Browsing by Author "Braaf, Norina"

Now showing 1 - 4 of 4
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    Community digital story project: George community needs
    (Science Domain, 2015) Stoltenkamp, Juliet; Siebrits, André; Braaf, Norina; Kies, Carolynne
    This study details a Digital Story Community Project undertaken by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape, which took place in George (South Africa) in November 2014. The aim was to explore, via digital stories, the authentic needs of vulnerable community sectors by engaging with representatives, leaders and activists from those sectors, while equipping them in turn with transferable skills in the production of digital stories. Digital stories proved to be an excellent tool for community need identification, while simultaneously building digital skills among community members in a range of areas such as storyboarding, script writing, image preparation, and voice recording. A Sociocultural Constructionist and Asset-Based Community Development theoretical approach underpinned this research and proved an excellent fit for the creation of community narratives. A mixed methodology was adopted in this empirical study, relying primarily on qualitative data with quantitative support. Qualitative measures include pre- and post-survey questionnaires, facilitators’ observations during the workshop, participant feedback within an online discussion forum, as well as the perceived impact and application of digital stories. The skills attained, community needs and solutions produced, and the potential contribution of ICTs in these are also discussed. Supporting quantitative measures are drawn from an analysis of responses to the pre-and post-survey questionnaires and attendance numbers during the workshop. Identified needs clustered around four interrelated themes: youth, economic challenges, substance abuse, and healthcare. The use of digital stories in identifying community needs, in a theoretically sound manner, is recommended in future research focusing on community development. It is no longer possible or desirable to speak on behalf of communities in relation to their development needs, and the digital story eTool is appropriate for obtaining authentic community data, while building skills.
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    eLearning Colloquia enhance a Community of Practice : Reflections
    (2018) Liesl, Leonard; Kies, Carolynne; Braaf, Norina
    In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative Education and Communication Technologies (CIECT) at the University of the Western Cape (UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional discourse on blended teaching and learning practices over an eight year period. The paper showcases CIECT’s efforts in driving the effective use of eTools to increase awareness and understanding of concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher Education (HE) setting where the need to create a knowledge-intensive institutional culture exists. The human agents are central to the formation of a sustainable CoP which contributes to effective teaching and learning practices. Secondary data was used for the study and non-probability, purposive sampling resulted in a sample group of 78 individuals comprising of the Instructional Design team as well as the academic staff members at UWC who utilize the institutional Learning Management System or a range of Personal Learning Environments (PLEs) in their teaching and learning practices.
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    The Facilitation and Support of a Blended e-Learning Course for Science Educators in a Rural Setting, South Africa
    (Asian Online Journal Publishing Group, 2013) Stoltenkamp, Juliet; Kabaka, Martha; Braaf, Norina
    This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape (UWC) designed and developed a course, namely: “Designing an Instructional Event”, registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. This course was offered in collaboration with the Education Faculty, for the Bachelor of Education (Honours) (BEd Hons) Programme; specifically Science Education. The researchers highlight the importance of the provision of extensive facilitation and support by the CIECT team, in order to motivate the educators (full-time working professionals) to become self-directed learners. In this case, the educators were expected to complete activities; and design an online environment to enhance their Science instruction. Considerable challenges were faced by the facilitators and educators due to limited infrastructure; and a lack of commitment by some participants to commit to the completion of tasks.
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    Lessons learnt: support interventions during a blended course for teacher-educators from urban and rural settings
    (Scientific research, 2014) Stoltenkemp, Juliet; Kabaka, Martha; Braaf, Norina
    This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.