Appendix 5


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Appendix 5

  1. 1. The Teaching Development Programme (TDP) Programme 2012Academic Coordinator : Dr. Lorraine Hassan (Academic Staff Development, Fundani CHED), Tel: 021-4603536 ( is the TDP?The TDP is intended for new lecturers. It is a CPUT course intended to assist new lecturers to develop theirpractice in higher education teaching, learning and assessment. The TDP is offered in two modules that areroughly equivalent to one term of study each. The TDP includes a practical component in which thecandidate works with a mentor.Who is the TDP for?All new lecturers are invited to enrol for the TDP during their first year of tenure or contract. Preference willbe given to full-time academic staff who are contractually required to do the TDP. Only then will applicationsfrom other academic staff be considered. Candidates who have successfully completed the TDP will begiven preference to proceed to the Higher Diploma in Higher Education and Training (HDHET). We askcourse participants to consider registering for the HDHET in their second year of tenure, as it is likely thatuniversity lecturers will need some form of formal educational qualification in the future.TDP aimsThe TDP has the following course aims:  Enhancement of candidates’ teaching, learning and assessment practices  Provision of support for innovative teaching, learning, and assessment  Learning through reflection on teaching practiceAssessmentCandidates who enrol for the TDP are expected to build a basic teaching and learning portfolio and a basicassessment portfolio (see programme below). Candidates would generally work on these portfolios duringthe TDP semester programme, receive feedback on them, and complete them before the end of the year.Upon successful completion of their portfolios, candidates will receive a CPUT certificate.Venues and TimesTDP and HDHET workshops/meetings are on Wednesday afternoons from 14h00 – 16h00 (first term onCT campus, and second term on Bellville campus?). The Wednesday afternoons comprise lectures,seminars, workshops, and e-learning activities. Mentoring visits and individual consultations are offered in 1
  2. 2. addition to the Wednesday sessions. The Cape Town campus venue is Rm 4.28 and/or Rm 3.65,Engineering Building and the Bellville campus venue is the Preview Room (top floor, Library building). Programme for TDPModule 1: Teaching and LearningVenue: Room 4.28, Engineering Building, Cape Town campusDate Time Venue Topic Facilitators01/02 14h00 – Rm 4.28 Welcome and general orientation LH 16h0008/02 14h00 – Rm 4.28 Introduction to technology-enhanced teaching DG 16h00 and learning15/02 14h00 – Rm 4.28 Planning and preparation for teaching and LH 16h00 learning22/02 14h00 – Rm 4.28 Interactive lectures; case-based learning LH 16h0029/02 14h00 – Rm 4.28 Problem-based learning LH 16h0007/03 14h00 – Rm 4.28 Technology enhanced teaching and learning DG 16h0014/03 14h00 – Rm 4.28 Developing students’ language/academic NM 16h00 literacy. Accommodating for diversity in NNF teaching and learning.28/03 14h00 – Rm 4.28 Discussion of portfolio and evaluation of LH 16h00 moduleAssessment task: Develop a set of teaching and learning materials within a specific subject area, electiveor specialised programme; the materials should contain the following: 2 consecutive lesson plans (alignedwith outcomes, and that promote deep level learning), 2 examples of media for large group teaching on asignificant topic, 1 small group learning task to promote ‘deep level’ learning, 1 task to accommodate fordiversity, 1 task to support students’ language development within subject, 1 case study, 1 task to showapplication of research-based learning, 1 task to show application of technology enhanced teaching andlearning and a reflection on your practice.Deadline for formative feedback is:06/04/ 2012Final deadline for handing in of teaching and learning portfolio: 18/04/ 2012Module 2: Assessor trainingVenue: Preview Room, Library Building, Bellville Campus.Date Group Venue Topic Facilitators02/05 14h00 – Introduction to and general overview of module, LH 16h00 assessment criteria for portfolios.09/05 14h00 – Use of language in assessment 16h0016/05 14h00 – Formative and continuous assessment CW, LH 16h0023/05 14h00 – Summative assessment JG, LH 16h0030/05 14h00 – Online assessment: Innovative and integrative DG 16h00 methods 2
