| 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> |
| SUNLearn 2023 Module Rollover | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9577 | | SUNLearn 2023 Module Rollover | Thys Murray | <p style="text-align:justify;"><strong>Dear SUNLearn facilitators (25-11-2022)</strong><br></p><p style="text-align:justify;">Content from all registered courses has now been transferred to their respective 2023 module spaces and all staff members have been enrolled to the 2023 versions of their current 2022 modules.</p><p style="text-align:justify;">Please note the following:<br></p><div style="text-align:justify;"><ul><li>All 2023 modules are set to be available from 1 January to 31 December 2022. This means that until next year the 2023 modules will be listed in the <strong>Future </strong>category of your Dashboard after which it will be moved to your <strong>In progress</strong> category.<br></li><li>To improve the rollover process, all 2023 courses were set to the default <em>Edwiser </em>theme. You can still change your layout to which ever format you prefer by going into the module's settings and choosing the layout of your choice under <strong>Course format</strong>.</li><li>If you are not planning on using 2022 content for 2023, you can delete the content an item or topic at a time.</li><li>All 2023 modules are currently hidden from students, but we will make it visible closer to the start of classes (Health Sciences' modules will be visible for the start of their classes).<br></li><li>2022 modules will be accessible to students untill at least March 2023, though they will be listed in the <strong>Past </strong>category from 1 January 2023.<br></li></ul></div><p style="text-align:justify;">Kind regards<br></p><p style="text-align:justify;">The Learning Technologies Support (SUNLearn) team<br><a href="https://learnhelp.sun.ac.za/" target="_blank">https://learnhelp.sun.ac.za</a><br>021 808 2222<br></p><p><br></p><p><strong style="text-align:justify;">Dear SUNLearn facilitators (12-11-2022)</strong></p><p style="text-align:justify;">It is that time of the year again to bring 2021 to completion and to start with the rollover process to activate modules for 2022. As before, all registered 2022 modules will be created on SUNLearn automatically without being requested. Students are then automatically enrolled to these modules during registration and lecturers can decide whether they want to make use of the module space or not.<br></p><p style="text-align:justify;">Regarding the content:<br></p><ul><li><strong>All content</strong> (except Turnitin links) <strong>of all registered 2022 modules will be carried over to their respective 2023 module</strong>. All these modules are hidden from students until the start of classes (Health Sciences' modules will be made visible earlier for when their students start). In case content should remain hidden after the start of classes (e.g. in the case of second semester modules), it can be hidden either by item or by topic / section.<br></li><li><strong>All staff will be enrolled for 2023 modules as they were enrolled for 2022 modules</strong>.</li></ul><p style="text-align:justify;">By approaching the process in this manner, we aim to complete the whole process in the shortest time possible.</p><ul><li>We are aware that not all facilitators want the previous year's content carried over, in this case unwanted content will have to be removed after the fact, be it per item or per topic / section.<br></li><li>If other modules' content is required, e.g. 2021 content, instead of 2022, contact the <span style="text-align:justify;">Learning Technologies helpdesk</span>.<br></li><li>If any facilitators are to be added or removed, contact the <span style="text-align:justify;">Learning Technologies helpdesk.</span><br></li><li>If a module's code has changed, we will be unable to transfer the 2022 content to the new 2023 code. Please contact the <span style="text-align:justify;">Learning Technologies helpdesk</span> to inform us of any code changes.<br></li><li>We will not be rolling over non-registered modules (modules not appearing in the yearbook). Please request the rollover of these modules after the rollover process is complete by contacting the <span style="text-align:justify;">Learning Technologies helpdesk</span>.<br></li></ul><p style="text-align:justify;">The process will now run as follows:</p><ol><li>We are currently busy transferring all content from 2022 to 2023.</li><li>As soon as this is finished we will enroll all 2022 facilitators to the respective 2023 modules.</li></ol><p style="text-align:justify;">Each step in this process will be made known on the SUNLearn Dashboard.<br></p><p style="text-align:justify;">Kind regards<br></p><p style="text-align:justify;">The Learning Technologies Support (SUNLearn) team<br><a href="https://learnhelp.sun.ac.za/" target="_blank">https://learnhelp.sun.ac.za</a><br>021 808 2222<br></p> |
