2nd Teaching With Technology Summit Programme

Time Activity Person Responsible
Day 1, 05/09/2019
07h30 – 08:30 Registration
08:30 – 08:45 Welcome Dr M. Makua, Senior Director: TLDC
08:45 – 09:00 Opening Remarks Prof M. Ramogale, DVC:Teaching & Learning
09:00– 10:15 Keynote address
Dr James Njenga
University of the Western Cape
The future of learning technologies in higher education.
Educational technology is the multifaceted use of, among others, tools and resources; approaches, processes and methodologies; and strategies for improving teaching and learning. Currently, the rapid evolution of electronic technologies and associated communication networks has seen a huge increase and focus on the use of electronic technologies’ derivatives in education. While this is the dominant view of educational technology, we should exercise caution, as there are other technologies that could arguably be used in teaching and learning and probably with better results. Recognising this caution, this presentation will focus on the advances in electronic technologies, specifically with the physical, biological, and cultural embeddedness of these technologies, and their potential to revolutionise teaching and learning. The physical, biological, and cultural embeddedness of these technologies is being referred to as the Fourth Industrial Revolution (4IR). This presentation will trace the past of education technology to the present, and thereafter, position the educational technology to the future that is hugely influenced by the main drivers of the 4IR. Presently, the leading discussions on electronic technologies in education is on the extension of mainly Learning/Content Management Systems (LMS) to offer different kinds of content and interactions – either based on technology used in access (Mobile, Personal Computer), the reality they present (virtual, augmented or mixed), and the nature of the educational offering (online or blended). The driving forces of 4IR will drastically change these discussions, especially considering: a. Artificial intelligence (AI) and the growing cognitive technologies; b. The Internet of Things (IoTs) - and miniaturization of electronics - and the vast amount of data they produce; c. Advances in computational algorithms (e.g. speech recognition, machine learning, deep learning, computer vision) and the increasing scope and contexts of use; and d. The coupling of AI, IoTs and the computational algorithms for highly specialised uses like robotics, and remote neural monitoring among others. This presentation will briefly focus on some projections in electronic educational technologies based on the current and forecasted state of these drivers of 4IR, and their possible effects on higher education institutions.
10:15 – 10:35 Tea Break
10:40 – 11:50 Panel discussion: Use of Learning Management Systems in higher education
Ms Shanali Govender
University of Cape Town
Workshop sessions
12:00 – 13:30
Ms. Lindsay Wesner
Immersive Learning with Google VR.
With virtual reality, you can travel almost anywhere without leaving your classroom! Come and experience the practical and pedagogical application of Google tools like YouTube 360 videos, Street View, Expeditions and Cardboard for creating magical, immersive learning experiences for students of all ages.
13:30 – 14:20 Lunch Break
Workshop sessions
14:30 – 15:15
Dr Duplessis
University of Mpumalanga
Student engagement: Using Yammer as an online cloud-based platform in an international and intercultural student teacher exchange programme.
With virtual reality, you can travel almost anywhere without leaving your classroom! Come and experience the practical and pedagogical application of Google tools like YouTube 360 videos, Street View, Expeditions and Cardboard for creating magical, immersive learning experiences for students of all ages.
Ms Thandokazi Mfikoyi
Walter Sisulu University
Using learning design tools to design learning and teaching activities.
This workshop will guide the participants on how to create an account and Sign In on Learning Designer and create learning activities. The Learning Designer is a tool to help teachers and lecturers design teaching and learning activities and share their learning designs with each other. It was developed by a team led by Diana Laurillard at the UCL Knowledge Lab and is free for anyone to use.
15:20 – 16:05
Mr Lungile Mdanyana
Walter Sisulu University
Integrating ePortfolios into learning practices
This workshop focuses on helping participants to develop their understanding on eportfolios, therefore eportfolios will be clearly defined and the process for developing and using e-portfolios will be unpacked. The workshop introduces participants to Electronic portfolio development using google sites. The workshop covers all steps one should follow when designing an electronic portfolio. The facilitator will present visual materials that introduces the topic, such materials include few slides, some short video clips and few examples of e-portfolios that will be shared as links.
Ms Lulama Siyotywa
Tshwane University of Technology
Effective use of instructional rubrics to identify learning gaps and provide rich rapid feedback on assessments for learning.
Communication of high expectations is one of the effective best practice and principle for undergraduate teaching and learning (1987, Chickering and Gamson). Very often learners perform poorly on formative assessments (assignments, projects, assignments etc) due to unclear expectations, task specifications and deliverables. Rich and rapid feedback has proven to assist learners in understanding their learning progress and able to improve where necessary. Large groups almost make it impossible for academics to provide individualised feedback. The workshop will equip academics on bridging those gaps by means of using online instructional rubrics to address learning gaps and provide rich rapid feedback to students.
16:10 – 16:50
Dr Andries Duplessis
University of Mpumalanga
Student engagement: Using Moodle’s quiz and discussion board features to enhance student performance
The workshop will showcase and take attendees through the steps that I followed in using Moodle’s quiz feature and discussion board topics as a way to enhance first-year students’ level of engagement. While quizzes were largely used to establish content knowledge, discussion topics were used to develop cognitive abilities such as reasoning using written English.
Mrs Devani Delomoney
Mangosuthu University of Technology
Using technology in the classroom and understanding why!
With no uncertainty, ICT (Information and Communications Technology) has impacted on higher education, like it has in almost every other sphere of our lives. The convenience of using technology and access to it has simplified daily tasks in many ways. Hence, its entrance into education was inevitable. Effective teaching is no more merely about being an expert in your discipline, now lecturers have to be knowledgable about how students think, knowledgable about how students learn and now more than ever, knowledge about technology (Koehler and Mishra, 2009). Herein lies the dichotomy as lecturers know their discipline well, know their students somewhat and know about technology even less. This calls for constant learning. Random, unco-ordinated attempts such as the use of technology does not amount to effective e-learning. We need to align curriculums to incorporate technology with specific outcomes. I will demonstrate how I use the flipped classroom approach by using blackboard, whats up and video recordings to enhance teaching and learning in a blended envionment.
17:00 – 18:30 Networking Cocktail event
Time Activity Person Responsible
Day 2, 06/09/2019
07h30 – 08:30 Registration
08:30 – 08:45 Welcome
08:50 – 09:50 Keynote address
Dr JP Bosman
Designing and implementing eLearning strategies in HEIs.
FUBU or FOBO – Designing and Implementing eLearning strategies in Higher Education

