Browsing by Subject "University of Cape Town"

Now showing 1 - 16 of 16
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    Open Access
    Advanced internet searching to find Open Educational Resources and Creative Commons
    (2012) Southgate, Nicole
    Open Educational Resources are resources which are accessed freely and can be used for teaching, learning and research. This resource is aimed at teaching second year medical students how to do an advanced search for open educational resources (OER) and images, videos and audio clips with a Creative Commons license. It also provides a list of links to useful online resources.
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    Open Access
    An Evaluation of the Functionality and Delivery of Websites of Political Parties in South Africa
    (2010) Crossland, Maria; Chigona, Wallace
    The political communication environment worldwide has been transformed by the Internet with websites providing opportunities for affordable information dissemination and reception. Internationally, a party contesting an election without a website seems impossible today. This exploratory study examines the use of websites by political parties during the 2009 South African elections and investigates the functionality offered by the websites as well as how effectively this functionality is delivered. The study analysed the websites of both large and small political parties. It is worth noting that in spite of the lower Internet penetration rates in South Africa, the majority of political parties contesting the 2009 elections had websites. The study shows that the websites of the larger parties generally offer more functionality than those of the smaller parties, supporting the view of ‘normalisation’ of party competition in cyberspace. However, an analysis of the delivery of the content does not confirm the normalisation effects.
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    Open Access
    An evaluation of the information architecture of the UCT Library web site
    (2008) Mvungi, Susan Haikaeli; De Jager, Karin; Underwood, Peter
    Web users are becoming more critical of the web sites they use. This dissertation evaluates the information architecture of the academic library web site at the University of Cape Town. The evaluation of the information architecture of an academic library web site is important because the web site functions as an international gateway to the institution's valuable library resources. A library may therefore be judged on the basis of its web site. It is no wonder that a lot of effort is put into ensuring a well-designed web site. A multi-approach evaluation was completed to evaluate the library web site. Firstly, a formal usability test was conducted with five users to establish the required site structure and to identify any possible problems with the usability of the site. Secondly, a heuristic evaluation with an expert was conducted to test the web site content, information architecture, and navigation design. Thirdly, a closed card sort analysis with ten participants was completed in order to establish the required site structure and terminology for the potential web site re-design. Fourthly, a comparative analysis of the previous versions of the university library web site was done to highlight the main differences and improvements. Reviewing "prior-art'1/previous versions of any web site guarantees the development of an improved information architecture. In addition to the aforementioned evaluation techniques, the study recommended the use of a requirements document that was developed for the purposes of this study that details a set of standard guidelines for the academic library site maintenance. In an attempt to improve the navigation problems identified on the library web site, a site map was developed for the web site as well. 11l This research found that the library web site had an overall usable web site with users rating their satisfaction with the site between good and very good. The site however exhibited a few problems with the terminology used, there were also problems identified with the navigation design. Issues relating to identifying specific information were also identified. This dissertation presents recommendations to handle the aforementioned problems. The study also encourages continual web site evaluation.
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    Open Access
    Benjamin Farrington: Cape Town and the Shaping of a Public Intellectual
    (2010) Atkinson, John
    Benjamin Farrington, an Irish Protestant, joined the University of Cape Town, Classics Department in 1920, and wrote articles for De Burger to win Afrikaner support for Sinn Fein and the Irish Republic. He was credited with initiating a conference in Paris in 1922, to launch the Irish World Organisation. Disillusioned by its stillbirth he effectively shut down the Irish Republican Association of South Africa and its newspaper, The Republic, which he had founded and edited. Prominent in the circle of Ruth Schechter, whom he later married, he engaged with the likes of Hogben and Bodmer. Disengaged from active politics by mid-1922, he emerged as a public intellectual in Marxist and Leninist/Trotskyist groupings. Inspired by Karl Marx's thesis on the Epicurean theory of atomism, he campaigned against determinism, and in particular against fundamentalist and superstitious attacks on experimental science. Thus in the classical context he presented Socrates' mix of disembodied mathematics, ethics and theology as a major block to Greek physical science long before Christianity. Farrington's scientific humanism is evidenced in his translations of the Africana texts of Ten Rhyne and Grevenbroek, and in his work on Vesalius. At UCT he advanced Classics from primarily language study to the broader study of history, science and culture. He could be labelled a public intellectual by virtue of his lectures to groups in the community, articles and reviews in the press, and publications for a general readership. But he took his model rather from Epicurus.
