Centre for Learning Technologies
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Centre for Learning Technologies Training and Short Course Offerings for Semester 2 | 2022https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9201Centre for Learning Technologies Training and Short Course Offerings for Semester 2 | 2022Magriet 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 https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9157Collaboration 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>
Free, accredited online High School learninghttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=9070Free, accredited online High School learningChristina Harvett<p>School learning deficits from two years of pandemic-interrupted teaching make it clear why high school goers should not waste time in using what has become entirely free access for accredited online study. This is the view of Zainab Suliman of Stellenbosch University's Centre for Learning Technologies.<br></p><p> </p><p>As the deputy director of the centre's operations, Telematics Services and Projects, she manages the Telematics Schools Project (TSP), a not-for-profit initiative developed jointly by Western Cape Education Department (WCED) and Stellenbosch University.  The project provides lessons, subject workbooks, and other material for eighteen subjects, in line with the CAPS curriculum, to learners in grades 10 to 12 and in both Afrikaans and English. Content is quality assured by WCED senior curriculum planners and is available, at no cost to the learners, on a zero-rated website.</p><p> </p><p style="text-align:justify;">The start of 2022 also saw the roll-out of the TSP Virtual School, where learners are guided through the curriculum, week by week, with curriculum specific lesson plans, which focus on difficult concepts. It will allow them to catch up on lost teaching and learning time and enhance their chances of academic success. </p><p> </p><p style="text-align:justify;">The project received an additional boost early in April, with the launch of Broadband Infraco CSI Project at Mhlanganisweni Commercial & Tech Senior Secondary School in the Eastern Cape and Ohlange Secondary School in KZN. Mhlanganisweni is in a village nicknamed 'Kwamphelamhlaba', which translates to “the end of the world", indicating the extent of its remoteness.  The project aims to use broadband to provide quality education in deep rural areas.   The company also sponsored the installation of the Telematic Schools Project equipment at the school to assist their Grade 10 – 12 learners with free quality tuition.</p><p>This further strengthens the project's intent to support learners, especially in vulnerable communities across the country.<br><br></p><p>​<br></p>
Blended Learning Coordinators: Professional Learning Dayhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8995Blended Learning Coordinators: Professional Learning DayElzette le Roux<p>​The bi-annual CLT Blended Learning Coordinators (BLC) Professional Learning Day took place at STIAS on 9 March 2022. With many of the colleagues meeting each other face-to-face for the first time this year, fruitful conversations and ideas were shared all around. <br></p><p>After introductions, Dr Antoinette van der Merwe, Senior Director at the Division for Learning and Teaching Enhancement (DLTE), shared strategic institutional and divisional priorities for the year. Not only are six of the seven identified game changers of the university for this year within the DLTE, but does at least four of these have a direct impact on the work and support provided by the BLCs in the faculties. These include programme renewal, assessment and to an extent hybrid learning and digital transformation. </p><p>A virtual visit from Lars Willner, the CEO of a small Norwegian company called <a href="https://join.differ.chat/community/d6f5c656-95c6-4193-9ff2-f6183b704106/BTLYMP">Differ.Chat</a>, followed Dr Van der Merwe's session. Lars is also coordinating an <a href="https://www.edubots.eu/">Edubots</a> project that consist of a learning community who explores the best practice use of chatbots in higher education with the goal of improving educational attainment. Lars provided some context and background to the project whereafter the possibilities of incorporating artificial intelligence, in the form of Edubots, in teaching and learning and/or student support at SU were discussed amongst the colleagues. For more information and/or participation in the Edubots project, contact <a href="mailto:lzleroux@sun.ac.za">Elzette le Roux</a>, Advisor: Online Learning, at the Centre for Learning Technologies (CLT).</p><p>After the tea break, <a href="mailto:sonjas@sun.ac.za">Dr Sonja Strydom</a>, Deputy-Director Academic Development and Research at the CLT, facilitated a session relating to the contextual scholarly pathway and continuous professional development (CPD) options for BLCs. Some of these options entail professional membership specific pertaining to digital and/or learning technology, publications, academic networking sites, strategic participation in social media platforms and engaging in relevant readings.  </p><p>The after-lunch session, facilitated by <a href="mailto:mdev@sun.ac.za">Magriet de Villiers</a>, Advisor: Learning Technologies at the CLT, was filled with fruitful discussions and sharing of faculty stories and focus group planning afterwards. Best practices were shared from the faculty stories and areas of collaboration between BLCs in different faculties were identified. BLC work in faculties include (but are not limited to) planning, inputs, incorporating digital learning technologies in the curriculum; facilitating workshops and/or in-faculty training sessions; assistance with various aspects on SUNLearn; facilitating teaching and learning HUBs in faculties; research and conceptualisation of gamification in teaching and learning.</p><p>For support and assistance relating to blended teaching and learning in your faculty, please contact your BLC. Herewith more information about the BLCs and their unique support and work in the different faculties. </p><table cellspacing="0" width="100%" class="ms-rteTable-default"><tbody><tr><td class="ms-rteTable-default" style="width:25%;">Name</td><td class="ms-rteTable-default" style="width:25%;">Faculty</td><td class="ms-rteTable-default" style="width:25%;">Position<br></td><td class="ms-rteTable-default" style="width:25%;">Description</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:almac@sun.ac.za">Alma Coertzen</a></td><td class="ms-rteTable-default">Law</td><td class="ms-rteTable-default">Legal Education Designer<br></td><td class="ms-rteTable-default">Provides advice, support and administrative service to academic staff with respect to programme renewal initiatives, judicious use of technology and web-based resources in teaching, learning and assessment activities in legal education. Design, implement and administrate professional development short course learning programmes in the faculty. </td></tr><tr><td class="ms-rteTable-default"><a href="mailto:calitzr@sun.ac.za">Amanda Calitz</a></td><td class="ms-rteTable-default">Medicine and Health Sciences: Centre for Health Professions Education</td><td class="ms-rteTable-default">Advisor: Blended Learning & Simulations</td><td class="ms-rteTable-default">Work with subject matter experts to conceptualise, plan and design interactive instructional materials with the aim to integrate a blended learning approach and better facilitate teaching, learning and assessment at the FMHS. Support the clinical skills lab as well.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:brigittepegado@sun.ac.za">Brigitte Pegado</a></td><td class="ms-rteTable-default">Engineering</td><td class="ms-rteTable-default">Advisor: Blended Learning</td><td class="ms-rteTable-default">Learning technology specialist supporting lecturers, tutors and students by designing, providing and implementing pedagogically sound strategies relating to blended teaching, learning and assessment.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:deleciad@sun.ac.za">Delecia Davids</a></td><td class="ms-rteTable-default">Education</td><td class="ms-rteTable-default">Blended Learning Coordinator</td><td class="ms-rteTable-default">Provides technical and professional support to academics by assisting with and developing pedagogically sound strategies for online, hybrid, and blended teaching, learning and assessment initiatives.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:ilser@sun.ac.za">Dr Ilse Rootman-le Grange</a></td><td class="ms-rteTable-default">Science </td><td class="ms-rteTable-default">BLC: E-Learning Instructional Designer</td><td class="ms-rteTable-default">Provides support with general SUNLearn queries, SUNLearn training, programme renewal projects, hybrid module development, strategic discussions relating to teaching. learning and assessment projects. Performs research in science teaching, learning and assessment with a specific focus on learning technologies. Support with FINLO project developments and applications, SoTL abstract writing and presentation preparation, first year module coordinator.  </td></tr><tr><td class="ms-rteTable-default"><a href="mailto:foiretjr@sun.ac.za">Jaudon Foiret</a></td><td class="ms-rteTable-default">Medicine and Health Sciences: Centre for Health Professions Education</td><td class="ms-rteTable-default">Advisor: Blended Learning</td><td class="ms-rteTable-default">Work with subject matter experts to conceptualise, plan and design interactive instructional materials with the aim to integrate a blended learning approach and better facilitate teaching, learning and assessment at the FMHS. Assists in the curriculum renewal process for the MBChB programme.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:ebrits@sun.ac.za">Kanita Brits</a></td><td class="ms-rteTable-default">Medicine and Health Sciences: Centre for Health Professions Education</td><td class="ms-rteTable-default">Advisor: Blended Learning</td><td class="ms-rteTable-default">Work with subject matter experts to conceptualise, plan and design interactive instructional materials with the aim to integrate a blended learning approach and better facilitate teaching, learning and assessment at the FMHS.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:wirthk@sun.ac.za">Kathryn Wirth</a></td><td class="ms-rteTable-default">AgriSciences</td><td class="ms-rteTable-default">Blended Learning Coordinator</td><td class="ms-rteTable-default">General SunLearn support and training, development of blended learning and hybrid modes of delivery within academic programmes, coordinate and support programme renewal activities, and participate in strategic initiatives within the faculty.