Jolanda Morkel's SLAM a the 2014 CPUT Teaching and Technology Day, presenting TEDEd as a tool for finding out, taking action, taking in and sorting out (Kath Murdoch 2014)
This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Corona Chronicles: Connected co-learning and co-teaching in online and blende...STADIO Higher Education
This presentation formed part of the CPUT Teaching and Learning with Technology Day on 26 November 2020 and it is based on a book chapter currently in review, submitted to 'Co-teaching/researching in an Unequal World: Using Virtual Classrooms to Connect Africa, and Africa and the World’ Edited by Professors Shangase, Gachago and Ivala. This work forms part of collaborative research by 4 colleagues from Africa and Australia: Dr Mark Olweny from Uganda Martyrs University, Jolanda Morkel from the CPUT, Dr Lindy Osborne Burton from Queensland University of Technology and Mr Steven Feast from Curtin University.
The context within which this reflective work is situated, is the architecture studio that is often associated with problems related to socialisation, asymmetrical power relations, the mental health of students caused by stress and workload, and a degree of ritualised teaching practices, and in online spaces specifically, aspects of social presence, authenticity, and embodiment.
In our work we recognise differences and similarities in our contexts, that are visible in the composition of student bodies, staffing and resources, as well as the need to address social justice, and the call for decolonised curricula.
Prior to the sudden global pivot to online learning in response to the COVID-19 pandemic and mandatory social distancing precautions, the four Schools of Architecture that form the focus of this chapter were open to adopt blended and online approaches to learning and teaching.
The Professional Master's programme in Architecture at Curtin University is the first accredited fully online Master’s in Architecture in Australia and it is offered in collaboration with Open Universities Australia (OUA).
The blended part-time Advanced Diploma in Architectural Technology programme at the CPUT is the result of a 6 year long University-Practice collaboration between the CPUT and Open Architecture.
The resident programmes in architecture at the QUT employ digital technologies extensively, in custom-designed on-campus learning spaces.
And the Master’s and Bachelor's programmes at UMU rely primarily on face-to-face on-campus (onground) teaching, complemented by virtual studio experiments.
These four architectural learning sites are significant considering the general global resistance to online learning in architectural education, pre-pandemic. The online approaches adopted by these Schools of Architecture not only facilitated interaction and collaboration between students and educators, but also, in some cases, promoted inter-institutional collaboration. And these practices are the focus of this study.
We employed a collaborative autoethnographic (CAE) approach to explore the potential for global collaboration in architectural education and to describe the approaches and strategies that can be considered.
A presentation for Perspective 5: How has COVID-19 impacted how we teach and learn architecture, in the series Conversations on post-COVID-19 Perspectives for Architecture in South Africa.
In this presentation Jolanda Morkel reflects on her experiences in learning, teaching, research, studio facilitation, and learning design, to share her recent observations, discoveries, and some lingering questions. She relates the post-COVID-19 conditions in South Africa to global and pre-pandemic realities to put it in perspective. Jolanda draws on the work of Professors Achille Mbembe, Ashraf Salama and Lesley Lokko to prompt reflection on society and the role of the University, the implications of emergency remote learning and teaching, in relation to the legacy model and its deficiencies, that were amplified by the Pandemic. She advocates for purposeful and student-centred learning design that will move beyond the binary, to consider the range of learning settings and experiences between the online and the onground, the synchronous and the asynchronous, and the formal and informal learning settings and dimensions. Such an approach will not be fixated on the tools, but consider the pedagogy. It will consider the content, methodologies, role models and languages that students can relate to. Jolanda cautions against the practical and ethical complexities associated with the use of technology for learning and teaching, including data analytics, surveillance, staff workloads, university infrastructure and support, digital literacies of staff and students, suggesting that these should consciously be addressed through learning experience design. The presentation concludes with the challenge to be open enough to recognise the opportunities that the pandemic revealed and to be brave enough to take these on.
