Browsing by Author "Saddington, Tony"

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    Adult learning practises during a time of organisational change: implementing the SAP R/3 computer system at a university
    (1999) Pieters, Elaine; Saddington, Tony
    The research is an attempt to understand adult learning practices in an organisation that is undergoing significant change in its financial practices. This change has brought with it a new computer system in the form of SAP R/3. A case study was used, namely the implementation of SAP R/3 at the University of Cape Town (UCT). The system was implemented by the PRISM Project, whose training team delivered most of the formal training that was required. The researcher is a member of this training team. Four areas of research theory are used to analyse the case. A theory of organisational change is used to assess organisational learning. A model of adult learning is used to assess adult learning practices. It highlights three elements namely the learner and what they bring to the learning-teaching situation, the task and what it demands, and the means to build a bridge between the two. Theories of adult cognition are used to illuminate this model. Finally, role and discourse theory is used to understand how adults interact with others and approach the role of learner. A qualitative research methodology was used. Thirty adults, "end users" from various levels and areas of the organisation were interviewed. I also interviewed PRISM Project Managers, trainers and representatives of central administrative departments. The data was coded and analysed, and provided a rich source of contextual data that described adult's experiences of learning to use SAP R/3 and of coping with organisational change. The research was concerned with answering two main questions: Firstly, What organisational learning took place? Including what new organisational norms adults needed to learn about and what the organisation's theory in use of finances and SAP R/3 was. Secondly, using the adult learning model, What adult learning practices were found at UCT? I was particularly interested in the effect of role and discourse brought to learning, and in classifying different strands of the learning task and assessing which mediators of learning worked best for each. The research findings address these issues and I conclude with some implications for practice.
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    Open Access
    Exploring project-based learning: a case study of a first-year medical education course
    (2003) Weir,Gavin; Saddington, Tony
    This study describes the eleven-year period of preparation and implementation of a project-based learning programme within a first year course for medical students, at the University of Cape Town. The methodology was descriptive reflection using case study research. The study first describes current understandings of student approaches to learning, learning assumptions and styles of learning and the link with deep learning. Included is also a discussion on ways in which teaching approaches and methods can influence student learning. Linked to this is a review of notions of project-based learning and its place in the spectrum of teaching and learning activities encountered by students at university. The study then describes the challenges / issues that arose during the eleven-year period and the various ways in which they were responded to. The provided description also outlines ways in which the programme attempted to foster [or hinder] deep learning amongst students, since such learning is regarded as a key outcome of learning at university. The research ends with an attempt to address why the programme did not foster deep learning amongst students to the extent it could have. It proposed that for project-based learning to foster deep learning amongst students [and particularly amongst first year students] various key elements have to be in alignment. Secondly it argues for the fact that project-based learning amongst first year students should be viewed in terms of an 'apprenticeship in deep learning'. By viewing project-based learning in such terms the advantages advanced for project-based learning can be more candidly recognised. The research ends with 'implications for practice' for those prospective project-based learning practitioners who would like to harness the power of project-based learning to foster deep learning amongst their students.