  3. 3. 06/06 14h00 – Brief overview of HEQF curriculum requirements MB 16h0013/06 14h00 – Development of a study guide MB 16h0020/06 14h00 – Discussion of portfolio; evaluation of module LH 16h00Assessment task (TDP): Develop a set of assessment tasks (formative, summative, integrative, etc) within aspecific subject area, elective or specialised programme (assessment criteria to be developed).Deadline for formative feedback is: 25/07/2012Final deadline for handing in the teaching portfolio is : 22/08/2012DEADLINE FOR HANDING IN PORTFOLIO FOR SUMMATIVE ASSESSMENT: 03/10/2012Resources:There are electronic, paper-based, and a range of higher education teaching and learning websites whichare available to all TDP and HDHET candidates.Study guidesThere are a number of paper based resources for the HDHET (in the form of study guides and handouts).The study guides are available in electronic form from and web-based resourcesWhere websites are not supplied, candidates are invited to send an e-mail to the relevant convener, who wille-mail the reading to you (or post you the hard copy).GeneralÅkerlind G S 1999. Growing and developing as an academic: what does it mean? HERDSA Annual International Conference, Melbourne, 12-15 July 1999Boyer E 1990. Scholarship reconsidered: priorities of the professoriate. Princeton NJ: Carnegie Foundation for the Advancement of Teaching.Cooper T 1996. Portfolio assessment in higher education. Proceedings Western Australian Institute for Educational Research Forum 1996. B 1994. Portfolio assessment and the new paradigm: New instruments and new places. The Educational Forum, 59 (Fall): 22-27.Schönwetter D J, Sokal L, Friesen M & Taylor K L 2002. Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements, The International Journal for Academic Development, 7 (1): 84 – 97.Webb G 1996. Understanding Staff Development. SRHE and Open University Press: Buckingham.TeachingBiggs J B (1999) Teaching for quality learning at university. OUP:Buckingham .Higher Education Quality Committee (2004). Improving Teaching & Learning Resource No. 6: 6a) Staff Development & 6b) The Self-evaluation of Teaching. Available at: C, Winberg C, Wright C & Wyrley-Birch B 2002. The ABC of Language and Content Integration: A manual for tertiary educators. Bellville: Peninsula Technikon.Ramsden P 1992. Learning to Teach in Higher Education. London: Routeledge. 3
  4. 4. Smith K, Shepard S, Johnson D, & Johnson R 2005. Pedagogies of engagement. Journal of Engineering Education January 2005. 87-101.Trowler P R & Cooper A 2002. Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programs. Higher Education Research and Development, 21 (3): 221-240.LearningBrown S & Smith B 1996. Introducing Resources for Learning. In Brown S & Smith B, (Eds) Resource- Based Learning. Kogan Page Ltd: London. pp. 1 - 9.Breslow L, Garraway J, Winberg C, Wright J & Wyrley Birch B 2005. Learning gains in integrated tasks. Journal of Engineering, Design, and Technology. 3 (3).Breier, M. & Mabizela, M. (2008) Higher education. In Human resources development review 2008: education, employment and skills in South Africa. Kraak, A. & Press, K. (eds). Cape Town: HSRC Press. 278-299.Ballard, B & Clanchy, J 1997, Teaching international students: a brief guide for lecturers and supervisors, IDP Education Australia, Deakin, ACT.Dunn, L/Oxford Brookes University 2000. Theories of Learning. Available at: University 2005. Inquiry-based learning. Available at:, G. 2001. Assessment: A guide for lectures. Assessment Series 3. Higher Education Academy.Brown, S., Race, P. and rust, C. 1995. Using and Experiencing Assessment. In Assessment for Learning in Higher Education, pp. 75-86. London: Kogan Page.Brown S 1999. Institutional Strategies for Assessment. In Brown S & Glasner A (Eds) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: SRHE & Open University Press. 