p>The United Nations identified <a href="https://sdgs.un.org/goals"><strong class="ms-rteThemeForeColor-5-0">17 sustainable development goals</strong></a> (SDGs) of which quality education is the fourth SDG. This aspiration calls for inclusive and equitable education and the promotion of lifelong learning opportunities for all. The fundamental underpinning of this goal is to foster constructive transformation by highlighting the power of education when aiming to contribute to a sustainable and equitable world. The goal's premise emphasises education's transformative capacity to drive positive change, ultimately propelling progress towards a sustainable and equitable global society.</p><p>Digital education is frequently lauded as the main driving force in modernising educational systems. It holds the promise of ensuring equitable learning opportunities for all and equipping school-based learners and students with the necessary skills to thrive in the professional world. <br></p><p>Many examples in our recent history speaks to this. For example, the <a href="https://www.mooc.org/"><strong class="ms-rteThemeForeColor-5-0">Massive Open Online Course</strong></a> (MOOC) movement gained momentum in the early 2010s and can be traced back to Stanford University's offers of free online courses in 2011. This movement held the promise of democratising education, rendering it accessible to individuals regardless of their geographical location, socioeconomic status, or financial constraints. Simultaneously, it aspired to achieve scalability, enabling the delivery of educational content to vast numbers of students simultaneously. Furthermore, MOOCs were envisioned as an affordable and flexible alternative to traditional educational models, accommodating diverse student needs and schedules.</p><p>Despite initial enthusiasm, the movement failed to sustain its momentum and meet the lofty expectations it had set. Low completion rates were observed across various MOOC offerings which cast doubts about the effectiveness of the learning experience. Moreover, MOOC providers grappled with the challenge of establishing sustainable revenue streams. Compounding these issues was the lack of widespread credibility and recognition for MOOC credentials among employers and traditional academic institutions. The massive scale of MOOCs inherently made it impossible to provide personalised support and feedback to students. <br></p><p>A comparable situation unfolded during the COVID-19 pandemic, where educational institutions faced an abrupt transition to online learning modes of provision. Those schools and higher education institutions with the financial resources and technological infrastructure managed to pivot from conventional face-to-face instruction to remote learning with relative success.<br></p><p>Low-resourced educational institutions, however, experienced challenges associated with a stark digital divide existing among learners and students. Many from low-income households or rural areas lacked access or digital devices appropriate for learning. Other challenges include those with learning disabilities and special needs as well as language barriers where students from non-English speaking backgrounds or limited language proficiency, provided many additional hurdles. Other factors included the lack of preparedness of teachers and/or lecturers, and the impact online learning had on assessment practices. <br></p><p>The contemporary educational landscape is witnessing a resurgence of interest and investment in digital learning modalities, catalyzed by the rapid advancements in artificial intelligence (AI). This renewed enthusiasm for AI-driven educational solutions is propelling innovative approaches that have the potential to transform the way we teach and learn. <br></p><p>The integration of AI in education holds immense potential to transform conventional learning approaches. A compelling case is being made for leveraging AI to create personalized learning pathways tailored to each student's unique needs. Intelligent tutoring systems, powered by AI, can provide real-time feedback and guidance, emulating the role of a human tutor and supporting students in their educational journey. Additionally, AI-driven adaptive learning capabilities can dynamically adjust the content, pacing, and difficulty level of learning materials based on a student's progress and comprehension, ensuring a more engaging and effective learning experience. Furthermore, AI large language models and generative AI (GenAI) can contribute to the creation of educational content, potentially enhancing accessibility and reducing costs associated with content development. <br></p><p>While acknowledging the shared challenges and limitations that previous educational initiatives such as MOOCs