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:kristin@sun.ac.za">Kristin van der Merwe</a></td><td class="ms-rteTable-default">Military Science: Educational Technology Department</td><td class="ms-rteTable-default">Educational Technologist</td><td class="ms-rteTable-default">Provides support for staff and students with the Learning Management System, learning design, blended learning and digital learning in general. Facilitate a Computer Literacy course for Military College students, performs digital learning research and facilitate orientation programmes for students in the faculty.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:lennox@sun.ac.za">Lennox Olivier</a></td><td class="ms-rteTable-default">Arts and Social Sciences</td><td class="ms-rteTable-default">Advisor: Blended Learning</td><td class="ms-rteTable-default">Provides support for learning and teaching, with a focus on the use of learning technologies (including blended-, online- and hybrid learning), integration of learning technologies in programmes and modules and programme renewal activities. </td></tr><tr><td class="ms-rteTable-default"><a href="mailto:magdabarnard@sun.ac.za">Magda Barnard</a></td><td class="ms-rteTable-default">Economic and Management Sciences</td><td class="ms-rteTable-default">Programme Renewal Coordinator</td><td class="ms-rteTable-default">Supports and drives curriculum renewal on both module and programme level. This often entails the use of learning technologies.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:mvolschenk@sun.ac.za">Dr Mariette Volschenk</a></td><td class="ms-rteTable-default">Medicine and Health Sciences: Centre for Health Professions Education</td><td class="ms-rteTable-default">Lecturer & e-Learning Portfolio Manager</td><td class="ms-rteTable-default">Manages the learning technologies team at the Centre for Health Professions Education. Key focus areas include learning experience design on the online platform and postgraduate teaching and supervision (MPhil in HPE).</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:khozal@sun.ac.za">Dr Mhaka Khoza</a></td><td class="ms-rteTable-default">Military Science</td><td class="ms-rteTable-default">Educational Technologist</td><td class="ms-rteTable-default">Provides support for staff and students with the Learning Management System, learning design, blended learning and digital learning in general. Facilitate a Computer Literacy course for Military College students, performs digital learning research and facilitate orientation programmes for students in the faculty.</td></tr><tr><td class="ms-rteTable-default"><a href="mailto:simbapondani@sun.ac.za">Simbarashe Pondani</a></td><td class="ms-rteTable-default">Theology</td><td class="ms-rteTable-default">Blended Learning Coordinator</td><td class="ms-rteTable-default">Technical and SUNLearn support to staff and students relating to the use of learning technologies in teaching and learning. Technical support with the hybrid programme, provide support with online design and support programme renewal activities.<br><br></td></tr></tbody></table><p>​<br></p>
CLT: Training and Short Course Offerings for 2022https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8967CLT: Training and Short Course Offerings for 2022Magriet de Villiers<p>​<br></p><p>​​<br></p><table cellspacing="0" width="100%" class="ms-rteTable-0"><tbody><tr class="ms-rteTableEvenRow-0"><td class="ms-rteTableEvenCol-0" style="width:924.039px;">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.<br></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-0"><tbody><tr class="ms-rteTableEvenRow-0"><td class="ms-rteTableEvenCol-0" style="width:924.039px;"><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> ​<br></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><p>​<br></p><table cellspacing="0" width="100%" class="ms-rteTable-0"><tbody><tr class="ms-rteTableEvenRow-0"><td class="ms-rteTableEvenCol-0" style="width:924.039px;">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></p>
CLT - Academic Development and Researchhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8909CLT - Academic Development and ResearchElzette le Roux<p></p><p>The <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Consultations.aspx">Centre for Learning Technologies</a> (CLT) develops, promotes and supports the use of learning technologies for teaching, learning, and assessment at SU. Apart from the support provided to faculties, lecturers, and other relevant role-players through the <a href="https://learn.sun.ac.za/mod/page/view.php?id=1005632">Blended Learning Coordinators</a> (BLCs), the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/ADR.aspx">Academic Development and Research</a> (ADR) focal area within the CLT offers consultations, professional learning opportunities and resources associated with the pedagogically sound use of learning technologies in learning and teaching practices. </p><p>In addition thereto, the CLT promotes a scholarly evidence-based approach in terms of the integration of learning technologies in learning and teaching practices. SU-based academic research linked to learning technologies-related topics is hosted on the ADR page of the CLT website and regularly updated.