Browsing by Subject "pedagogy"

Now showing 1 - 5 of 5
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    Does subject matter? A comparative study of framing and classification in the online and contact versions of two postgraduate management courses and the implications for student learning
    (2019) Karassellos, Lara Tracey; Wolmarans, Nicky; Luckett, Kathy
    This study is positioned in the context of the South African higher education landscape, which is currently grappling with issues of access and inequality. Online education is one of the potential approaches to expand access to South African students, but has often been met with skepticism as to its pedagogical quality, and has been perceived as an inferior alternative to traditional contact education. A comparative research design is followed in which two courses within a postgraduate marketing management qualification at a South African public university are compared. This qualification is offered in both contact and online format. The same courses within different modes of education are compared, as well as different courses within the same mode of education. A coding system was created based on Basil Bernstein’s concepts of framing and classification, and the courses were compared based on various dimensions of framing and classification. The study aimed to explore the affordances and limitations of both contact and online education. It was found that the ‘sequence’ and ‘pace’ aspects of framing are impacted by mode of education, with the online learning environment allowing students more agency in determining the pace and sequence of their learning. The ‘hierarchical rules’ aspect of framing is also impacted by mode, with the online courses offering an inherently non-hierarchical learning environment. It was found that weaker framing over these elements can present either an affordance or limitation, depending on the subject matter, with some types of subject matter being well suited to weaker framing over sequence, pace, and hierarchical rules, and others being constrained by it.
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    Medicine and the Arts Week 1 - Welcome to the course
    (2015-01-21) Reid, Steve; Levine, Susan
    In this video, Associate Professor Susan Levine and Professor Steve Reid from the University of Cape Town introduce the purpose and design of the Medicine and the Arts Massive Open Online Course. They introduce the concept of medical humanities as a pedagogy to assist in the education and training of medical students in South Africa, addressing the specific social and cultural experiences of healthcare in South Africa and how an interdisciplinary approach between the humanities and medical science can provide a useful lens for addressing the healthcare needs of the country. This is the first video in Week 1 of the Medicine and the Arts Massive Open Online Course.
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    OER in and as MOOCs
    (African Minds, International Development Research Centre & Research on Open Educational Resources for Development, 2017-11-10) Czerniewicz, Laura; Deacon, Andrew; Walji, Sukaina; Glover, Michael; Cheryl Hodgkinson-Williams; Patricia Arinto
    This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators involved in their production. The overarching aim of this study is to address the question: How does MOOC-making with Open Educational Resources (OER) influence educators’ Open Educational Practices (OEP)? The authors were interested to know why UCT educators wanted to make MOOCs, whether they adopted OER, whether their practices become more open after making a MOOC, and in which ways. Drawing on Beetham et al. (2012) and Hodgkinson-Williams (2014), an analytic framework of OEP was developed comprising three dimensions: legal, pedagogical and financial. The research methodology is qualitative, using semi-structured interviews and data from MOOC discussion forums. Six MOOC lead educators were interviewed at three intervals: before their MOOCs ran, immediately after their MOOC’s first run, and six to 10 months later. Transcripts were coded using OEP concepts. The findings offer insights into the relationships between educators’ motivations for making MOOCs, their MOOC design tools, the OEP that can be identified and the contradictions they experienced in making MOOCs. Despite the challenges that educators faced, they largely achieved their purposes of making MOOCs and manifested legal, pedagogical and financial dimensions of OEP. The impact on educators’ open practices was observed in several subsequent projects after the MOOCs were first run. Tensions involved in making MOOCs, adopting OER and enacting OEP point to how educators could be better supported to become more open in their educational practices. No negative experiences were attributed to the creation of OER and, indeed, MOOC-making with OER appeared to be conducive to OER adoption in general. However, more time would be needed to conclude whether these educators could become OER advocates or could function autonomously in creating and sharing OER.
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    Open Textbooks, Intuitive Pedagogy and Social Justice
    (Digital Open Textbooks for Development, 2021-04) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    The Digital Open Textbooks for Development (DOT4D) project is a grant-funded research, advocacy and implementation initiative based in CILT. This presentation provides insight into the DOT4D project’s recent work at UCT exploring the nexus between social (in)justice in the classroom, the textbooks and resources used in teaching and learning, and the pedagogical approaches of open textbook authors.
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    TEDI 3 Week 2 - Braille Reading and Writing Skills
    (2019-06-01) Watson, Tammy
    In this video, Tammy Watson, a braille specialist at the secondary school level, discusses teaching braille to both teachers and learners at school. She discusses how learning through braille changes the physical structure of the brain, particularly in regards to the parts of the brain related to nerve sensitivity and muscle control in the fingers. Tammy explains how braille characters are designed, and how children are best taught to both read and write braille. She discusses how to develop the fine motor skills, posture and muscle development required to use braille, through explaining different kinds of activities that can be used in the teaching environment. She also discusses how to represent visual images through braille.