Browsing by Author "Siebrits, André"

Now showing 1 - 5 of 5
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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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    Designing a social work online self-coaching program: Integrated support and joint ownership
    (2017) van de Heyde, Valentino; Stoltenkamp, Juliet; Siebrits, André
    The paper explores Critical Success Factors (CSFs) in relation to the support structure for an online self-coaching pilot project, by the Centre for Innovative Education and Communication Technologies (CIECT) of the University of the Western Cape (UWC) in South Africa, in collaboration with UWC’s Social Work Department and the University of South Africa (Unisa). The CSFs focus on concepts of structure and agency. The research study is primarily qualitative but employs supporting quantitative data, and entails an interpretivist approach. The researchers highlight unfolding processes which led to an Instructional Designer (ID) taking on the role of an e-Coach within the pilot study. The importance of the creation of a well-designed environment to strengthen partnerships, and an effective learning pathway for student development is deliberated. The importance of the selection of appropriate eTools is emphasized in order to promote students’ personal learning and eSkills. Moreover, the pilot project is aligned to national imperatives within a South African context, namely student ‘access’ and ‘success’. We recommend the expansion of online self-coaching programs to Social Work students to assist with their self-development and growth.
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    ePedagogy as a threshold concept: A reflection on a programme for Science teaching assistants
    (Routledge, 2020) Stoltenkamp, Juliet; van de Heyde, Valentino; Siebrits, André
    A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science TAs. A questionnaire enabled TAs to reflect on the eTools and CIECT’s sessions. The authors reflect on academic developer roles in higher education. Within CIECT’s contribution, ePedagogy was identified as a threshold concept that the TAs found challenging, but that could lead to transformed and improved teaching and learning. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
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    The impact of tutoring in the digital academic literacy programme on graduate attributes at the University of the Western Cape
    (2015) Siebrits, André; Stoltenkamp, Juliet; Mokwele, Tebogo
    This study reports on the impact of a Tutor Work-Study Programme, within the Digital Academic Literacy Programme (DAL) at the University of the Western Cape (UWC), South Africa. This study was prompted by the need to investigate the impact of peer (student) tutoring initiatives on tutors’ learning, academic studies and future career preparation. This paper seeks to make a contribution to the broadening of conceptions regarding impact of tutoring programmes from knowledge gains in the recipients, to gains (and impediments) conferred to tutors supporting the delivery of the material. While the enquiry focuses primarily on the DAL tutors, it also includes an account of the impact of the tutors on the delivery and facilitation of programme, and on the registered UWC students served by it. A mixed-methodology is employed, incorporating qualitative and quantitative data, drawn from questionnaires and interviews. The sample consists of the tutors in the programme (second semester, 2014) who agreed to take part in the study, as well as the three facilitators. Data are also drawn from a semester-end evaluation regarding tutoring. Findings reveal that participation in the DAL Programme had a strongly positive impact on the tutors, especially in skills gains and general career preparation. The tutors also had a strongly positive impact on the delivery and the facilitators. Finally, while most students enrolled in the DAL Programme were satisfied with the quality of the support and expertise provided by tutors in class, some areas for improvement are identified. Ultimately, the need to reflect critically on student interventions at Higher Education Institutions must be taken seriously, especially in the context of producing professional, k​n​o​w​l​e​d​g​e
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    The third-space professional: A reflective case study on maintaining relationships within a complex higher education institution
    (Routledger, 2017) Stoltenkamp, Juliet; van de Heyde, Valentino; Siebrits, André
    This paper showcases the work of Third Space professionals in a complex Higher Education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.