and the rapid transition to online learning during the COVID-19 pandemic have faced, a critical question arises: Can this latest wave of enthusiasm surrounding AI in education genuinely contribute to achieving equitable and high-quality learning experiences for all students, or will it merely perpetuate existing disparities? The promise of AI educational technologies is undeniably captivating, but their true potential to democratise and enhance educational opportunities currently remains uncertain without learning from the past. <br></p><p>Unfortunately, in South Africa much is still to be done in terms of bridging the digital divide. Only with a proper, sustainable infrastructure, knowledgeable digitally literate students and lecturers, and pedagogically-sound practices could the impact of AI in education be further explored. <br></p><p>There are already broad recommendations in the use of AI for educational purposes, such as the consideration of ethical frameworks, lecturer training and support initiatives and the development of robust assessment practices. However, more is needed to avoid further possible disillusionment with digital technology. Additional and robust steps should include efforts to mitigate biases by ensuring that AI algorithms and systems are developed with a strong focus on diversity, equity, and inclusion. This involves diverse and representative data sets, rigorous testing for bias, and the inclusion of culturally responsive and inclusive pedagogical approaches. Furthermore, the development of evidence-based understanding of human-AI collaboration – especially in the local context – is vital. <br></p><p>To further knowledge and understanding, interdisciplinary collaboration in the educational sphere should be prioritised. Encouraging collaboration between AI experts, teaching academics, disciplinary experts, social scientists, and policymakers that are not only technology-driven, but also grounded in sound pedagogical principles and social impact considerations should be prioritised. To promote the quest of lifelong learning, <a href="https://www.unesco.org/en/open-educational-resources"><strong class="ms-rteThemeForeColor-5-0">open educational resources</strong></a><strong class="ms-rteThemeForeColor-5-0"> </strong>(OERs) could be prioritised by helping to reduce costs and increase accessibility, particularly for resource-constrained institutions and communities. </p><p>Additionally, educational innovation and experimentation should be prioritised where pilot projects, sandboxes or incubating spaces are encouraged to explore novel applications by fostering an environment of responsible innovation and continuous improvement. Students are important stakeholders and role players. By encouraging student agency and co-creation, students could be involved as active participants in the design and development of AI-mediated educational solutions and initiatives. <br></p><p>The rapid advancement of digital technologies, with GenAI at the forefront, has opened a world of possibilities for the educational field. However, amidst this exciting technological revolution, it is incumbent upon all stakeholders – educators, lecturers, technology experts, policymakers – to constantly navigate this ever-evolving landscape with a critical eye.<br></p><p>We must continuously and consistently question and evaluate whether these cutting-edge innovations are truly fostering opportunities for equitable and lifelong learning, ensuring that no learner or student is left behind. By engaging in ongoing dialogue and embracing a holistic, context-specific, inclusive approach, we can strive to learn from previous mistakes and leverage the power of AI to create equitable learning experiences and access to education for all. <br></p><ul><li>Photo by Ron Lach at <a href="https://www.pexels.com/photo/students-using-computers-in-their-class-10638075/"><strong class="ms-rteThemeForeColor-5-0">Pexels</strong></a>.</li></ul><p><strong>*</strong><strong>Dr Sonja Strydom is the deputy director of the Centre for Learning Technologies and a research associate at the Centre for Higher and Adult Education at Stellenbosch University (SU). The views expressed are those of the author and do not necessarily reflect those of SU.</strong></p><p> <br></p><p><br></p> |