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    Open Access
    Curriculum Decolonization in the University of Cape Town: Research, Policy and Practice
    (2022) Muraina, Luqman O; Xulu-Gama, Nomkhosi
    Despite seeking a ‘transformation' agenda since the end of apartheid, the Department of Higher Education and Training (DHET) and South African universities are still unable to displace Western hegemony in higher education. Hence, knowledges and the curriculum are structured along Western epistemological traditions with a strong depiction of African epistemicide. The inability of students to see themselves and be present in Teaching & Learning (T&L) spaces, amidst feelings of alienation and pain expressed through the Fallist movements which started on the University of Cape Town campus and continued in subsequent national and international decolonization uprisings. Since the end of the Fallist protests, research around decolonization has increased, including in UCT. Meanwhile, there are still calls for more practical research on decolonization, including decolonizing classroom spaces. Similarly, the DHET has been critiqued for not creating space for investigating curriculum learning and pedagogies beyond its demographic and economic-oriented ‘transformation' agenda. Lastly, the conversations around UCT's Curriculum Change Framework and its capacity to be implemented as a university-wide curriculum reform ‘framework' motivated the study's broad question - what does curriculum decolonization entail at UCT concerning research, policy, and practice? The study is anchored in a ‘coloniality of knowledge' theoretical orientation and critical qualitative inquiry design. By using a stratified sampling strategy, the UCT staff population were divided into decolonization researchers, university administrators, and lecturers from whom individuals were purposively selected and invited for interviews. A semi-structured qualitative interview instrument was finalized after conducting pilot interviews. The study received ethics approval from the sociology department, and eleven interviews conducted were analysed within a thematic (reflexive) method using NVivo as a systematic resource aid. The thematic framework consisted of five themes: coloniality of knowledge, DHET transformation affairs, UCT decolonization engagements, curriculum decolonization, and putting decolonization into practice. Coloniality of knowledge talks about asymmetrical global knowledge systems structured along racial and gender lines. Curriculum decolonization entails dismantling and rethinking HE amidst curriculum diversity, relationality and promoting indigenous knowledges. The DHET transformation agenda is limited to who is at the university and does not consider whose knowledge, teaching methods, and learning cultures are foregrounded in universities. UCT's decolonization engagements have achieved a few quantitative successes such as changing building names, but much more needs to be done to interrogate Western hegemony, knowledges and culture in the university. A decolonial curriculum frame is the major finding concerning curriculum decolonization theme. It concerns how academic disciplines and lecturers must reflect on how they sustain coloniality in T&L spaces. Finally, decolonization entails pluriversal thinking; hence, a top-to-bottom policymaking approach is detrimental to it. The study recommended that UCT must not adopt neoliberal methods in decolonizing the curriculum. The DHET and UCT must be provocative in dismantling Western education structures and epistemological cultures and embracing ‘Other ways of doing curriculum', including multilingualism. In conclusion, seeking decolonization to be politically right is detrimental to students' sacrifices and intergenerational Black pain.