3 – 13 .CHE/HEQC (2004) ITL Resource No 5 The Assessment of Student Learning. Available at: G 1999. Using assessment strategically to change the way students learn. In Brown S & Glasner A (eds) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: SRHE & Open University Press. 41 – 53.Inman, P. and Vernon, S. 1997. Assessing workplace learning: new trends and possibilities. New Directions for Adult and Continuing Education, No. 75, pp. 75-85.Knight, P. 2002. Summative Assessment in Higher Education: practices in disarray. Studies in Higher Education, Volume 27, No. 3, pp. 275-286.Luckett K & Sutherland L 2000. Assessment Practices the Improve Teaching and Learning. In Makoni S (ed) Teaching and Learning in Higher Education: A Handbook for Southern Africa. 98 – 130.Price, M. 2005. Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education, Vol. 30, No. 3, June 2005, pp. 215-230.Race P 2001. A briefing on peer and self assessment. Assessment Series 9. Higher Education Academy.SAQA 2001. Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications. SAQA. Pretoria.Woolf H 2004. Assessment criteria: reflections on current practices. Assessment and Evaluation in Higher Education, Vol. 29, No. 4, pp. 480-493. 4
  5. 5. ModerationFalchikov N 1996. Improving learning through critical peer feedback and reflection. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. J 2005. Identifying and developing resources to support validation and moderation of assessment - Small Grant Report [Online, Text], Teaching & Learning Portfolio, Melbourne, Vic, Available at:;ID=sjbc7xwxgszl1.docMassachusetts Institute of Technology 2005. Procedure on Moderation and Validation of Assessment. Available at: L M 1994. Questions to ask when evaluating tests. Practical Assessment, Research & Evaluation, 4(2). Available at: 2003. Chapter 7: Moderation. In ‘Criteria and Guidelines for the Assessment of NQF registered Unit Standards and Qualifications’. Available at: University of Technology 2004. Guidelines for moderation. Available at: 2004. The self-evaluation of teaching. Available at: of Sydney (n/d). What is Evaluation? Available at: web-based learningGros, B. 2002. Knowledge construction and technology, Journal of Educational Multimedia and Hypermedia, 11(4): 323-343.Deubel, P. 2003. An investigation of behaviorist and cognitive approaches to instructional multimedia design, Journal of Educational Multimedia and Hypermedia, 12(1): 63-91.Educational ManagementBaume D 2004. Managing Classroom Difficulties. Available at: E. & Mouton J 2001. The practice of social research. Cape Town: Oxford University Press.Bradbeer J 1999. Evaluation of Curriculum Development in Higher Education. Technical Report # 8, University of Portsmouth.Carr W and Kemmis S 1986. Becoming critical: education knowledge and action research. London: Falmer Press.Cohen L. & Manion, L 1989. Research methods in education, 3rd edition. London: Croom Helm.Kemmis S and McTaggart R (eds) 1988. The action research planner, third edition. Victoria: Deakin University.Lincoln Y and Guba E 1985. Naturalistic Enquiry. Beverley Hills, CA: Sage.Srauss A & Corbin J 1998. Basics of qualitative research: Techniques and Procedures for developing grounded theory. New York: Sage.Stierer B & Antioniou M 2004. Are there distinctive methodologies for pedagogic research is higher education? Teaching in Higher Education, 9 (3): 275 – 285.Vithal R & Janson J 1997/2005. Designing your first research proposal: A manual for researchers in education and the social sciences. Cape Town: Juta & Co.Curriculum review and development 5