| Centre for Learning Technologies: Alumni Newsletter | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9466 | | Centre for Learning Technologies: Alumni Newsletter | Elzette le Roux | <p>The Centre for Learning Technologies (CLT) is committed to creating professional learning opportunities for staff in their efforts to meaningfully include learning technology into their courses for students. To continue professional learning beyond these formalised opportunities, the CLT is launching a Centre Newsletter with the intention to broaden our alumni network and create new pathways for future collaboration.<br></p><p> </p><p>During each quarter of the year Alumni, and/or other subscribers to the Newsletter, can expect a relevant theme to be unpacked in three sections that include centre news, a scholarly reading and something new in relation to the theme. The first theme in the first edition of the CLT Newsletter will focus on the concept of <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Modes-of-delivery.aspx"><strong>Blended Learning</strong></a>.</p><p> </p><p>Since 2014 the CLT offered short courses to Stellenbosch University staff members to further develop knowledge in the theoretical and practical aspects of technology-mediated teaching, learning and assessment. From 2022 the CLT expanded on the short course offerings to staff with an Advanced Blended Teaching and Learning short course. This pilot course is designed for the teacher of the future, from new lecturers to more senior academics from all disciplines with a keen interest in teaching and learning at the one hand and digital technologies at the other hand. Alumni who successfully completed the Introduction to Blended Teaching and Learning short course are especially invited to enrol for the Advanced course during our next intake in 2023. </p><p> </p><p>To ensure you receive the quarterly Centre for Learning Technologies Newsletter and become part of new pathways for future collaboration, <a href="mailto:mdev@sun.ac.za"><strong>contact us</strong></a>.<br><br></p><p><br></p> |
| Searching for Artificial Intelligence in Leuven | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9458 | | Searching for Artificial Intelligence in Leuven | Dr Jan Petrus Bosman | Image under license via Freepik.com | <p><em>“We need to dream up what comes next and let our imaginations run wild, so that we begin to anticipate the various potentials of postdigital educational futures, rather than backing into them and hoping that we get it right" </em>- David Kupferman<strong><sup>1</sup></strong></p><p>This powerful sentiment of David Kupferman underlies my academic search for what the use of Artificial Intelligence (AI) means for higher education in general and Stellenbosch University (SU) and the Centre for Learning Technologies (CLT) in particular. The search begun towards the end of 2021 in the form of a joint PhD study at KU Leuven and SU with the theme: <em>Academic advising analytics dashboards: Towards artificial intelligence for student success</em>. Through this study I hope to build knowledge of how AI works in higher education so that we as CLT and SU can indeed “dream what comes next" and not be surprised by the developments in 4IR (Fourth Industrial Revolution) technologies.<br></p><p><img alt="" style="margin:5px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/JP1.png" alt="JP1.png" style="margin:5px;width:287px;height:214px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/JP2.png" alt="JP2.png" style="margin:5px;width:613px;" /><br></p><img src="file:///C:/Users/lzleroux/AppData/Local/Temp/msohtmlclip1/01/clip_image002.png" alt="" style="width:210px;margin:5px;" /><img src="file:///C:/Users/lzleroux/AppData/Local/Temp/msohtmlclip1/01/clip_image004.png" alt="" style="width:327px;margin:5px;" /><p>To this end I had the privilege in May to June this year to do research around AI in higher education at KU Leuven, Belgium's most innovative and also oldest university. KU Leuven has a strong focus on AI research (e.g., <a href="https://ai.kuleuven.be/">Leuven.AI</a>) and innovation (e.g., <a href="https://www.technovationhub.be/english/">Technovation Hub</a>) and I could rub shoulders with some of the best minds, through seminars, conferences, and networking events. As part of my pre-doctoral work, I discovered the foundations of AI through a university-wide course called <em>AI for Everyone</em>. The course gave a general introduction to AI by incorporating a free online course called <a href="https://www.technovationhub.be/english/">Elements of AI</a>, as well as a focused deep dive into how AI is used in different fields like Arts and Social Sciences (e.g., for poetry-creation), health sciences, economics, cyber security and learning analytics to name a few. It is the concept of machine learning in learning analytics and how it is used for advising students on their academic journey towards success that interested me the most as it aligns with my study.</p><p> <img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/JP3.png" alt="JP3.png" style="margin:5px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/JP4.png" alt="JP4.png" style="margin:5px;width:215px;" /><br><br></p><img src="file:///C:/Users/lzleroux/AppData/Local/Temp/msohtmlclip1/01/clip_image006.png" alt="" style="width:349px;margin:5px;" /><img src="file:///C:/Users/lzleroux/AppData/Local/Temp/msohtmlclip1/01/clip_image008.png" alt="" style="width:211px;margin:5px;" /><p>In moments when I “let my imagination run wild," I try and visualise the future of academic advising. At present academic advising is usually a face-to-face activity between a student and an adviser and the technology (like academic advising analytics dashboards which visualise a student's academic journey by looking at all his/her past academic digital traces) serves to enhance the encounter. To my mind, it is not too far removed from reality to do a thought experiment in which AI-powered EduBots (educational chatbots) provide academic advising services 24/7/365 to students when and where they need them. To that end, I, together with my supervisors, developed a paper with the title <em>EduBots as academic advisers: A speculative social science fiction thought experiment</em> which I presented to the IRC 2022 conference in July in Dortmund, Germany. When I asked the audience to indicate who thinks such an autonomous AI-bot “adviser" was a viable idea, half of them agreed. Of course, the issue of AI systems taking over jobs is very relevant here and so my research is also driving me to seriously look at the ethical, legal, privacy and security aspects of AI systems for higher education.