</p><p> </p><p><span style="text-decoration:underline;">Professional learning</span></p><p>On the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/ADR.aspx">ADR page</a> on the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/ADR.aspx">CLT website</a>, the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/PLO.aspx">Professional Learning Opportunities</a> can be accessed. This includes several webinars, different courses and various SUNLearn sites accessible to SU staff. The CLT will also offer two short courses this year – being the Introduction to Blended Teaching and Learning and the Advanced Blended Teaching and Learning short courses. More information in relation hereto will be communicated during the year. </p><p> </p><p><span style="text-decoration:underline;">Resources</span></p><p>The various types of resources can be accessed on the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/ADR-Resources.aspx">Resources</a> section on the ADR page. Resources are grouped into three categories, being Open Education Resources, <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/ADR-Resources.aspx#ELS">Extended Learning Spaces</a> and <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/ADR-Resources.aspx#Other">Other SU resources</a>. These resources offer support to external and internal SU communities and stakeholders. Visitors to the CLT webpage can click on the different resources or <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Consultations.aspx">contact</a> one of the advisors for more information. </p><p><span style="text-decoration:underline;"> </span></p><p><span style="text-decoration:underline;">Research</span></p><p>The ADR page also hosts links to published and/or other research on the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx">Research</a> section of the page. The research is categorised into various topics such as <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx#AD">academic development</a>, <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx#BL">blended learning</a>, <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx#DP">digital pedagogies</a>, <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx#LTT">learning technology tools</a> and <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx#SJ">social justice</a>. This is not an exhausted list and we do hope to expand these topics and the listed research. </p><p>Academic staff and/or staff from Professional, Administrative and Support Services (PASS) environments who published academic research relating to any aspects of learning technologies are invited to contact Elzette le Roux (<a href="mailto:lzleroux@sun.ac.za">lzleroux@sun.ac.za</a>), to add these contributions to the <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Research.aspx">Research list</a> on the website. </p><p> </p><p>For any individual consultations with academic staff on issues related to blended learning or research projects, please contact your <a href="https://learn.sun.ac.za/mod/page/view.php?id=1005632">faculty BLC</a> or <a href="/english/learning-teaching/learning-teaching-enhancement/learning-technologies/Pages/Consultations.aspx">contact</a> one of our CLT advisors for an appointment and/or consultation. <br><br></p><p>​<br></p>
SUNLearn 2022 Module Rolloverhttps://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=6085SUNLearn 2022 Module RolloverThys Murray<p style="text-align:justify;"><strong>Update 15-12-2021</strong><br></p><p style="text-align:justify;"><strong>Dear SUNLearn facilitators</strong><br></p><p style="text-align:justify;">Content from all registered courses has now been transferred to their respective 2022 module spaces and all staff members have been enrolled to the 2022 versions of their current 2021 modules.</p><p style="text-align:justify;">Please note the following:</p><div style="text-align:justify;"><ul><li>As previously mentioned, only the content of registered courses was transferred. Please request the rollover of non-standard or combined (MT) modules directly from the Learning Technologies helpdesk.</li><li>All 2022 modules are set to be available from 1 January to 31 December 2021. This means that until next year the 2022 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 2022 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 2021 content for 2022, you can delete the content an item or topic at a time.</li><li>All 2022 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).</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</p><p><strong style="text-align:justify;"><br></strong></p><p><strong style="text-align:justify;">Dear SUNLearn facilitators (9-12-2021)</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 2021 modules will be carried over to their respective 2022 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 2022 modules as they were enrolled for 2021 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. 2020 content, instead of 2021, contact the <span><span><span style="text-align:justify;">Learning Technologies helpdesk</span></span></span>.<br></li><li>If any facilitators are to be added or removed, contact the <span><span><span style="text-align:justify;">Learning Technologies helpdesk.</span></span></span><br></li><li>If a module's code has changed, we will be unable to transfer the 2021 content to the new 2022 code. Please contact the <span><span><span style="text-align:justify;">Learning Technologies helpdesk</span></span></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><span><span style="text-align:justify;">Learning Technologies helpdesk</span></span></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 2021 to 2022.</li><li>As soon as this is finished we will enroll all 2021 facilitators to the respective 2022 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>