| AI and socially responsive pedagogies | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10584 | | AI and socially responsive pedagogies | Magriet De Villiers | <p>This short course offers academics who teach at SU an opportunity to broaden their knowledge and understanding of the role of AI in various pedagogical approaches, with a focus on promoting social justice. </p><p>The course will draw on theoretical perspectives and evidence-based practices, providing participants the chance to think creatively and innovatively about how AI can both hinder and enable effective pedagogical practices that support student learning. </p><p>Participants will have the opportunity to: (1) deepen their understanding of social justice in the current digitally-enabled higher education environment, (2) expand their knowledge and skills in critically engaging with automated tools like generative AI, (3) develop a deeper understanding of socially-just pedagogies and how they can impact student learning, (4) collaboratively explore practical ways AI could shape in-class and out-of-class learning experiences.<br></p><p><strong>This is an in-person, full-day course from 20 to 24 May. For preliminary registrations, please email Magriet de Villiers (mdev@sun.ac.za).</strong></p><p><br></p> |
| New partnership between the Centre for Learning Technologies and Gordon High School | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10496 | | New partnership between the Centre for Learning Technologies and Gordon High School | Dr Sonja Strydom | CLT and its staff members value the important role of social awareness and responsibility. Forming part of our practical contribution beyond the borders of the centre, we are engaging on a joint endeavour with Gordon High School in Somerset West to learn from and with each other. <br><br>The management of both the centre and the school had a constructive first meeting where joint engagements in 2024 were explored. This includes from the left Mr Noel Hendricks (Deputy Principal GHS); Ms Zainab Suliman (Deputy Director CLT); Dr Jan Petrus Bosman (Director CLT); Ms Lizette Visser (Principal GHS); Ms Desiree Titus (Deputy Principal GHS); Dr Sonja Strydom (Deputy Director CLT); and Ms Lucille Muller (Multimedia Advisor, CLT). <br><br>Gordon High School was established in 1952. At that time, it was only inside a church hall in Church Street, Somerset West. The building belonged to Mr. Eddie Gordon. The school is named after Mr. Gordon for his contribution to the promotion of teaching and learning in the Helderberg district. In 1953 a temporary building was erected in Victoria Street, Somerset West, next to the “Garden Village" community.<br><br>In August 1990 it was decided to build a new school next to the N2 in De Beers Avenue. It was a beautiful school building with a large hall that is known today as the Arthur Dunn Hall. Mr. Arthur Dunn was an excellent educator who cared a lot about the community and therefore the hall was named after him. This year the school celebrates its 72nd anniversary.<br><br>Currently there are approximately 1300 learners and 45 educators with 6 non-teaching members of staff. In the past, Gordon High excelled in academic, cultural, and sporting activities. Gordon's “trompoppies" have toured and competed at provincial and national levels. Currently, we continue to produce learners who represent the Western Province in rugby as well as athletics. Our senior rugby teams have already embarked on 4 international tours and plan to visit Namibia in 2025. <br><br>Gordon High has a proud history and many of our current learners' parents were also in the school. Many alumni who have graduated regularly return to the school and currently more than 70% of the educators are ex-learners of the school. <br><br>Over the years, Gordon High has produced many medical doctors, principals, lawyers, and academics. Some of our alumni have also left deep traces in the local community and church. Julian Jansen, journalist at the Rapport newspaper, and Dr Alan Boesak, are former learners of the school. <br><br>We as a centre are looking forward to many interactions where we can jointly develop our knowledge and understanding of the way we can move education forward.<br><br>(Author of school history: Mr Noel Hendricks) |
| Talking Transformative Assessment | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10135 | | Talking Transformative Assessment | Magriet de Villiers | <p><strong class="ms-rteForeColor-1" style="color:#424242;font-family:calibri, sans-serif;font-size:10pt;"><span style="border:1pt none windowtext;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;"><strong><span style="border:1pt none windowtext;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-feature-settings:inherit;margin:0px;padding:0cm;vertical-align:baseline;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-attachment:initial;background-origin:initial;background-clip:initial;text-decoration-line:underline;"><a href="https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Artificial-Intelligence-and-other-AI---academic-integrity-in-assessment-e28cjdg/a-aa8vdq7" title="https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Artificial-Intelligence-and-other-AI---academic-integrity-in-assessment-e28cjdg/a-aa8vdq7" target="_blank" style="border:0px;font:inherit;margin:0px;padding:0px;vertical-align:baseline;">Talks @ Stellenbosch University</a></span></strong></span></strong><span style="border:1pt none windowtext;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;color:black !important;">’s</span><span style="font:inherit;border:0px;margin:0px;padding:0px;vertical-align:baseline;color:#212121 !important;"> </span><span style="border:0px;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;color:#212121 !important;">latest episode of DLTE’s “Talking Transformative Assessment” podcast series, Elzette le Roux and Hanelie Adendorff (Centre for Teaching and Learning) engage in a thought-provoking conversation with Magriet de Villiers from the Centre for Learning Technologies. This installment deals with academic integrity, a crucial subject in higher education, especially in the age of AI. Whilst considering what this “AI”, academic integrity, is and how it relates to assessment as well as the other “AI” in the room, they touch on topics such as ownership, responsibility, and “whose business” academic integrity is. </span></p><p style="margin-bottom:0px;color:#424242;background-color:#ffffff;font-size:10pt;font-family:calibri, sans-serif;"><span style="border:0px;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;font-size:10.5pt;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;color:#212121 !important;">Tune in and join the conversation about academic integrity and its intricate ties to the world of transformative assessment.</span></p><p class="x_xmsonormal" style="color:#000000;background-color:#ffffff;margin:0cm;font-size:10pt;font-family:calibri, sans-serif;"><br></p><p class="x_xmsonormal elementToProof" style="background-color:#ffffff;margin:0cm;font-family:calibri, sans-serif;"><span class="ms-rteThemeForeColor-3-0 ms-rteFontSize-1" style="border:0px;font-style:inherit;font-variant:inherit;font-weight:inherit;font-stretch:inherit;line-height:inherit;font-family:raleway;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;">Image under license by /freepik.com</span></p><p><br><br></p><p><br></p> |
| Is ChatGPT and AI the end of assessment as we know it? | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10074 | | Is ChatGPT and AI the end of assessment as we know it? | Dr Jan Petrus Bosman | <p><b style="font-family:raleway;color:#61223b;text-decoration:underline;"></b><a href="https://eur03.safelinks.protection.outlook.com/?url=https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Is-ChatGPT-and-AI-the-end-of-assessment-as-we-know-it-e271cvq&data=05%7c01%7c%7c114c9e39733340720aa308db8f52e23e%7ca6fa3b030a3c42588433a120dffcd348%7c0%7c0%7c638261358367655466%7cUnknown%7cTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7c3000%7c%7c%7c&sdata=mtyYgZjAwXqn7BEgxSSTztFcsvfD/2YSb7WTlwvrGZ0%3D&reserved=0" target="_blank" rel="noopener noreferrer" data-auth="Verified" title="Original URL: https://podcasters.spotify.com/pod/show/stellenbosch-university/episodes/Is-ChatGPT-and-AI-the-end-of-assessment-as-we-know-it-e271cvq. Click or tap if you trust this link." data-linkindex="0" style="border:0px;font-stretch:inherit;font-size:14.6667px;line-height:inherit;font-feature-settings:inherit;margin:0px;padding:0px;vertical-align:baseline;background-color:#ffffff;text-decoration:underline;"><span style="font-family:raleway;"><b style="color:#61223b;"><span style="color:#61223b;">Talks @ Stellenbosch University</span></b> </span></a><span style="color:#242424;font-size:14.6667px;background-color:#ffffff;font-family:raleway;">recently included an episode on the topic “Is ChatGPT and AI the end of assessment as we know it?”. In this podcast, Jan Petrus Bosman, Director of the Centre for Learning Technologies, talked to Hanlie Adendorff (Centre for Teaching and Learning) and Elzette le Roux about this very important question. He shares his insight and perspectives on the rise of generative artificial intelligence systems (like ChatGPT) and the implications of this new (but actually old) “kid on the block” for higher education and specifically assessment. The conversation takes interesting twists and turns as the story of the influence of technology on human practices like education unfolds. The audience is invited to think critically about the reality of now having machines that can enhance or thwart long-standing traditions and practices (like the typical university exam or essay) in higher education. Listen at your leisure and stay informed!</span><br></p> |
