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2017Teaching
and Learning
Support
Interventions
(CTLM)
Rita Kizito
for Science Faculty
28 -03-2017
The context
• Student demands for
decolonisation of the
curriculum
• Council of Higher
Education calls for
enhancement of
epistemological access for
students ( Wally Marrow)
• Proliferation of digitally-
supported teaching
learning
Agenda
• CTLM support
interventions
• Challenges and
Needs in
faculties (see form)
• Way forward
The HEADS Team
DVC: Teaching
& Learning
CAAR
Centre for Access
Assessment &
Research
CTLM
Centre for
Teaching
Learning & Media
SCCDC
Student
Counseling,
Career &
Development
Centre
Higher Education Access & Development Services
(HEADS)
Dean : Teaching & Learning
2017 CAAR Testing Results ( n= 177)
Selected BSc & Diploma Programmes
CTLMinterventions
• Photography, Graphic design
• Video conferencing
• Video production
• AudioVideo Technology Solutions
1.CURRICULUM &TEACHING DEVELOPMENT
• Introduction toTeaching & Learning @ NMMU ( 3 day workshop)
• Mentoring of New Academics – Peer
• Scholarship ofTeaching & Learning Certificate ( SOTLC1)
• Academic Literacies through Multilingualism
• Evaluation
2. ACADEMIC DEVELOPMENT FOR STUDENTS
• Supplementary Instruction ( SI)’
• Mentoring, Tutoring , Advising - Keys to Success, Orientation, E – PAL
• Academic Literacies throughWriting (Writing Centre)
• Academic & Life Management Modules ( ALM)
3. BLENDED LEARNING
• Level 4 ( advanced - hybrid - assignments, assessment)
• Level 3 ( Course materials, interaction, assignments)
• Level 2 ( Course materials, interaction)
• Level 1 ( online presence)
4. INTERGRATED MEDIA SERVICES
New additions
•8 online
workshops
•Re-curriculating
•African
Philosophy of
Education
•Course Design
(Carpe Diem)
•Electronic
Tutoring & Peer
Assisted
learning
•OERs
•E-assessment
•Embedding
Social media
•SOLTC2
•SLPS
•PG Dip (HE)
•Integrated
Evaluation
Challenges & Needs in Faculties
What are the challenges
experienced by academic
staff and students during
teaching and learning in
the faculty?
1.
2.
3.
4.
5.
What kind of support does
the faculty need?
1.
2.
3.
4.
5.
Change is the only constant…
• How can we ensure that we
are developing the kinds of
graduates from our courses
and programs that are fit for
an increasingly volatile,
uncertain, complex and
ambiguous future?
• What should we continue to
protect in our teaching
methods (and institutions),
and what needs to change?”
Tony Bates
“Teaching in a Digital Age”
( 2016 p.13-14)
NMMUVISIONAND MISISION
……be a dynamic African university, recognised for its
leadership in generating cutting-edge knowledge for a
sustainable future.
…… offer a diverse range of quality educational
opportunities that will make a critical and constructive
contribution to regional, national and global
sustainability.
VISIONMISSION
A Distributed Leadership and progressively
digitally -enhanced teaching & learning strategy
MainTask
Finding ways of increasing opportunities for staff &
students to explore, renew and find solutions to the
intellectual and practical challenges of improvingTeaching &
Learning at NMMU.
Vision
An institution that is visible and distinctive as a leader in
Comprehensive HE teaching , learning and innovation.
Mission
To collaboratively build a common vision & culture of
quality teaching and learning, through the integration and
coordination of professional development, student
academic development, research ,scholarly activities and
program review and renewal, embedded in a culture of
‘distributed leadership’.(1)
(1) Distributed leadership is defined as a process that comprises both
organisational and individual dimensions, and regards leadership as a resource
and as an agency (Tian, Risku & Collins, 2016)
Defining the “we”…
• Survey the
• External
• Landscape
Initial
Surveys
• What is working ?
• What requires
improvement?
In-house
Review
• Solutions
to get
there ?
• ( Digital)?
Long
term
goals
• What is to be
monitored
(measured)?
Select
performance
metrics
• Who will drive
the
project(S)?
• How will staff
members in
across the
departments
be galvanized
?
Determine
steering team
A way forward?
“A model forTransforming
Undergraduate STEM Education
using ActiveTeaching &
Learning Strategies”
Carl Wieman – Nobel Laureate
Physics
“Time & Resources”
Challenges
• Academic staff buy-in and readiness to modify/renew
teaching practices in order to improve student learning.
• Ensuring that changes introduced do not disrupt student
learning.
• Adopting a team approach and maintaining collegiality.
• The university’s consistency in recognizing and rewarding
teaching & learning efforts.
• Attaining commitment and harmonization across faculty &
units to form an institutional identity, while retaining
faculty uniqueness.
THANK YOU
References
Bates,T. (2016). Teaching in a digital age. Available
at:[https://opentextbc.ca/teachinginadigitalage/]
Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership
from 2002 to 2013:Theory development, empirical evidence and future research
focus. Educational Management Administration & Leadership, 44(1), 146-164.
