Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Context, approach and potentially innovative aspects

Inkundla yeHlabathi World Forum

simulation e-casebook coursework

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Context (1 of 2)

• 200 students enrolled in the International Law course at the University of Cape Town in 2008, a compulsory component of the Bachelor of Laws (LLB) curriculum:

—both undergraduate and postgraduate students;—wide variety of socio-economic backgrounds;—good level of access to computer resources on

campus; —widely variable levels of access to computer

resources and Internet away from campus;—exposed to comparatively high cost of broadband in

South Africa; little ‘net culture’ among students.—exposed to 200-250% inflation in cost of high-quality,

imported course materials from UK during 2007

• International Law central to constitutional interpretation in South Africa’s new democratic order, and yet sometimes perceived by students as US/UK-centric and remote from legal practice

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Context (2 of 2)

• Inkundla yeHlabathi is a process simulation to support teaching and learning in international law, complemented by digitised cases and materials and participatory groupwork.

• Piloted in 2007; fully operational in 2008 academic year

• Open-source online learning environment (Sakai) is key to deploying simulation and course materials and managing coursework.

• One of two winners of the inaugural IBM Teaching with Sakai Innovation Award (2008).

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Three ways of thinking about Sakai

[1] Sakai as:

• a static filing cabinet• a place to put or get

information• an intermediary between

students and teachers

[3] Sakai as:

• a living world• a place to generate learning• a creative space for its

inhabitants

[2] Sakai as:

• a dynamic classroom• a place to share knowledge• a forum for students and

teachers

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

simulation

e-casebook

coursework

Three modular & integrated components

Component Mode of access

Sakai

Sakai

Sakai

Classroom

CD-ROM

Classroom

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

• Students simulate work of legal advisers to 10 African States, gaining continental perspective

• 1-2 weekly formal lectures provides theoretical foundations and conceptual frameworks

• Students apply learning ‘in simulation’ though in-class groupwork, biweekly ‘tutorials’ (small group teaching) and chatrooms

• To be shared with other African universities

Simulation

simulation

e-casebook

coursework

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

• All required readings digitized and delivered on Sakai Wiki and CD-ROM;

• Includes international treaty database with over 90 key treaties, enhancing self-directed research skills

• Rationales: ecological sustainability; equality of access; ubiquity of access; professional skills-building; and lower printing and bandwidth costs

• To be shared across Africa as OER

e-casebook

simulation

e-casebook

coursework

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

• All assignments and tutorial preparation questions delivered and completed online; rapid-response online consultations

• Rationales: targeted tutoring, lower administrative footprint, plagiarism deterrence and detection

Coursework

simulation

e-casebook

coursework

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Potentially innovative aspects

1. Encouraging the real and ideal to share time and space within one online learning environment

2. Harnessing the dynamic equilibrium between expansion and consolidation activities within a simulated world

3. Stimulating professional responsibility, rewarding individual initiative and collective action

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Potentially innovative aspects

1. Encouraging the real and ideal to share time and space: Inkundla yeHlabathi integrates a simulated world of lateral possibilities with structured course progression, assessment and administration through one Sakai site. Site tool customisation, forums and multiple chatrooms are key enablers, together with practitioner involvement.

Imminent challenge: stimulate widespread participation, beyond the critical mass required to sustain the simulation

See PDF: Inkundla yeHlabathi screenshots

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Potentially innovative aspects

2. Harnessing a dynamic equilibrium between expansion and consolidation activities: the course implementation seeks balance between activities that expand the simulated world and generate new learning and activities that consolidate and apply learning. This helps the simulation (and its participants) grow organically and sustainably. Sakai’s interactive features provide opportunities to stimulate, identify and seize ‘learning moments’.

Imminent challenges: determine why and how certain activities or approaches generate ‘learning moments’; deliver ‘just in time’ teaching while maintaining manageable teaching loadSee PDF: Inkundla yeHlabathi sample practical

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Potentially innovative aspects

3. Stimulating professional responsibility, rewarding individual initiative and collective action: as future professionals, participants will need to take individual responsibility for work-product while collaborating on teams. The course stimulates professional responsibility through professional identity, rewarding individual initiative and collective action in several ways. Wikis, Sections, lecturer chatroom intervention and further integration with the LAMS module are especially valuable tools.

Imminent challenge: balance incentives for additional engagement in one course with ever-increasing student courseload across the curriculum

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Inkundla yeHlabathi plenary session:students sit by country, indicated by flagsand work in sub-groups of 3-4 students

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Acknowledgments

Acknowledgments and thanks to:

The International Law classes (2007/8)

Centre for Educational Technology, University of Cape Town

Mr Stephen Marquard, Mr David HorwitzMs Shaheeda Jaffer, Mr Tony CarrMs Eve Gray, Ms Cheryl Hodgkinson-Williams

Department of Public Law, University of Cape TownProf Christina Murray, Prof Tom BennettMs Cathy Powell, Ms Shihaam DonnellyMr Christopher Oxtoby

The Sakai Community & the Teaching and Learning Group

Salim A NakhjavaniDepartment of Public Law · University

of Cape TownE/merge 2008

Questions and comments

Thank you.

Comments and questions are welcome:

Salim NakhjavaniDepartment of Public LawUniversity of Cape Town

Private Bag X3 Rondebosch 7701 South Africasalim.nakhjavani@uct.ac.za

+ 27 21 650 2493