| TLA and the new AI kid on the HE block: discussing implications at SU | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9744 | | TLA and the new AI kid on the HE block: discussing implications at SU | Dalene Joubert | <p><br><strong style="color:#262626;font-family:"segoe ui semilight", "segoe ui", segoe, tahoma, helvetica, arial, sans-serif;font-size:1.15em;">TLA and the new AI kid on the HE block: discussing implications at SU</strong><br><br></p><p>Parts of this article were written by ChatGPT.<br></p><p>Advances in artificial intelligence (AI) have opened up new possibilities and conversations about teaching, learning and assessment (TLA) in the sphere of higher education (HE).<br></p><p>The use and application of AI in HE has the potential to shape the learning experience and outcomes for students significantly; therefore, it should also change the way in which teaching academics approach TLA. The most talked-about AI tool currently is ChatGPT, a state-of-the-art language model developed by OpenAI. ChatGPT utilizes transformer-based deep-learning techniques to generate contextually relevant and coherent responses to questions that have been formulated in natural language. This technology has several potential applications in HE, including question-answering, personalised learning, automated grading and interactive learning. Thus traditional teaching and assessment methods will have to be revised and reconsidered to ensure and enhance student learning.<br></p><p>The <a href="/english/learning-teaching/learning-teaching-enhancement" target="_blank">Division for Learning and Teaching Enhancement (DLTE)</a> has a <a href="/english/learning-teaching/learning-teaching-enhancement/ai-in-he" target="_blank" style="text-decoration:underline;"><strong>new website</strong></a><strong style="text-decoration:underline;"> </strong>and compiled a discussion document about AI and TLA at SU. It not only explains our approach to TLA, but also includes some useful articles for further reading. Access the <strong>discussion document</strong> <strong style="text-decoration-line:underline;"><a href="/english/learning-teaching/ctl/Documents/Auxin/Discussion%20doc_ChatGPT%20in%20HE%20TLA.pdf">here</a></strong>. An <a href="/english/learning-teaching/ctl/Documents/Auxin/Infographic_AI%20%26TLA_.pdf" style="text-decoration-line:underline;"><strong>infographic</strong></a> to share is also available.<br></p><p>One of the best ways to adapt and reconsider TLA at this stage is to consider incorporating elements of the <strong style="text-decoration-line:underline;"><a href="/english/learning-teaching/ctl/Documents/Auxin/Flipped%20learning%20model.pdf" target="_blank">flipped learning model</a></strong>, like the flipped classroom, into teaching and learning practices. This approach involves students engaging with course content outside of the classroom while the more difficult aspects of learning, like the application of theory to practice, are covered during face-to-face contact sessions. AI like ChatGPT could even be leveraged to create a powerful and engaging learning experience for students.</p><p>The DLTE is hosting online lunch hour discussions about AI in HE. Discussion topics include what AI is and why we need to take note of its increasing relevance in the field of education. We address concerns about the impact of ChatGPT. Do bring your questions, thoughts and ideas to the discussions. Recordings and information about previous sessions are available <a href="/english/learning-teaching/learning-teaching-enhancement/ai-in-he" style="text-decoration:underline;"><strong>here</strong></a>.<br></p><p>If you would like to receive information about the lunch hour discussions, please send an e-mail to Dalene Joubert: dvermeulen@sun.ac.za<br></p><p><br></p> |
| Critical digital pedagogies as prerequisite for transformative online learning experiences | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9597 | | Critical digital pedagogies as prerequisite for transformative online learning experiences | Dr Sonja Strydom | <p><span style="text-align:justify;">During the recent SoTL Conference I suggested the reconsideration of critical digital pedagogies as a prerequisite for transformative online learning experiences.</span><br></p><p style="text-align:justify;"> <br></p><p style="text-align:justify;">Based on the general conference theme, I started my argument by confirming that assessment is not limited to students and their learning. Although the former could serve as instigator for student growth via continuous and lifelong learning, it also enables reflective practices on the side of the academic who teaches. By critically reflecting on our own praxes, I argue that the learning of students will be also directly impacted. By becoming a reflective and reflexive practitioner, one is then better positioned to communicate the rationale of any chosen teaching-learning-assessment (T-L-A) practices. One such a way then is to critically reflect on the way in which digital pedagogies are positioned as approaches to mediate transformative learning.