Chapters from books (Education Innovation)

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Using a social justice lens to explore the possibilities and limitations of flexible learning provision in a South African TVET college
(African Minds, 2022-03) Van Wyk, Gertrude; Huang, Cheng-Wen; Hodgkinson-Williams, Cheryl Ann
In its preamble, the Department of Higher Education and Training’s (DHET) strategic plan for 2015 to 2020 identified ways to expand access to education and training. However, in South Africa, Technical and Vocational Education and Training (TVET) colleges’ enrolment growth is inhibited by inadequate physical infrastructure and a shortage of additional and relevant human resources (DHET, 2018). The draft Open Learning Policy Framework for the Post-School Education and Training (2017) recommends that the principle of flexibility be applied to increase student access and support their success. This exploratory case study focuses on possibilities and limitations of flexible learning provision at a selected TVET college in the Free State province. It adopts Nancy Fraser’s (1995, 2005) theory of social justice, which emphasizes parity of participation with respect to economic, cultural and political dimensions, to discuss ways in which flexible learning is socially just. COVID-19 lockdowns severely curtailed this study to virtual interviews with two institutional managers only, as students were not readily available. The transcripts were subsequently coded along Fraser’s three dimensions of social justice. The study demonstrates that flexible learning provision responded to the economic dimensions of transport poverty by providing access to curriculum content via online platforms, radio broadcasts and hardcopy materials deposited for collection at selected physical destinations. In relation to cultural parity, it reveals that the college provides a pedagogically responsive intervention programme as a second opportunity for students to succeed. Politically, the study indicates that assessment practices at the college are exclusionary due to national assessment policies that constrain flexibility. This chapter contributes towards understanding the practices and policies that influence flexible learning provision as an aspirational form of open learning as well as the complex ways in which social injustices are entangled in the South African PSET sector.
Introducing open learning as a means towards social justice in post-school education and training
(African Minds, 2022-03) Mayisela, Tabisa; Govender, Shanali C.; Hodgkinson-Williams, Cheryl Ann
This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
Best practices for learning analytics initiatives in higher education
(Universities South Africa, 2015) Jordaan, A.J.J. (Dolf); Van der Merwe, Antoinette
This article aims to summarise international best practices for implementing a learning analytics (LA) strategy in a higher education institution (HEI). Universities have always collected data for reporting purposes. LA collects data while students are learning, enabling targeted interventions with potentially at-risk individuals or students with the ability to excel. LA has been made possible by the widespread use of technology, particularly learning management systems (LMSs) that enable the electronic collection of data. Such data can be combined with more traditional sources of data, such as student demographics or academic success plus qualitative information to produce analyses for decision making.
Preface
(Universities South Africa, 2015) Kilfoil, W.R. (Wendy Ruth), 1952-
No abstract available
Blended learning with technology
(Universities South Africa, 2015) Van der Merwe, Antoinette; Bozalek, Vivienne; Ivala, Eunice; Peté, Marí; Vanker, Cassim; Nagel, Lynette
Blended learning is a well-known term, but not always well understood. This article seeks to provide some recommendations, a clear definition of this approach to teaching and learning, international trends, some affordances, as well as costs, some examples of its use within the different higher education contexts in South Africa, as well as a glossary and references for further reading.
Gamification
(Universities South Africa, 2015) Kriel, Dennis
One needs to make a distinction between the use of games in education and gamification. Games are common ways of passing the time and having fun. Gamification is more about using the elements of games that motivate people, and applying them to educational experiences. These elements can take many different forms, from short activities done in a face-to-face setting to large, open-ended digital experiences that are technology driven.
Professional development for teaching with technology
(Universities South Africa, 2015) Scheepers, Detken
Most South African universities provide professional development opportunities for their academic staff. It is one of the accreditation criteria for the Council on Higher Education (CHE) as it is considered a critical element of quality assurance. Increasingly, with the introduction of online learning management systems (LMSs), an array of web-based tools and a variety of technology available in classrooms, that development has to include working with technology to promote learning.
Best practices for learning analytics initiatives in higher education
(Universities of South Africa, 2015) Jordaan, A.J.J. (Dolf); Van der Merwe, Antoinette
This article aims to summarise international best practices for implementing a learning analytics (LA) strategy in a higher education institution (HEI). Universities have always collected data for reporting purposes. LA collects data while students are learning, enabling targeted interventions with potentially at-risk individuals or students with the ability to excel. LA has been made possible by the widespread use of technology, particularly learning management systems (LMSs) that enable the electronic collection of data. Such data can be combined with more traditional sources of data, such as student demographics or academic success plus qualitative information to produce analyses for decision making.
Preface
(Universities South Africa, 2015) Kilfoil, W.R. (Wendy Ruth), 1952-
Universities South Africa (USA) is a grouping of the Vice- Chancellors of public universities (http://www.hesa.org. za/)1. Since 2005, the organisation has provided leadership and an authoritative voice to the newly transformed public university sector after the mergers. In addition to the HESA Board, comprising Vice-Chancellors, the organisation has set up structures to anticipate debate, and influence and respond to policies, trends and complex challenges that affect higher education nationally and internationally. The Teaching and Learning Strategy Group (TLSG), led by a Vice- Chancellor, is one of those structures. The TLSG harnesses sectoral expertise to carry out its work. It also, from time to time, appoints task teams to work on particular themes.
Self-evaluation in the e-learning unit at the University of Pretoria
(NADEOSA, 2005) Fresen, Jill Winifred; Welch, Tessa; Reed, Yvonne; jill.fresen@up.ac.za
This case study describes part of a self-evaluation exercise carried out by the e-learning unit of the Department of Telematic Learning and Education Innovation (TLEI) at the University of Pretoria (UP), from 2001 onwards. The results reported here are part of a comprehensive effort to design and implement a formal quality management system for e-learning, backgrounded by an ISO 9000 approach to quality assurance (see Fresen, 2004). The goal of the self-evaluation exercise is to encourage reflective practice in academics and support staff. In this way, the action-reflection cycle becomes habitual in every role player, in order to promote continuous quality improvement.
The quest for e-competent academic staff : the University of Pretoria as a case study
(Centre for Excellence in Learning and Teaching (CELT), NUI Galway, Ireland, 2006) Fresen, Jill Winifred; Steyn, Dolf (A.B.); Marx, Alta S.; MacLabhrainn, Iain; McDonald Legg, Christina; Schneckenberg, Dirk; Wildt, Johannes; jill.fresen@up.ac.za
Quality education and education innovation are key drivers reflected in the strategic plan of the University of Pretoria, South Africa. Following this thrust, the Department of Telematic Learning and Education Innovation (TLEI) takes the lead, facilitates and actively participates in actions aimed at education innovation, with a focus on establishing active and flexible learning environments in order to address the educational needs of lecturers and students (TLEI, 2004). The term ‘telematic’ is interpreted as flexible learning, enhanced by technology. This chapter uses a case study to highlight the academic staff training interventions at the University of Pretoria, South Africa.

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