SUNLearn Rollover 2021-2022https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8802SUNLearn Rollover 2021-2022Thys Murray<p>​It is something that happens every year on SUNLearn, when the new year's modules are created, the content is transferred and the staff are enrolled, all to be ready and in place for when the students start registering and get access to their online module content.<br></p><p>But how does the process work?</p><p>Some of you may remember a questionnaire that was send out a few years ago. In this questionnaire staff were asked to list all their courses with a SUNLearn presence, to indicate whether the content had to be copied to the following year's module, and to include any colleagues that also must be given access. The team then had to go through the list, one by and manually do the rollover for that one module, complete the requirements, before moving on to the next module or request.</p><p>As you can imagine, this process took the team a very long time to complete. In fact, the biggest delay was late requests; about a third of the rollover requests were placed <em>after</em> the new year had already started. The team therefore decided to automate the process.</p><p>SUNLearn, or rather, the software Moodle, has a function where you can batch create modules in bulk <em>and</em> transfer content from an indicated source module. We investigated this function for mass module content transfer, and it worked surprisingly well. What it entails is to set up a file with a list of target codes of the following year, and a list of source codes from the current year. You upload the list to the system and wait it out. Once the system has processed the file, the indicated source modules' content has been transferred to the target modules.</p><p>Making use of this process has allowed us to complete the rollover process in a matter of weeks instead of months.</p><p>The final step is to draw a list of staff as they are currently enrolled and to enrol them to the corresponding modules for the following year and rollover is completed.</p><p>More information about the 2021-2022 rollover will be posted on the SUNLearn website. ​</p>
SoTL Virtual Conference 2021https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8766SoTL Virtual Conference 2021Dr Anthea Jacobs<p style="text-align:justify;">​​Against the background of a continued challenging year of teaching, learning and assessment at Stellenbosch University (SU) due to the global COVID-19 pandemic, and adapting to Augmented Remote Teaching, Learning and Assessment (ARTLA), conference delegates were afforded the opportunity to attend engaging workshops, keynotes and presentations at the annual SU SoTL Conference. The theme of this year's conference was “(Y)our assessment matters".<br></p><p style="text-align:justify;">“SU values assessment as a driver of learning for both students and lecturers, hence our high success rate and low dropout rate." This was the message of Professor Deresh Ramjugernath, Deputy Vice-Chancellor, Learning and Teaching, during the welcoming address. Professor Ramjugernath emphasised that SU's assessment success was not by chance, but through concerted efforts to support teaching, learning and assessment, such as the SoTL Conference. </p><p style="text-align:justify;">Every year, the SoTL conference provides a platform where academics share and celebrate teaching and learning practices and research. It also aims to address all aspects of teaching and learning at the University in an open, supportive and intellectually stimulating atmosphere. Scholars and teachers from various faculties at SU have an opportunity to present their research, innovations and reflections, educate one another and inspire emerging scholars at the event, which is organised annually by the Division for Learning and Teaching Enhancement.</p><p style="text-align:justify;">One of the highlights of the conference was the keynote address by Professor David Boud, Alfred Deakin Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Melbourne, and Emeritus Professor at the University of Technology Sydney in Australia. The topic of Professor Boud's keynote was “Developing students' evaluative judgement: how can assessment and feedback contribute?" Professor Boud suggested that we not place too much emphasis on assessment grades, but rather on enabling students' development of self-assessment capabilities, for lifelong learning.<br></p><p style="text-align:justify;">Participation in the conference has grown exponentially since its inception in 2007, with 56 presentations and 248 registered participants attending this year, all in the online space on MS Teams.