</p><p style="text-align:justify;"> </p><p style="text-align:justify;">Despite well-documented challenges, higher education institutions (HEIs) still believe that the use of digital technologies could pave the way towards inclusivity and access. Blended learning, as we are all familiar with at SU, is one of the approaches once again foregrounded after the pandemic. For instance, Simbarashe (2021) is of the opinion that blended learning could especially help historically disadvantaged universities to address the digital divide and enable them to draw closer towards historically advantaged universities.</p><p style="text-align:justify;"> </p><p style="text-align:justify;">Yet, one of the challenges remain to bridge the gap between our theoretical or conceptual ideas and how it would play out in practice. Not only do we need to find practical ways of demonstrating our believes, but we also need to be guided by a robust theoretical framing that provides us with a lens or a way of understanding our practice.</p><p style="text-align:justify;"> <br></p><p style="text-align:justify;">In terms of transformative and inclusive digital pedagogical practices, one such theoretical lens is to explore the views of a renowned critical scholar, Paulo Freire and how his work could potentially be translated and embedded in the digital space. In addition, I will also draw on the work of Zembylas (2014, 2016) where he argues for the inclusion of affect in the learning space.</p><p style="text-align:justify;"> <br></p><p style="text-align:justify;"><strong>Embracing the (re)turn to affect</strong></p><p style="text-align:justify;">Increasingly, affect and emotion are foregrounded as important dimensions of interdisciplinary narratives (Athanasiou et al., 2009). When we make way for affect and emotion to also enter the learning space, we start to move away from the often conventional and traditional constructivist notions of learning towards a more nuanced and holistic view of the interconnectivity and dynamic nature of 'cognition, affect and sensual stimulations' (Zembylas, 2016). Furthermore, it is not only “what we feel in particular situations, but [also] why we feel what we feel" (Anwaruddin, 2016, p. 390). </p><p style="text-align:justify;"> </p><p style="text-align:justify;">What does it imply in the digital classroom? It means that we need to think carefully about the design of learning activities and that academics who teach could consider activities that illustrate how emotions develop and are instituted in the daily experiences of students (Anwaruddin, 2016). Of course, it is not only affect in itself that is important, but also the historical journey of affect by acknowledging the history the preceded the emotions / affect displayed in the classroom (Zembylas, 2014).</p><p style="text-align:justify;"> </p><p style="text-align:justify;"><strong>Awareness of power relations</strong></p><p style="text-align:justify;">When we start to allow affect into our pedagogical spaces and practices, we open ourselves for the consideration of historical and cultural emotions and what it means to allow this into the classroom. Inevitably, the questions would also be asked who is allowed to share their affective responses. It is within this context that power relations are unavoidable since the complex nature of affect is intertwined with our disciplinary epistemologies, our pedagogical orientations, discourse in the classroom and emotional assimilation (Zembylas, 2016, p. 545). </p><p style="text-align:justify;"> </p><p style="text-align:justify;">Power relations are further embodied in physical nature of digital technologies – in other words, the material nature of digital technologies. Feenberg (as cited in Boyd, 2016) argues that digital technology does not operate in isolation from society, but that it rather mirrors the political and/or social systems of its time. In other words, digital technology is not 'neutral' and has an impact also on power relations in the classroom. In a sense, digital technologies become the tool to support the world view of participants. In many cases, it implies the world views of those who teach. As Gairola (2021) argues, universities (and then digital spaces), could be experienced as “sites of alienation". It is especially here, where we often observe the “teacher-student-binary" (p. 23) as well as the material-non-material binary that could create sites of exclusion and further estrangement. </p><p style="text-align:justify;"> </p><p style="text-align:justify;"><strong>Using dialogue as vehicle to address issues of equality, diversity and inclusivity</strong></p><p style="text-align:justify;">I would like to argue that we rethink the notion of dialogue in the digital space. Often, when we focus on the affordances of