  6. 6. Barnett, R. & Coate, K. 2004. Engaging the curriculum in higher education. Buckingham: SRHE andOpen University Press.Biggs, J. 1999. What the student does: Teaching for enhanced learning. Higher Education Research &Development, 18(1): 57-75.Biggs, J. 2002. Aligning the curriculum to promote good learning. LTSN Generic Centre.The Higher Education Academy. 23 May 2009Council on Higher Education (CHE): Higher Education Quality Committee (HEQC) 2004. ImprovingTeaching and Learning (ITL) Resource no. 1: Programme planning, design and management. Africa. Department of Education. 2007. The Higher Education Qualifications Framework.Government Gazette no. 30353 of 5 October 2007. Pretoria: Department of Education.South African Qualifications Authority. 2000. The National Qualifications Framework and Curriculumdevelopment. Pretoria: SAQA. learningBarrows, H.S. & Tamblyn, L.M. 1980. Problem-based learning-an approach to medical education, Volume1. New York: Springer.Barrows, H.S. 1985. How to design a problem-based curriculum for the pre-clinical years. New York:Springer.Bligh, J. 1995. Problem-based learning in medicine: An introduction. Postgraduate Medical Journal,71:323-326.Boshuizen, H.P.A., Van de Vleuten, C.P.M., Schmidt, H.G. & Machiels-Bongaerts, M. 1997. Measuringknowledge and clinical reasoning skills in a problem-based curriculum. Medical Education, 31:115-121.Dolmans, D.H.J.M., Wolfhagen, I.H.A.P., Scherpbier, A.J.J.A. & Van de Vleuten, C.P.M. 2001. Relationshipof tutors group-dynamic skills to their performance ratings in problem-based learning. Academic Medicine,76 (5):473-476.Hattingh, A. & Killen, R. 2003. The promise of problem-based learning for training pre-service technologyteachers. South African Journal of Higher Education,17(1):39-46.Hay, P.J. & Katsikitis, M. 2001. The "expert" in problem-based and case-based learning: Necessary or not.Medical Education, 35:22-26.Mennin, S.P. & Martinez-Burrola, N. 1986. The cost of problem-based versus traditional medical education.Medical Education, 20:187-194.Schmidt, H.G., Dauphinee, W.D. & Patel, W.L. 1987. Comparing the effects of problem-based andconventional curricula in an international sample. Journal of Medical Education, 62:305-315.Schmidt, H.G., Cohen-Schotanus J.& Arends L.R. 2009. Impact of problem-based, active learning ongraduation rates for 10 generations of Dutch medical students. Medical Education, 43: 211–218.Papinczak, T, Tunny, T. & Young, L. 2009. Conducting the symphony: a qualitative study of facilitation inproblem-based learning tutorials. Medical Education, 43:377-383.Hmelo-Silver, C.E. & Barrows, H.S. 2006. Goals and strategies of a problem-based learning facilitator. TheInterdisciplinary Journal of Problem-based learning, 1(1): 21-39.Van Berkel, H.J.M. & Dolmans, D.H.J.M. 2006. The influence of tutoring competencies on problems, groupfunctioning and student achievement in problem-based learning. Medical Education, 40:730-736.Technology enhanced teaching and learning 6
  7. 7. Arthur W. Chickering and Stephen C. Ehrmann (1999). Implementing the seven principles: Technology aslever. American Association for Higher Education Bulletin, October. Training Resources: Introduction to eLearning Pedagogy, Version 1.3. pedagogical Tip. Y. and Cornelious, L. ( 2005) Preparing Instructors for quality Online Instruction. supportAnderson, L. W., & Krathwohl, D. R. (eds.). 2001. A taxonomy for learning, teaching and assessing: Arevision of Blooms Taxonomy of educational objectives. New York : Longman.Atkinson, P. 1985. Language, Structure and Reproduction: An introduction to the sociology of BasilBernstein. London, Methuen.Brumfit, C.J. and K. Johnson (eds). 1979. The Communicative Approach to Language Teaching. London:OUPCanale, M. and Swain, M. 1980. Theoretical bases of communicative approaches to second languageteaching and testing. Applied Linguistics 1, 1-47.Cummins, J. 2000. Language, Power and Pedagogy. Clevedon: Multilingual MattersFairclough, N. 1998. Critical Language Awareness. London: Lancaster UniversityFreire, P. 1971. Pedagogy of the Oppressed. New York: ContinuumGee, J. P. 1992. The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.Giroux, H.A. 1981. Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. New York: Berginand GarveyHymes, D.H. 1971. On communicative competence. Philadelphia: University of Pennsylvania Press.Kramsch, C. 1993, Context and Culture in Language Teaching. Oxford: OxfordLarson-Freeman, D. 1986. Techniques and Principles in language Teaching. London: OUPScrivener, J. 1994. Learning Teaching. HeinemanVersveld, R. 1991. Language and Education. Language Projects Review. Vol 6 No 3/4 pp8-10.Widdowson, H. 1978. Teaching Language as Communication. Oxford University Press 7