Teaching and Learning

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Browsing Teaching and Learning by Faculty "Centre for Higher Education Development"

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    Changing Centres of Teaching and Learning an analytical review
    (UCT, 2021) Czerniewicz, Laura
    This analytical review reflects on the ways that centres for teaching and learning in universities are formulated and how they might change to best respond to and address the changing needs of students, academics and institutions in a post pandemic era. Drawing on discussions with experts, personal experience and grey literature, the key considerations to be addressed are articulated, in order to spell out the options for CTLs in a variety of contexts
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    DOT4D Open Textbook Landscape Survey Report: University of Cape Town
    (Digital Open Textbooks for Development, 2021-07) Masuku, Bianca
    The Digital Open Textbooks for Development (DOT4D) project in the Centre for Innovation in Learning and Teaching at the University of Cape Town aims to better understand the affordances of open textbook publishing. This report presents findings from the DOT4D landscape survey which served to capture the institutional open textbook publishing terrain in order to gain a sense of current open textbook production and publication activity taking place within the university.
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    Education for All Week 1 - Barriers to Learning
    (2019-06-01) McKenzie, Judith
    This video focuses on barriers to learning which can be brought about by the limiting educational system and the society or environment. The video further explains that children may experience one or more barriers to learning and the Inclusive Education approach is used to address these obstacles to enable all learners to reach their full potential. In order to achieve Inclusivity in education and training, the presenter in the video emphasizes the importance of a shift in the mindset from putting the problem with child, to changing the education system as a whole to meet all learner needs. This is supported by the agreements such as the UN Convention on the Rights of Persons with disabilities and the Salamanca statement which recognize that education for all learners should occur in an inclusive manner.
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    Education for All Week 1 - Call to Action
    (2018-06-01) McConkey, Roy
    In this video, Roy McConkey discusses how all children deserve to receive formal education. He discusses how chilldren in Africa, particularly those with disabilities, often do not receive education despite the attempts by the UN. He discusses how schools can become inclusive by accepting all learners, adapting teaching methods to cater for different kinds of educational needs, involving the community in education and schooling, and encouraging attitudinal change in the learners so that all students are able to participate in education without prejudice. He further discusses the various challenges that schools face when attempting to become more inclusive. This is video 1 in Week 1 of the Education for All MOOC.
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    Education for All Week 1 - Our model of inclusive education
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa discusses the model of inclusivity that will be used in the Education for All MOOC. She outlines the inter-related spheres of the home environment, the school, and the community, and how these are involved in socially inclusive education practices. She then outlines the different weeks in the course and their specific focuses on the different aspects of socially inclusive education. This video is located within Week 1 of the Education for All MOOC.
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    Education for All Week 1 - Why inclusion
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa introduces the Education for All MOOC and its focus on inclusive education for the benefit of children with disabilities. She introduces the key themes that will be explored in the MOOC, including inclusivity in education, barriers to learning, and the importance of creating a society in which all children have access to education.
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    Education for All Week 1 - Why social inclusion matters
    (2018-06-01) Soudien, Crain
    In this video, Professor Crain Soudien discusses how the terms social inclusion and social cohesion are used. He suggests these concepts are the basis of key ethical approaches. While these are concepts and ideas, they form the basis for framing policies and implementing practices for inclusive education - we will be covering these practices in this course. Inclusive education can be seen as one way of making society more inclusive and building social inclusion.
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    Education for All Week 2 - A social or individual problem?
    (2018-06-01) McKenzie, Judith
    In this video, Judith McKenzie uses examples of different learners with disabilities and how they experience education depending on their specific learning needs, home environment, and the engagement of local community organisations and family members. The video illustrates how children with disabilities and their families engage with their support needs and the environment in which they live. This is video 2 in week 2 of the Education for All MOOC.
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    Education for All Week 2 - An unexpected arrival
    (2018-06-01) Watermeyer, Brian
    In this video, Brian Watermeyer discusses the adaptations and emotional experiences of families that discover that their new infant has been born with a disability. He explores the different psychological models that have been used to analyse the experiences of families with disabled children, such as the traditional model which often characterises the personal, individual and internal experiences of individuals and has historically characterised family experiences of living with a disabled child in negative ways, while paying less attention to the structural injustices that serve to exclude people with disabilities from support services and essential services. He then discusses a second approach, named the Family Support model, which focuses instead on the support needs of families with a disabled child. It assumes that all families can thrive when provided with the support they need, and focuses more on structural and social barriers that prevent these families from thriving.This is video 3 in week 1 of the Education for All MOOC.
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    Education for All Week 2 - Family focus: The social context of disability
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa discusses the role of the family and the home environment in how disability is understood and conceptualised. She discusses how the existing beliefs and understandings of disability within the family environment affects how disabled people are thought about and cared for, particularly when it comes to learning. She introduces how the attitudes and existing prejudices and beliefs of the family will affect how the education and care for disabled children will manifest.
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    Education for All Week 2 - Jacqui's story
    (2018-06-01) Tooke, Jacqui
    In this video, Jacqui Tooke, who has a son with mental disabilities, discusses how inclusivity principles were very appealing to her when she began exploring how her son might be able to attend mainstream education. She explains how inclusivity does not require the disabled child to change but rather how the learning environment can adapt to their needs. She speaks of the importance of her child being an authentic part of the different learning and extra-curricular activities they attend, such as sports clubs and classroom learning activities. She further discusses the concerns and fears of parents that children with disabilities might experience prejudice or bullying in mainstream education, but also how children without disabilities also can benefit from greater empathy and understanding by being around children with disabilities.