digital tools, we tend to explore the dimensions of the tool in terms of what it can or cannot do. Although this is a necessary practice in order to integrate digital technologies sensibly into T-L-A practices, perhaps it is also time to refocus on the close alignment between the tool (the material) and the intention (the pedagogical approach). From a theoretically supported pedagogical perspective, what is it that we want to achieve with the choice of a particular digital tool? Major, Warwick, Rasmussen, Ludvigsen and Cook (2018, p. 2014), for instance, argue that “affordances only become apparent in the context of developing pedagogy and that the fate for much technology that is 'parachuted' into [the classroom] is that it will be used to support existing pedagogies.</p><p style="text-align:justify;"> </p><p>To conclude, none of the above-mentioned is necessarily new or revolutionary. These are practices that have been employed in education for many years. Yet, perhaps it also becomes time to reconsider these practices specifically within the digital spaces since it is evident that digital inequalities are becoming more complex in HE. Technology is not neutral and “enables, echoes or amplifies existing and unequal power relations" (Czerniewicz, 2022, p. 4). It is only when we as scholars and practitioners continuously reflect and critically assess our choices and intent, that we could gradually move forward in our quest for transformative online learning experiences.</p> |
| A visit to the Stellenbosch Library Makerspace: An exceptional, mind-blowing experience | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9596 | | A visit to the Stellenbosch Library Makerspace: An exceptional, mind-blowing experience | Elzette le Roux | <p><span lang="EN-GB" style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;">The
monthly Centre for Learning Technologies (CLT) staff meeting for October took
place in a different space than usual. The CLT staff visited the Stellenbosch
Library Makerspace where not only meeting of the minds could take place, but
some innovative and stimulating ideas came to life. </span></p><p><span lang="EN-GB" style="font-size:11pt;line-height:107%;font-family:calibri, sans-serif;"><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/Makerspace.PNG" alt="Makerspace.PNG" style="margin:5px;" /><br></span></p><p>The Makerspace provides an innovative and stimulating environment to staff and registered students for collaborative prototyping, inventing, and learning. <a href="https://libguides.sun.ac.za/makerspace/home">Norman Hebler</a> guided the CLT staff through the different design workstations that provide an area for 3D modelling and circuit design, including the computers with aided design software. In addition, there are four construction workstations with oscilloscopes and soldering for those interested in putting hand to task to construct something creative. What sparked the most interest amongst the CLT staff was the 3D modelling and printing possibilities and how ideas for 3D printing can be combined with educational ideas. </p><p>According to some of the CLT staff members, there is a fun element to engaging in 3D printing. When students are having fun, they also learn better – the staff can attest to this. The 3D printing process includes a design component where ideas can creatively be transformed into a design while you also develop your creative computer design skills. After designing the idea on the computers, the idea and design are made manifest when being 3D printed. According to staff the printing process made the design a reality and can be used innovatively for teaching props (technology). Some staff experienced the time in the Makerspace as a “whole-brain thinking" experience, “unlocking" the use of one's brain that is not necessarily activated while engaging with specific disciplinary knowledge. Some staff described the experience as mind-blowing since even small, printed objects can have great meaning that stimulates further learning and/or meaningful experiences through a “new-found" creative lens. Another real-life remark was that the 3D experience brought the fun and excitement back into education, affirming the importance of considering more progressive approaches in education. 3D printing could also be used to print prototypes of objects that can assist in students' experiential learning experience. </p><p>The CLT staff did not only learn more about what the Makerspace has to offer, the infinite innovation possibilities and how to manifest creative ideas, but also learned more from one another in a fun way and in a different space.</p><p>For more information on the Makerspace, visit the website <a href="https://library.sun.ac.za/en-za/Learning/Pages/Makerspace.aspx">here</a>.<br></p> |