</p><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/JP5.png" alt="JP5.png" style="margin:5px;width:287px;" /><img src="/english/PublishingImages/Lists/dualnews/My%20Items%20View/JP6.png" alt="JP6.png" style="margin:5px;width:358px;" /><img src="file:///C:/Users/lzleroux/AppData/Local/Temp/msohtmlclip1/01/clip_image010.png" alt="" style="width:195px;margin:5px;" /><img src="file:///C:/Users/lzleroux/AppData/Local/Temp/msohtmlclip1/01/clip_image012.png" alt="" style="width:350px;margin:5px;" /><p>Apart from developing my research project, I also managed to make numerous connections to other aspects and specialisations in higher education (like their student support systems and their new technology in education project) and I also made some wonderful new friends. Finally, I must “confess" that I did manage to sample some of the staple food groups of Belgium cuisine, namely beer, waffles, asparagus and <em>frit</em>, and of course I thoroughly enjoyed the mystery and beauty of the city Leuven!</p><p><strong>References</strong></p><p><em><sup>1.</sup></em><em>D. W. Kupferman, “Educational Futures and Postdigital Science," Postdigital Sci. Educ., vol. 4, no. 2, pp. 216–223, 2022.</em><br></p><p><br></p> |
| Centre for Learning Technologies Training and Short Course Offerings for Semester 2 | 2022 | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9201 | | Centre for Learning Technologies Training and Short Course Offerings for Semester 2 | 2022 | Magriet de Villiers | <p><br><br></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:924px;">The Centre for Learning Technologies is committed to creating professional learning opportunities for staff in their efforts to meaningfully include learning technology into their courses. These learning opportunities are open to SU staff only and are free of charge.</td></tr></tbody></table><p><strong>Click on any of the offering names below to learn more:</strong></p><p><strong></strong></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:924px;"><p>1. <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Training---Workshops.aspx#1">Introduction to Blended Teaching and Learning Short Course</a></p><p> </p><p>2. <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Training---Workshops.aspx#2">Advanced Blended Teaching and Learning Short Course</a><br><br> </p><p>3. <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/PowerPoint.aspx">PowerPoint: A Self-Help Guide</a></p><p> </p><p>4. <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/camtasia.aspx">Camtasia: A Self-Help Training Course</a><br></p></td></tr></tbody></table><p><br></p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:924px;">Need more information? Contact Magriet de Villiers <strong>(</strong><a href="mailto:mdev@sun.ac.za"><strong>mdev@sun.ac.za</strong></a><strong>).</strong></td></tr></tbody></table><p><br><br></p><p><br></p> |
| Collaboration further strengthens Telematic Schools Project | http://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9157 | | Collaboration further strengthens Telematic Schools Project | Christina Harvett | <p>Ohlange High School is a secondary school in Inanda, KwaZulu-Natal, South Africa. It was founded by John Langalibalele Dube, who was also the founder and first president of the African National Congress. It was the first school in South Africa started by a black person and in 2007 was amongst several schools recognised as 'historic schools' in South Africa. The school was chosen by former President Nelson Mandela as the place where he would cast his vote in the first racially inclusive election in South Africa in 1994.<br></p><p>The Broadband Infraco CSI (corporate social investment) Project selected Ohlange High School to upgrade the school's information and communication technology (ICT) infrastructure, to ensure quality education in deep rural areas. They sponsored broadband internet and a classroom equipped with the Telematic Schools satellite equipment as well as air conditioning for the room. Broadband Infraco elected to partner with the Telematic Schools Project, as it provides WCED–approved (Western Cape Education Department), high-quality content for grade 10 to 12 learners, at no cost to the school or the learners.</p><p>The Deputy Director of Operations of the Centre for Learning Technologies: Telematics Services and Projects, Ms Zainab Suliman, attended the launch and presented a workshop on how to incorporate the Telematic Schools Project in the teacher's own lesson plans. This initiative further strengthens the project's intent to support learners, especially in vulnerable communities across the country.</p><p>The Telematics Schools Project (TSP) is a not-for-profit initiative developed jointly by the Western Cape Education Department and Stellenbosch University's Centre for Learning Technologies. The project provides lessons, subject workbooks, and other material for eighteen subjects, in line with the Curriculum and Assessment Policy Statement (CAPS) and in both Afrikaans and English, to learners in grades 10 to 12. The content is quality assured by WCED senior curriculum planners and is available, at no cost to the learners, on a zero-rated website.<br></p> |