Jolanda Morkel's SLAM a the 2014 CPUT Teaching and Technology Day, presenting TEDEd as a tool for finding out, taking action, taking in and sorting out (Kath Murdoch 2014)
This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Corona Chronicles: Connected co-learning and co-teaching in online and blende...STADIO Higher Education
This presentation formed part of the CPUT Teaching and Learning with Technology Day on 26 November 2020 and it is based on a book chapter currently in review, submitted to 'Co-teaching/researching in an Unequal World: Using Virtual Classrooms to Connect Africa, and Africa and the World’ Edited by Professors Shangase, Gachago and Ivala. This work forms part of collaborative research by 4 colleagues from Africa and Australia: Dr Mark Olweny from Uganda Martyrs University, Jolanda Morkel from the CPUT, Dr Lindy Osborne Burton from Queensland University of Technology and Mr Steven Feast from Curtin University.
The context within which this reflective work is situated, is the architecture studio that is often associated with problems related to socialisation, asymmetrical power relations, the mental health of students caused by stress and workload, and a degree of ritualised teaching practices, and in online spaces specifically, aspects of social presence, authenticity, and embodiment.
In our work we recognise differences and similarities in our contexts, that are visible in the composition of student bodies, staffing and resources, as well as the need to address social justice, and the call for decolonised curricula.
Prior to the sudden global pivot to online learning in response to the COVID-19 pandemic and mandatory social distancing precautions, the four Schools of Architecture that form the focus of this chapter were open to adopt blended and online approaches to learning and teaching.
The Professional Master's programme in Architecture at Curtin University is the first accredited fully online Master’s in Architecture in Australia and it is offered in collaboration with Open Universities Australia (OUA).
The blended part-time Advanced Diploma in Architectural Technology programme at the CPUT is the result of a 6 year long University-Practice collaboration between the CPUT and Open Architecture.
The resident programmes in architecture at the QUT employ digital technologies extensively, in custom-designed on-campus learning spaces.
And the Master’s and Bachelor's programmes at UMU rely primarily on face-to-face on-campus (onground) teaching, complemented by virtual studio experiments.
These four architectural learning sites are significant considering the general global resistance to online learning in architectural education, pre-pandemic. The online approaches adopted by these Schools of Architecture not only facilitated interaction and collaboration between students and educators, but also, in some cases, promoted inter-institutional collaboration. And these practices are the focus of this study.
We employed a collaborative autoethnographic (CAE) approach to explore the potential for global collaboration in architectural education and to describe the approaches and strategies that can be considered.
A presentation for Perspective 5: How has COVID-19 impacted how we teach and learn architecture, in the series Conversations on post-COVID-19 Perspectives for Architecture in South Africa.
In this presentation Jolanda Morkel reflects on her experiences in learning, teaching, research, studio facilitation, and learning design, to share her recent observations, discoveries, and some lingering questions. She relates the post-COVID-19 conditions in South Africa to global and pre-pandemic realities to put it in perspective. Jolanda draws on the work of Professors Achille Mbembe, Ashraf Salama and Lesley Lokko to prompt reflection on society and the role of the University, the implications of emergency remote learning and teaching, in relation to the legacy model and its deficiencies, that were amplified by the Pandemic. She advocates for purposeful and student-centred learning design that will move beyond the binary, to consider the range of learning settings and experiences between the online and the onground, the synchronous and the asynchronous, and the formal and informal learning settings and dimensions. Such an approach will not be fixated on the tools, but consider the pedagogy. It will consider the content, methodologies, role models and languages that students can relate to. Jolanda cautions against the practical and ethical complexities associated with the use of technology for learning and teaching, including data analytics, surveillance, staff workloads, university infrastructure and support, digital literacies of staff and students, suggesting that these should consciously be addressed through learning experience design. The presentation concludes with the challenge to be open enough to recognise the opportunities that the pandemic revealed and to be brave enough to take these on.
Presentation delivered at 29 May STAND UJ Symposium, by Jolanda Morkel.
Presentation title: Learning in practice. Learning for practice. Learning through practice.
Seminar title: Socially Engaged Pedagogies in Art and Design Education
DESIGN TEACHING FOR RELEVANCE
Presentation delivered at 29 May STAND UJ Symposium, by Jolanda Morkel.
Presentation title: Learning in practice. Learning for practice. Learning through practice.
Seminar title: Socially Engaged Pedagogies in Art and Design Education
DESIGN TEACHING FOR RELEVANCE