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    Open Access
    Evaluating the University of Cape Town's pilot discover commerce programme
    (2021) Noordien, Zayaan; Boodhoo, Adiilah
    Background First year experience (FYE) programmes are standard offerings across a number of higher education institutions (HEIs), both locally and internationally. The increase in FYE programmes has been due to the fact that many first-year university students struggle with the academic and social transition from high school to university (Anderson, Wason, & Southall, 2016; Briggs, Clark, & Hall, 2012). The Discover Commerce (DC) Programme is a FYE programme that was first implemented at the University of Cape Town (UCT) in 2019. The DC Programme targets all first-year students enrolled in any degree programme offered by the Faculty of Commerce. The overarching aims of the programme are: (a) to equip students with the requisite knowledge and skills to successfully transition from high school to university and thrive academically within this higher education environment, and (b) to provide students with a strong foundation for success at university and in their careers post university. The programme includes an online learning component, face-to-face group work sessions and peer mentoring. Evaluation Focus The main objectives of this evaluation were to determine: (a) whether or not the DC Programme had been designed in a way to achieve its intended outcomes, (b) to clarify whether the personal, academic and social needs of first-year students were correctly identified by the stakeholders who designed the DC Programme, and c) to use the DC's reconstructed programme theory and logic produced in the theory evaluation to inform the development of a Monitoring and Evaluation (M&E) framework. As such, a theory evaluation and needs assessment were conducted. An M&E framework was also developed for the programme. The following questions were addressed: 1. What are the assumptions that underlie the DC Programme? 2. Is there evidence that the DC Programme's activities, outcomes and causal linkages are plausible? 3. What elements of the DC Programme theory could be modified to maximise the intended outcomes? 4. What are the personal, academic and social needs of first-year university students in a South African context? 5. What indicators, implementation and outcome measures need to be incorporated into the M&E framework for the DC Programme? Methodology The evaluator used Donaldson's (2007) five-step process for developing and assessing the programme theory. An initial programme theory was developed for the programme by engaging a purposive sample of three programme stakeholders in a structured discussion session (evaluation question 1). A plausibility assessment of the initial programme theory was conducted through an extensive literature review to address evaluation question 2. Based on the plausibility assessment findings, the evaluator was then able to make recommendations on how the programme theory could be reconstructed to improve the likelihood that the DC Programme will achieve its intended outcomes. A needs assessment was conducted by qualitatively analysing the data from a sample of 60 reflective assignments completed by first-year Commerce students who participated in the DC Programme. This needs assessment was conducted to shed light on whether the programme had correctly identified the needs and challenges of its target population. The evaluator used a modified five-stage process developed by Markiewicz and Patrick (2016) to outline the M&E framework. The evaluator used the reconstructed DC Programme theory and logic produced in the theory evaluation to inform the development of the evaluation questions, indicators, and targets for the framework (evaluation question 5). Key Evaluation Findings from the Theory Evaluation and Needs Assessment The final output of the theory evaluation was a critically reconstructed programme theory of the DC Programme (evaluation question 1). The evaluation found that the activities, outcomes and causal linkages of the programme theory were plausible (evaluation question 2). However, the literature suggests that the success of these types of programmes is dependent on the programme incorporating best practices and several design considerations. These include: a) appropriate staff recruitment, training and support; b) content and grading of assessments; c) structure and dosage of the programme; and d) quality of programme staff-student relationship (evaluation question 3). • The literature review findings indicated that the DC Programme did incorporate some of the design requirements for an effective FYE programme. For instance, content offered in the programme was aligned to best practice literature which includes problem-solving activities, collaborative group work and a reflective assignment. • In terms of the structure and dosage of the programme, the DC Programme has small class sizes for the face-to-face component and runs for a full academic year, which is in accordance with best practice literature for effective FYE programmes. • There are, however, various areas of improvement for the design of the DC Programme. According to best practice literature, students should receive written feedback on assessments and these assessments should be letter-graded to ensure that expectations for students are set at appropriately high levels. The group sessions and major assessments in the DC Programme are not letter-graded and students do not receive written feedback on tasks or assessments. • In terms of appropriate staff and recruitment, literature review findings indicate that the face-to-face component in FYE programmes are most effective when taught by academic staff. The DC Programme does not meet this design requirement as it uses third-year undergraduate students to facilitate the group sessions of the programme. • Literature review findings emphasise that ongoing professional development opportunities for FYE programme staff is a best practice for FYE programmes. In the case of the DC Programme, although programme staff undergo training before being recruited onto the programme, the programme does not have ongoing professional development opportunities for programme staff. Several key themes emerged from the needs assessment which related to the personal, academic and social needs of first-year university students (evaluation question 4). • Students reported various academic challenges and successes experienced during the first-year of university. The DC Programme has addressed these academic challenges in the programme through the online modules that provide structured academic guidance and support. • Students were also positive about the exposure to different disciplines and courses during the first-year of university. This need has been addressed by the programme as the face-to-face component of the course exposes students to different Commerce disciplines in the various group case study projects. • In addition, students reflected on their personal growth during the year. The DC Programme considered the need for students to reflect on their overall experience of university through the reflective assignment. • The needs assessment findings, however, indicated