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    Education for All Week 3 - Can any school be inclusive?
    (2018-06-01) Vanessa, Japtha
    In this video, Vaness Japtha from Inclusive Education South Africa discusses how to develop an inclusive education system that allows all learners to feel supported and included in formal education. She discusses that while additional resourcing can support inclusivity, it also depends on the agency of different stakeholders including administrators, teachers, parents and community members. She explains the process of developing an inclusivity strategy, which includes steps such as determining the positionality and attitudes of the different stakeholders and developing an inclusive ethos in the school. She also explains that indicators for inclusivity have been developed and can be used to determine how inclusive a school is.
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    Education for All Week 3 - Creating an inclusive school
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa introduces the focus for Week 3 of the Education for All MOOC, looking at how schools become inclusive, exploring support systems within the school to support this transition. The relevance of involving all aspects of the school community and methods of facilitating this shift to inclusion is discussed, supported by samples of good practise.
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    Education for All Week 3 - Job's story
    (2018-06-01) Nseibo, Job
    In this video, Nseibo Job Kofi discusses his experiences with education as a child growing up with polio meningitis in Ghana. He discusses how the attitudes of his family affected the kinds of care he was able to access, and how his educational achievements led to changes in how he was perceived by his family. He discusses his experience with inaccessible higher education institutions, and ends with asserting that children with disabilities should remain in mainstream education where learning environments can be made more accessible with sufficient planning and forethought.
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    Education for All Week 3 - Leading change
    (2018-06-01) Morton, Ann
    In this video, Ann Morton, Principal of Pinelands North Primary School, discusses the process of leading change. She explains the importance of getting the support of key staff members who are key in the process of supporting inclusion in an institution. She also discusses the importance of understanding the change process and the likely fear, and potentially harm, that change can bring to people unfamiliar with the proposed change in practice. She reflects on the continuum of inclusion - that is, that inclusion is a practice that becomes normalised over time as a result of focused hard work and that people who are committed to inclusive practice support each other, and that all members of the educational community from teaching staff to cleaners to family members are important agents ensuring an inclusive approach. She speaks about the importance of experimentation and sharing of success stories and the importance of leadership and active practice by upper management in dealing with the hands-on realities of inclusive practice (in her case, through direct teaching). Lastly, she reflects on the difficulty of educating members of school governing bodies who grew up in non-inclusive environment about the importance and value of inclusion in the classroom.
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    Education for All Week 3 - Our answers 1 - Introduction to Chioma's response
    (2018-06-01) Ohajuna, Chioma
    In this video, Chioma Ohajunwa discusses some of the questions and issues raised by the participants on the Education for All MOOC, which include issues of communications with communities, culture shock, establishing and supporting networks, and parental support or the lack thereof.
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    Education for All Week 3 - Our answers 2 - Advice for new teachers
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa responds to questions submitted by the MOOC participants on how to become more inclusive in their classrooms. She stresses the importance of starting with small, practical steps to improve inclusivity, emphasising that special education training is not required to begin with simple steps like walking alongside children with different needs. She goes through the process of adapting teaching strategies to include all children in the classroom and of being creative in working with and around curriculum. She speaks of the value of making connections with other educators working with children with different needs and accessing what materials and resources are already available within your community. In the second question, she addresses the issue of resistant parents (parents of children with disabilities) who do not see the value of their child receiving mainstream education. She discusses how to include parents in the education of their children, communicating with them about the ways in which they can contribute to include their child in mainstream education.
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    Education for All Week 3 - Our answers 3 - Dealing with disability in the classroom
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa responds to questions submitted by the MOOC participants on how to become more inclusive in their classrooms. She stresses the importance of starting with small, practical steps to improve inclusivity, emphasising that special education training is not required to begin with simple steps like walking alongside children with different needs. She goes through the process of adapting teaching strategies to include all children in the classroom and of being creative in working with and around curriculum. She speaks of the value of making connections with other educators working with children with different needs and accessing what materials and resources are already available within your community. In the second question, she addresses the issue of resistant parents (parents of children with disabilities) who do not see the value of their child receiving mainstream education.
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    Education for All Week 3 - Our answers 4 - Whose reality: perspectives on disability
    (2018-06-01) Ohajunwa, Chioma
    In this video, Chioma Ohajunwa discusses the issue of validating the diverse experiences of people with disabilities and their family members, who experience the social consequences in different ways. She also speaks of how inclusion is imminently possible (and large strides have been made in the past decades) and that the issue of inclusion is largely one of social and political will.
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    Education for All Week 3 - The long road
    (2018-06-01) Morton, Ann
    In this video, Ann Morton, principal of Pinelands North Primary school, reflects on the 20-year journey that the school has taken to mainstream inclusive practices into their teaching. She reflects that top-level leadership, while still experiencing difficulties and challenges, is more able to promote inclusive practices in their school than a single teacher would be on her own. She emphasises that inclusion can take place with very little money. She stresses that inclusive practices are not just for children with disabilities, but also benefit all children and the quality of overall teaching at the school. Inclusivity is therefore a comprehensive strategy that promotes student learning, teacher practice, and the inclusion of parents and community members who themselves may need additional accommodations to be involved in their children's learning. She also makes the point that inclusion is an ongoing process to accommodate different kinds of lived experiences and learning needs from a range of different communities and individual needs. She finishes by discussing the roles of community organisations and parents in providing additional care and support for all students in the school, such as through reading and writing support or supporting teachers in the classroom with educational games.