Post on 28-Jan-2018
Where do you want to be personally in 5 – 10 years time ?• Do you want to have a family?• Do you want to stay in academia?• Would you prefer to work in a research-
intensive or a teaching-focused institution?
Share some of these experiences with a partner you don’t know and then introduce this partner to the group
• #feesmustfall
• Transformed, decolonized & relevant curriculum
• CHE requirements for the enhancement of the Quality teaching & learning
• “…the discourse about professional learning and development is characterized by ‘conceptual vagueness’”
(Clegg 2003,p.37)
South African University Context
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?”
Age”
Tony Bates “Teaching in a Digital
Age”( 2016 p.13-14)
Nelson Mandela University
……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.
VIS
ION
MIS
SIO
N
About Nelson Mandela University
• A Comprehensive University• Located in the Eastern Cape• 7 faculties • Largely undergraduate with an intention to increase
the Post Graduate cohort
Re-imagining Higher Education• Requires an approach which is a fusion between calls for radical
transformation and “dismantling of Eurocentrism and epistemic violence” (Heleta, 2016), and a well-thought out evolutionary process of adopting “ an African philosophy of education that explores the lives of African communities and their situations” (Waghid, 2004, p.56).
• Focuses on strengthening the institutional identity, values & culture as the foundation for improving the teaching and learning quality for staff, undergraduate and post graduate student development.
• Disciplinary expertise and research related to enhancing epistemological access, multilingualism and inclusivity provides the context for the teaching, learning & assessment .
• Requires commitment, time & resources.• Higher Education practices are centred on learning, development &
the student success , with the academic central to their fulfilment.• Involves the recognition of innovative, technology-enhanced teaching
& active learning, sharing excellence and distributed leadership across units & faculties to create an institutional, distinctive culture of Higher Education practice.
Low numbers of academic staff qualified/ developed as teachers
Highnumbers of academic staff qualified/ developed as teachers
Good infrastructure (additional space for extra year) and good resources (e.g., WiFi, tablets with preloaded materials, etc.)
Poor infrastructure and poor resources
A perfect SA university
Students benefit from good teaching and
resources
What were we thinking?
Students have extra year of bad teaching in a poor
environment…
Throw money at the problem
The students get tablets – but does anyone know how to use
them?!
Teaching in the voidTeaching is great, but can
the students learn without adequate
resources?
A scenario planning tool for the implementation of a four-year BA at university X….Professor Chis Winberg, TALHE, 2014
Introducing the CTLM Online workshop series
The workshops have been designed to:
• Add to the range of information and resources each
academic already has
• Cultivate a community for exchanging teaching and
learning development best practices
• Connect NMMU academics with support internal and
external networks
Workshop titles
• Engaging and Teaching first year students
• Principles of facilitation
• Good practice tapestry for NMMU teaching and learning
• Reflecting on good teaching and learning
• Innovative assessment to support student success
• Academic Literacies through Multilingualism
• Assessing academic writing
• Approaches to Evaluation
URL : http://learn.nmmu.ac.za/course/view.php?id=4718
Bates, T. (2016). Teaching in a digital age. Available at:[https://opentextbc.ca/teachinginadigitalage/]
Clegg, S. (2003). Problematizing ourselves: Continuing professional development in Higher Education. International Journal for Academic Development 8(12): 37-50.
Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), 8.
Waghid, Y. (2004). African philosophy of education: implications for teaching and learning: perspectives on higher education. South African Journal of Higher Education, 18(3), 56-64.
Winberg, C ( 2014). Presentation at TALHE,2014
References