This is a presentation about my work at Stellenbosch University in South Africa. It was presented as a digital presentation at HELTASA 2014 in Bloemfontein.

1. Practical examples of introducing ICTs in a higher
education institution
Magda Barnard
Page 1 of 7 Instructional design and support officer

2. Page 2 of 7
The numbers
Economic and
Management Sciences
7Departments /
Lecturers 138 Undergraduate
Schools 163Undergraduate
Modules
4408Undergraduate
Students

3. Page 3 of 7
The project
Review all undergraduate modules to take it to a more blended learning approach.
Optimal utilisation and integration of ICT in modules.
2014 Redesign all first year modules 2015 Redesign all second and third year modules

4. The big fish…
Industrial
Psychology 152
E-portfolio
First year students reflect on module
content by completing 5 e-portfolio
entries. These are marked by
honours students. Consequently, a
discussion about the content
develops. This engages students in
application of the content and brings
forth deeper learning.
Economics
144
Flipped Classroom
Cooperative problem-based learning is
possible (and in fact more successful than
the traditional approach) for large class
groups in economics by flipping the class
room – incorporating high and low
technology to facilitate and enhance
engagement and monitoring attendance,
participation and progress of the students.
Statistics
168
Vodcasts
Engage students actively in content
through vodcasts, underpinned by
online assessments, clickers and
real-life case studies. Students
stated that they watched the vodcasts
multiple times and it enabled them to
understand difficult concepts.
Samantha Adams
Marietha de Wet
Olivia Ezeobi
Liezl Nieuwoudt
Ivona Contardo-Berning
Tom Berning

5. Page 5 of 7
One step at a time
Industrial Psychology
144 Virtual office hours
Large class
Chat room function
Business Management
Online1 d4iv2ision of
tutorial groups.
1300 students
Financial Accounting
Use clicke1rs7 a8s formative
assessment and for class
attendance
Statistics 168
Record live lectures and
screen of statistical software
for later referral by students.
Industrial Psychology
244 Online marking of
writing modules by
various lecturers
Maths for EMS 171
Multiple online assessment
opportunities for extended
programme students
Lecturers faced with the
challenge of implementing
ICTs into their modules,
may be anxious about time
constraints, uncertain
about the possibilities and
feel overwhelmed by the
strange jargon and
unfamiliar technologies.
Taking small steps in
integrating effective ICTs
proof valuable for lecturers
and students.

6. Page 6 of 7
Staff development and support
ICT introduction sessions
These sessions are
presented at each faculty
and department to make
lecturers aware of the
possibilities that exist for
use of ICTs in teaching and
learning. From these
sessions more
individualised follow-up
opportunities develop.
iByte-sessions and iByte-news
Informal opportunities for
staff to be exposed to the
use of ICTs in teaching
and learning. These
sessions are short and
focused on a specific tool
or idea with guest
speakers and examples
from the faculty.
Blended Learning
Module
Presented by the Centre
for Learning
Technologies. It aims to
provide staff with the
theoretical and practical
tools needed to design a
meaningful, blended
learning module or
course.
Lecturer support
The SUNLearn
instructional designer is
responsible for the
lecturer support on
pedagogical and
development level.
Teaching days
There are currently two
teaching days. The
purpose of the first is to
introduce new lecturers to
the Faculty’s teaching and
learning culture, including
ICT strategies and goals.
During the second
opportunity lecturers are
given the chance to see
examples of good use of
ICTs in teaching and
learning in the Faculty.

7. The end
Page 7 of 7 @magda_barnard