Browsing by Author "van de Heyde, Valentino"

Now showing 1 - 4 of 4
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    The design, development & implementation of an In-house SRS to enhance the teaching & learning experience: Case-study of the University of the Western Cape
    (University of the Western Cape, 2016) Smith, Duncan; van de Heyde, Valentino
    The Centre for Innovative Education & Communication Technologies at UWC has designed a Student Response System (SRS), which will enable students to respond electronically to questions posed by the lecturer during a class or for homework. The development of this SRS, utilising students’ mobile devices, will increase accessibility and enhance the teaching & learning experience. As SRS is web based, the majority of mobile devices are compatible. Quizzes are cached to the device so students may respond when no internet connectivity is present, & the answers are synchronised when Wi-Fi is available. In addition, student profiling takes place on a student's device itself. This allows targeted quizzes & tutorials to be sent to students, customised to the needs of the student. Furthermore, the SRS will be integrated into the institutional LMS. Two groups from Science Faculty have been selected for study to explore the efficacy of the SRS, aligned to learning theories & national HE imperatives.
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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 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.