that not all of the needs of first-year university students were adequately addressed by the programme. For instance, students placed importance on social engagement with their peers. Although the DC Programme incorporates group work which is meant to facilitate student engagement, this group work is academic-focused and may not provide students with sufficient opportunities for social interaction. • Students also reported experiencing mental health challenges due to academic demands and other external factors experienced during the first-year of university. Although the DC Programme does include online modules that contain stress management strategies, it does not include specific initiatives to support students who experience mental health challenges. Recommendations The evaluation findings informed the key recommendations in this dissertation which include the following: • It is recommended that the DC Programme uses a letter-grading system for the tasks that have to be completed as part of the programme and award a final grade on completion of the course. Grading rubrics could be designed for major assignments (e.g. the reflective assignment) to help students understand what the expectations are for each assignment. These grading rubrics may also guide the instructor or the marker on how to give constructive written feedback. • It is recommended that the DC Programme appoints faculty staff to facilitate the face-to-face group discussions (if resources permit). Peer mentors could still be involved in a support capacity (i.e. to assist faculty staff during the sessions and with grading of assignments). • The DC Programme should consider providing structured professional development opportunities to programme staff. This is an essential component of successful FYE programmes. These structured development opportunities could take the form of check-in meetings before and after each of the face-to-face group sessions. These meetings could serve as a platform to share insights, strategise on how to tackle common or unique challenges encountered and develop new facilitation skills. • To increase the opportunities for social interaction and foster a sense of community amongst the groups, it is recommended that students are given an opportunity to engage and connect meaningfully with peers on a social level. Small-group social gatherings could be arranged at different points during the academic year. • It is recommended that the DC Programme strengthens its linkages with the UCT Wellness Service, and provide structured in-person guidance on how to access this service. Peer mentors could be involved in the referral and information dissemination process.
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    Human rights key: lesbian, gay, bisexual, transgender and intersex themed key
    (2013) Mitchell, Veronica
    This resource aims to provide information to promote the health of sexual and gender minorities. The LGBTI Key is a new theme on the Human Rights Key with links to numerous multimedia resources. It can be a useful teaching and learning tool for educators, students and healthcare providers. It can also assist individuals who may experience discrimination and stigma when wishing to access health care.
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    Open Access
    Illegally or unconstitutionally obtained evidence: a South African perspective
    (2011) De Vos, Wouter L R
    Illegally or unconstitutionally obtained evidence: a South African perspective This article is based on a national report to an international conference of the International Association of Procedural Law rendered. The contribution focuses on recent developments in the South African case law regarding the admissibility of illegally or unconstitutionally obtained evidence. Considerable attention is given to the position in criminal cases and the impact of Canadian case law on the courts. In this regard it is particularly important to note the latest approach on the admissibility of real evidence obtained so that accepted the Canadian Supreme Court. In light of the weight that our courts to attach Canadian rulings on constitutional issues, the development likely to have an influence on our judgment. The first article outlines briefly the background of the South African law of evidence and the handling of illegally obtained evidence to the subject for a foreign reader in perspective. Criminal cases are first in line and in this context the focus on the content and application of Article 35 (5) of the Constitution. Because of the influence of Canadian case law on our judgment, attention is focused on a three rulings of the High Court Canadians, namely R v Collins, R v Stillman and R v Grant. The Grant- decision is particularly important because the court in this matter A new approach followed regarding the admissibility of real evidence was obtained in contravention of the provisions of the Canadian charter. In short, this means that the court in R v Grant the approach in R v Stillman rejected and a new framework proposed in which courts Article 24 (2) of the charter should apply. The Stillman approach entailed that for purposes of the inquiry to the fairness of the trial the distinction between real and communicative evidence as irrelevant considered. The only question was whether the evidence - real or communicative - in a forced way acquired. In R v Stillman is also dispensed with the rule that the privilege against self-incrimination only applies to communicative evidence. The Stillman -beslissing evoked justifiable criticism in both Canada and South Africa. Unfortunately, the Supreme Court of Appeal in S v Tandwa the Stillman -beslissing result and Collins approach, according to which the distinction between real evidence and communicative evidence maintained rejected. The Grant -beslissing impose a broad flexible approach down within said distinction in the context of the fair trial query can still play a role. The hope is expressed that the highest court of appeal, submitted to the next occasion when this issue before the court, his back to S v Tandwa will turn and careful consideration to the judgment in R v Grant will give. The position in civil cases concerning improperly or illegally / unconstitutionally obtained evidence is discussed below. The focus is mainly on case law on this issue since the new constitutional dispensation came into force. Two issues of importance in the context Lotter v Arlow and Fedics Group (Pty) Ltd v Matus. In conclusion it is pointed out that the rules governing the admissibility of illegally or unconstitutionally obtained evidence regulates aimed the rights of the accused in a criminal case and to protect the parties in civil cases. The rules also aim to serve the interests of justice. It can also happen, however, in both criminal and civil cases, that evidence has been obtained on the controversial manner, yet are allowed. In a criminal case may such a finding is affected because of the bona fide actions of the police, while in a civil case the unlawful conduct of the party objection to the evidence the foundation can provide for. The task of the court is to maintain a balance between the conflicting interests by all circumstances into consideration.
