Conference Papers (Scholarship of Teaching & Learning)

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    Experiential learning through virtual and augmented reality in higher education
    (ACM, 2018) Jantjies, Mmaki; Moodley, Trevor; Maart, Ronel
    Educational technology can enhance learning by supporting the learning environment through various digital resources. There have been numerous emerging technologies which are able to bridge the resource gap in learning environments enabling students to get access to an abundance of resources on digital platforms. This paper presents a literature review, exploring the potential of using Mobile Augmented Reality (AR) and Virtual Reality (VR) technologies to support experiential learning in South African institutions. While there have been studies which aim to assess the use of AR and VR for educational purposes such as in mining safety education in South Africa, there is a need for studies that look at the potential of AR and VR in augmenting higher educational institutions such as universities and Technical and Vocational Education and Training (TVET) colleges which require students to complete an experiential learning component in their studies in order to complete their qualifications. The study aims to establish the potential role that AR and VR can provide in enhancing experiential learning by providing students with practical experience in various educational fields, leveraging augmented and virtual reality technologies to simulate such learning environments.
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    "I now see CPD as an integral part of my life": Authorship in continuing professional development
    (2015) Lowther, Michael; McMillan, Wendy
    The Actuarial Society of South Africa (‘Actuarial Society’) is piloting amended continuing professional development (‘CPD’) requirements. Cycles of work-based personal development are expected to support the delivery of a quality service better than the existing requirement to attend a minimum number of relevant events. Feedback from volunteers on the pilot project indicated that the proposals were effective in this regard. However, it was also observed that the reflective process embedded in the development cycle resulted in professionals authoring on-going positive revisions to their professional identity. Further, that strengthened professional identity might be leading to a ‘virtuous circle’ whereby the professional is in turn motivated to continue engaging in effective CPD. This paper explores this observation and the extent to which professional identity may be inscribed through a CPD programme which facilitates authentic professional development.
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    The infusion of emerging technologies in complex higher education settings
    (Academic Conferences and Publishing International Limited, 2015) Stoltenkamp, Juliet; Siebrits, Andre
    In the context of an increasing reliance on, and integration of, Information and Communication Technologies (ICTs) into the Higher Education (HE) sector, innovative approaches are being sought in response to infrastructural and resource limits, and mounting pressures to increase participation and throughput rates. This is particularly evident in South Africa, given its history of exclusion and marginalisation. Here, the potential of eLearning has been recognised in expanding access to educational opportunities and in equipping university staff and students with the eSkills and ePedagogy needed to make full use of emerging technologies. At the University of the Western Cape, the Centre for Innovative Education and Communication Technologies (CIECT) was established in 2005 to champion the adoption of emerging technologies at that institution in support of teaching-and-learning practices, and to provide support and training to staff and students in their use. After nearly a decade of experience and refinement, the Centre’s activities are structured according to a systemic framework that drives the infusion of emerging technologies into its particular complex higher education setting. The framework encompasses the areas of Teaching-and-Learning, Research, Community Engagement, and Collaboration, and aligns all eLearning activities with institutional and national policy. The goal of this case study is to share these activities in a complex HE setting, since in order to successfully drive the adoption of emerging eLearning technologies, a systemic framework aligned to institutional and national policy goals is required.
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    Towards an online institutional tutor programme at a higher institution of learning
    (Association for the Advancement of Computing in Education, 2018) Stoltenkamp, Juliet; Sibanda, Martha; Yabo, Nyameko
    The University of the Western Cape (UWC) designed and developed a generic pilot Tutor Programme, in 2016. The Programme entails two components, namely, Generic Tutoring Skills; and Online Tutoring Skills. The generic component focuses on issues including, tutor identity and teaching and learning strategies. The eSkills component focuses on critical aspects related to the need for online tutoring in an institution that aspires to function in the digital age. Online skills include course design and effective interactive support and communication with individual students and student groups. This research highlights the eSkills component in relation to the tutors who are expected to enhance lecturer support. The tutor, who is also a subject-matter expert in the specific field, is equipped with necessary online tutoring skills. This qualitative research used individual face-to-face interviews with facilitators of the Tutor Programme, and with an academic Professional Support Unit Coordinator. An online survey was sent out to the tutors. Key findings of the research included the need for skilled online tutors for both blended and distance learning and teaching programmes; and need to design and develop a ‘purely-online tutor programme. The researchers recommend the continuation of the Tutor Programme, especially at time of national crisis in South Africa. As distant learning is key for future planning. However, online tutoring will be critical for the success thereof.