Morrow,W. (2009). Bounds of democracy: Epistemological access in higher
education.

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Re-imagining Higher education practice at nmmu 27032017

  • 2. The context • Student demands for decolonisation of the curriculum • Council of Higher Education calls for enhancement of epistemological access for students ( Wally Marrow) • Proliferation of digitally- supported teaching learning Agenda • CTLM support interventions • Challenges and Needs in faculties (see form) • Way forward
  • 3. The HEADS Team DVC: Teaching & Learning CAAR Centre for Access Assessment & Research CTLM Centre for Teaching Learning & Media SCCDC Student Counseling, Career & Development Centre Higher Education Access & Development Services (HEADS) Dean : Teaching & Learning
  • 4. 2017 CAAR Testing Results ( n= 177) Selected BSc & Diploma Programmes
  • 5. CTLMinterventions • Photography, Graphic design • Video conferencing • Video production • AudioVideo Technology Solutions 1.CURRICULUM &TEACHING DEVELOPMENT • Introduction toTeaching & Learning @ NMMU ( 3 day workshop) • Mentoring of New Academics – Peer • Scholarship ofTeaching & Learning Certificate ( SOTLC1) • Academic Literacies through Multilingualism • Evaluation 2. ACADEMIC DEVELOPMENT FOR STUDENTS • Supplementary Instruction ( SI)’ • Mentoring, Tutoring , Advising - Keys to Success, Orientation, E – PAL • Academic Literacies throughWriting (Writing Centre) • Academic & Life Management Modules ( ALM) 3. BLENDED LEARNING • Level 4 ( advanced - hybrid - assignments, assessment) • Level 3 ( Course materials, interaction, assignments) • Level 2 ( Course materials, interaction) • Level 1 ( online presence) 4. INTERGRATED MEDIA SERVICES New additions •8 online workshops •Re-curriculating •African Philosophy of Education •Course Design (Carpe Diem) •Electronic Tutoring & Peer Assisted learning •OERs •E-assessment •Embedding Social media •SOLTC2 •SLPS •PG Dip (HE) •Integrated Evaluation
  • 6. Challenges & Needs in Faculties What are the challenges experienced by academic staff and students during teaching and learning in the faculty? 1. 2. 3. 4. 5. What kind of support does the faculty need? 1. 2. 3. 4. 5.
  • 7. Change is the only constant… • How can we ensure that we are developing the kinds of graduates from our courses and programs that are fit for an increasingly volatile, uncertain, complex and ambiguous future? • What should we continue to protect in our teaching methods (and institutions), and what needs to change?” Tony Bates “Teaching in a Digital Age” ( 2016 p.13-14)
  • 8. NMMUVISIONAND MISISION ……be a dynamic African university, recognised for its leadership in generating cutting-edge knowledge for a sustainable future. …… offer a diverse range of quality educational opportunities that will make a critical and constructive contribution to regional, national and global sustainability. VISIONMISSION
  • 9. A Distributed Leadership and progressively digitally -enhanced teaching & learning strategy MainTask Finding ways of increasing opportunities for staff & students to explore, renew and find solutions to the intellectual and practical challenges of improvingTeaching & Learning at NMMU. Vision An institution that is visible and distinctive as a leader in Comprehensive HE teaching , learning and innovation. Mission To collaboratively build a common vision & culture of quality teaching and learning, through the integration and coordination of professional development, student academic development, research ,scholarly activities and program review and renewal, embedded in a culture of ‘distributed leadership’.(1) (1) Distributed leadership is defined as a process that comprises both organisational and individual dimensions, and regards leadership as a resource and as an agency (Tian, Risku & Collins, 2016)
  • 11. • Survey the • External • Landscape Initial Surveys • What is working ? • What requires improvement? In-house Review • Solutions to get there ? • ( Digital)? Long term goals • What is to be monitored (measured)? Select performance metrics • Who will drive the project(S)? • How will staff members in across the departments be galvanized ? Determine steering team A way forward? “A model forTransforming Undergraduate STEM Education using ActiveTeaching & Learning Strategies” Carl Wieman – Nobel Laureate Physics
  • 12. “Time & Resources” Challenges • Academic staff buy-in and readiness to modify/renew teaching practices in order to improve student learning. • Ensuring that changes introduced do not disrupt student learning. • Adopting a team approach and maintaining collegiality. • The university’s consistency in recognizing and rewarding teaching & learning efforts. • Attaining commitment and harmonization across faculty & units to form an institutional identity, while retaining faculty uniqueness.
  • 13. THANK YOU References Bates,T. (2016). Teaching in a digital age. Available at:[https://opentextbc.ca/teachinginadigitalage/] Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013:Theory development, empirical evidence and future research focus. Educational Management Administration & Leadership, 44(1), 146-164. Morrow,W. (2009). Bounds of democracy: Epistemological access in higher education.