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    International trends in problem-based learning facilitator development
    (2013) Amien, Feroza
    The facilitator plays an important role in ensuring that a Problem-based Learning (PBL) curriculum is successful. This set of video resources can be utilized as a guide to training and recruiting PBL facilitators. It provides a rich source of information about how facilitators are trained at other universities across the world.
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    The Literature Review Survival Guide 2014
    (2014-08-25) d'Angelo, Alex
    This guide will help you to find full text electronic information for tutorials and essays.
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    Managing health care - Clicks workplace case study
    (2013) Abrahams, Sianne; Chetty, Rulisha; Williams, Reza
    Understanding your role in HIV management within the workplace is important because your response must be objective yet empathetic and non-discriminatory. For practitioners who may need a workplace scenario to demonstrate health management practice.
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    Online teaching in response to student protests and campus shutdowns: academics’ perspectives
    (2019-12-20) Czerniewicz, Laura; Trotter, Henry; Haupt, Genevieve
    Abstract During the period 2015–2017, student protests and university shutdowns rocked the higher education sector in South Africa, with key issues being raised regarding student exclusion based on financial, epistemological and cultural grounds. In this highly politicised and contested environment, some universities decided to use blended and online delivery as a strategy to enable the academic year to be completed and all curriculum to be covered, despite the disruptions. This was a controversial decision politically and a challenging one practically. From the perspective of the academics at the University of Cape Town (UCT), this paper draws on interviews with educators in three broad disciplinary areas to explore their views, practices, and experiences regarding the use of online materials in these unique circumstances. Activity Theory provides a framework to consider the issues systemically and to identify the tensions and contradictions in the system.
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    Openness at UCT - A brief history about OpenUCT
    (2014-11-04) Czerniewicz, Laura
    On 13 March 2014, OpenUCT and the Centre for Innovation in Learning and Teaching (CILT) held a workshop day with UCT Libraries on open educational resources (OERs) at UCT. Laura Czerniewicz's presentation covered the history of openness here at the University of Cape Town.
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    Some determinants of Academic Exclusion and Graduation in three faculties at UCT
    (2017-06-06) Rooney, Christopher; Van Walbeek, Corne
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    Topics in general surgery: a video series by Dr Juan Klopper
    (2013) Klopper, Juan
    This resource is a collection of Surgery videos created by Dr Juan Klopper. It contains presentations on topics in General Surgery created by Dr Klopper, Registrars and Medical Officers. This is a study resource that aims to assist candidates sitting the South African College of Medicine exam for Surgery. It contains teaching videos and journal articles which cover important and relevant topics for the examinations.
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    UCT Laptop Project Report and Appendices
    (2016-02-24) Brown, Cheryl; Chernotsky, Kira; Marquard, Stephen; Fellingham, Kevin
    In 2017 the University of Cape Town made a decision to roll out a programme to provide a new laptop to every first year undergraduate student fully funded through the National Student Financial Aid Scheme see http://mg.co.za/article/2017-02-16-00-flip-varsity-lectures-for-equal-success/ Over a period of fours year between 2013 and 2016, four courses at UCT (PHY1004W, CHE1005W, RDL 1008H/9H and AGP2039W) piloted the use of laptops in both formal and informal teaching and learning. This report summarizes the lessons learnt from this pilot programme.