PREDAC

Predac is the SU short course for the Professional Educational Development of Academics in their teaching role.

The Prontak/Predac short course is annually presented for newly appointed academics at Stellenbosch University.

During this course, participants will, together with other newly appointed lecturers from different faculties, be given the opportunity to reflect on their views, knowledge and assumptions about teaching, learning and assessment within the context of current thoughts on university teaching. Practical and innovative approaches towards teaching and assessment tasks will be addressed throughout the course. National and institutional frameworks which direct Higher Education in South Africa and at Stellenbosch University (SU) will be covered as well.

Participants will be challenged to judge how knowledge and policy can be applied in a meaningful way in their own subject areas. They will develop a conceptual framework that will enable them to reflect on teaching, learning and assessment in order to plan and expand their own teaching practices.

The course also provides a unique opportunity for participants to forge relationships with colleagues from their own faculty as well as other departments and faculties in a collegial atmosphere. In addition, they will be introduced to the institutional culture of SU which will hopefully help them feel at home more swiftly.

Structure of the short course

Vice-Deans (L&T) nominate participants for the PREDAC-short course.
Centralised and faculty-based activities are combined during the short course.
Participants are expected to participate in all activities.
Predac is offered as a blended programme on SUNLearn and with face-to-face contact days.
Participants also attend SOTL to present their posters, during the last week of October 2020.

PREDAC 2020

Face-to-face and Online | In and across faculties
Seven phases | Seven months
CTL support & peer feedback throughout

Design Principles

REFLECT

...on being and becoming a lecturer
...based on own experiences and literature

CONTEXTUALISE

...teaching and learning principles
...in own module design

CONNECT

...with knowledgeable others
...to create professional network

ENGAGE

...in a community of peers
...to create mutual support
...while becoming a refelctive practitioner

COLLABORATE

...with peers
...to refine module design
....culminating in a poster presentation

...with peers during most phases
...by giving, receiving and responding to feedback
...to enhance preofessional growth

Phases

1	TEACHING PERSPECTIVES INVENTORY Online questionnaire with personal reflection tasks Contextualise and reflect
2	The storyboard of your module Unpack your module, in faculties & online Contextualise and reflect
3	The blueprint of your module A vision for your module, in faculties & online Contextualise and reflect
4	Designing learning opportunities Workshop @STIAS, face-to-face network opportunity Connect and engage
5	Design for learning (DFL) Redesign an aspect of your module, in faculties Collaborate and enagage
6	Teaching and Learning Context Workshop @ STIAS, face-to-face Contextualise and connect
7	Poster presentation Visual presentation of Phase 6 @ SoTL conferences Share and enagage

2019 Gallery

For their final assessment, Predac participants presented posters of their teaching and learning interventions at the SOTL conference of 30 October 2019.