Why we do things matter. If it comes to Higher Education and eLearning, though, sometimes the rationale is not so clear. This is often due to not knowing how to ask the “why?” question. Having a framework to “think through” the practice of eLearning in Higher Education can assist (at least with getting started on the big picture). The Legitimation Code Theory concept of Autonomy, where we uncover why and how we “do things” to legitimise our practices, provides a meaningful and hopefully practical analytical framework to “go deeper” into how we strategically design and implement eLearning in our HE institutions. Are we doing things FUBU (For Us By Us) or FOBO (For Others By Others), or maybe something more blended?

Unpacking eLearning through an Autonomy lens, we will see how the framework works and then apply this thinking tool to three distinct but intertwined layers, namely:

  • The Institutional Strategic perspective, where we will draw on the concept of convergence towards an institution-wide approach.
  • The Lecturers’ Professional Learning needs, one of the critical but often overlooked pieces of the eLearning strategic puzzle.
  • The Academic Development and Support response, which potentially provides the important “glue” that “holds together” integrated and robust institutional initiatives.
  • In the process we will interactively explore the challenges and opportunities in this vibrant field through examples, research-informed practices and the mining of institutional wisdom. The idea is to provide some tentative directions, but more importantly, to prepare us how to ask the (complex) “Why?” questions.

    09:50 – 10:30 Showcase/Demonstartion
    10:30 – 10:50 Tea Break
    Workshop sessions
    10:50 – 12: 20
    Ms. Lindsay Wesner
    Rethinking and Redesigning Assessment
    The root of the word "assessment" comes from the Latin word "assidere", which means "to sit beside" YET assessment is often distant, impersonal and the bain of teachers and students lives. This workshop offers a fresh, new look at assessment! We’ll unpack the difference between assessment of learning, assessment as learning and assessment for learning. Then we’ll explore a number of digital tools which can streamline assessment, and make it both interactive and fun! Educators will be empowered to effectively use these new assessment strategies and digital tools to conduct various types of assessment, gather learner data, provide learners with immediate feedback and inform future instructional decisions.
    Ms. Shanali Govender
    University of Cape Town
    Putting on a learning design hat
    In the context in which we live, it is almost impossible to avoid technology. We are either active users or consumers, or find ourselves living in a world shaped by technological change. As educators and support staff working in a higher education context, we aim to have our students engage productively and critically with the technologies around them. Increasingly, we are called to bring technology into our classrooms, and even to consider teaching in online spaces. Our students and the students of the future might learn in brick and mortar classrooms, from the comfort of their homes, from a local library or even a coffee shop. We need to move beyond thinking of ourselves as “teachers” and consider what a “learning designer” hat might offer us. In this workshop, we’ll begin to locate ourselves and our classrooms in relation to technology. Having identified some of the key challenges in our contexts, we will embark on a design-thinking inspired journey, jam-packed with opportunities to dream, create and plan for use of technology in your classroom. In this workshop, we will focus on three key issues: 1.Identifying the differences between online and face-to-face courses in terms of course design, roles and role players’ expectations
    2.Identifying affordances and constraints of each delivery mode and what best suits your context (in terms of content, learning activities and assessment & feedback mechanisms)
    3.Designing learning resources for your digital course
    12:20 – 12:50 Knowledge café sessions
    12:50 – 13:00 Closure and Vote of thanks
    13:00 Lunch and Departure
    Shopping Basket