<br></p><p style="text-align:justify;">Other highlights of the conference included a keynote panel and a closing panel. During the keynote panel, on the topic of “How care-full assessment can enhance student learning", conference delegates could listen to inputs from management, lecturers, students and support staff. The student voice clearly spoke to the value of transparency and feedback in assessment, the latter being an important consideration in formative assessment. The topic addressed by the closing panel was “Re-imagining assessment culture and practices for a transformative student experience". Here the message that assessment is a two-way conversation between lecturer and student was celebrated and debated.<br></p><p style="text-align:justify;">The conference ended on a high note with the announcement of the best presentations. The following papers were adjudged the best in various categories (<strong style="text-decoration:underline;"><a href="/english/learning-teaching/ctl/Documents/CONGRATULATIONS%20to%20the%202021%20SoTL%20PRIZE%20WINNERS%20(Eng).pdf">click here</a>​</strong> to see photographs of the winners):<br></p><ul><li>Research track: “Being and becoming a Master of Health Professions Education" – by Ms Mariette Volschenk; Prof Susan van Schalkwyk (both from the Centre for Health Professions Education, Faculty of Medicine and Health Sciences) and Prof Eli Bitzer (Centre for Higher and Adult Education, Faculty of Education)</li><li>Innovation track: “Engineering report writing peer learning system" – by Prof Craig McGregor (Faculty of Engineering)</li><li>Reflection Track: “The evolving role of an academic online mentoring programme" – by Mr Juan Ontong; Ms Sher-Lee Arendse and Ms Chrystal Schonken (School of Accountancy)</li><li>Delegates' Choice: “Let's let them 'cheat'! Group work in a summative assessment setting" – by Prof Gareth Arnott; Dr Margaret Blackie and Dr Catherine Kaschula (Faculty of Science)</li><li>Best PREDAC Poster (as voted by the conference delegates): “Interactive content assessment in counter-intelligence theory: assessing cognitive learning in reading, comprehension and writing" by<strong> </strong>Capt (SAN) Dr Dries A Putter; Lt Col Dr Susan Henrico; Lt Col Dr Marcel Reutener; Col Hlengiwe Mkhize; and Mr Godfrey Ramuhlala (Faculty of Military Science)</li></ul><p style="text-align:justify;">All the conference sessions and presentations were recorded and are available in <a href="https://stellenbosch.sharepoint.com/sites/SoTL2021Conference/Shared%20Documents/Forms/AllItems.aspx?FolderCTID=0x012000268614D54130FC438D7D4766B494DC3D&viewid=4f5d2f43-37ae-4679-bc78-cf9256bdd49e">Sharepoint</a>. Also visit the conference website at <a href="https://www0.sun.ac.za/sotl/">https://www0.sun.ac.za/sotl/</a> for more information about the conference programme and to access abstracts from all the presentations. </p><p>by Anthea H M Jacobs<br></p><p>SU SoTL Conference Convenor​</p>
Learning and Teaching Enhancement Virtual Seminar: 21 October 2021https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=8723Learning and Teaching Enhancement Virtual Seminar: 21 October 2021Dr Anthea H M Jacobs<p>“The voice of educationists, foregrounding educational theories, could enrich the narrative of bridging the gap between artificial intelligence and educational theory."<br><br></p><p style="text-align:justify;">This was the main message brought by Dr Sonja Strydom, Deputy Director (Academic Development and Research) at the Centre for Learning Technologies and a Research Fellow at the Centre for Higher and Adult Education, at the final in a series of four virtual seminars hosted by the Division for Learning and Teaching Enhancement. The theme for the virtual Learning and Teaching Enhancement (LTE) seminar series this year is “Assessment". Dr Strydom passionately reflected on the current higher education landscape with the emphasis on teaching and learning in the digital space. She focussed on two worlds, namely the increasingly automated world and the world in continuous need of equality, diversity and inclusivity. During the talk, Dr Strydom outlined a few actions for attempting to bridge the gap between these two worlds, such as interdisciplinary research. She also referred to possible ways forward within the Stellenbosch University context, suggesting in-depth conversations, dialogues and professional development practices with regard to critical digital pedagogies.<br></p><p style="text-align:justify;"><br></p><p style="text-align:justify;">Dr Strydom concluded the seminar by quoting Selwyn (2014:6)[1], who reminds us of the fact that “[Educational technology] needs to be understood as a knot of social, political, economic and cultural agendas that is riddled with complications, contradictions and conflicts." That does not however imply that we should not continue to approach both worlds with a sense of innovation and curiosity, at the same time remaining deeply aware of our social responsibility.</p><p style="text-align:justify;">The seminar was attended by 51 staff members from various SU communities, and there was lively engagement in the MS Teams meeting chat. In the words of one of the participants, <em>“</em><em>The presentation was very informative and leaves me with a better understanding of how AI impacts the field of higher education."</em> <br></p><p style="text-align:justify;"><br></p><p>More information and access to the recording of this seminar are available <a href="/english/learning-teaching/ctl/t-l-resources/t-l-seminars">here</a>.<br><br></p><p>[1] Selwyn, N. 2014. <em>Distrusting educational technology. Critical questions for changing times</em>. New York: Routledge.<br></p><p>​<br></p>