This section of the Key Issues contains answers for questions related to getting started with blended or online learning, such as outlining the various levels of permission and authorisation needed to take your course online and how to get a sense of your students' levels of digital literacy.
If you don't find the information you're looking for in these questions, please check the other sections of the Key Issues (Creating resources, Teaching online, Assessment) or email CILT at cilt@uct.ac.za and we'll do our best to add it to the guide.
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I think it would be useful for academics to just try something … a podcast or video recording of their content, because what we found most useful was this process of asking our colleagues to condense what they wanted to say into seven minutes. Apparently, screen concentration plummets after seven minutes … and some of them said no, this is a 45 minute lecture, you can’t expect me to do it in seven minutes, but we [insisted] … most of them managed to do that, scripted it, etc., and honed down exactly what they wanted to say, and that in itself was a really useful exercise. And now with the … One Button Studio, it’s not so frightening anymore.
- Professor Steve Reid, Primary Health Care Directorate
(Or listen to the audio below)
In the video below, Aditi Hunma discusses the ways in which she has used technology to enhance her teaching:
An easy first step to incorporating technology in your teaching is to make your key readings, course outline and/or assignments available through Vula. As you become more familiar with the platform, we advise you explore the use of the Lessons tool as a more advanced way of organising your course content.
Implementing change is usually a response to a problem or challenge that needs solving. Are you considering solutions or ways of enhancing learning which include technology? Start by spending time designing the whole learning experience, including digital materials or modes of delivery, but not beginning with the technology or tool.
There is a lot of hype about technology, and while teachers have a responsibility to understand the opportunities provided for by technology - be cautious not to just ‘add-in’ some tech for the sake of it. Read more...
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I think if you do online right, it’s never less time. Even once you’ve set it up, because… you’ve got your readings, you’ve got your videos, but your videos need updating every couple of years, and you certainly are still doing… so to build relationships in the face-to-face classroom happens incidentally. With online spaces, you have to consciously give that stuff time, and effort and activity and attention. I think… the time burden of that never decreases. I think people think that will go away somehow. But if it does go away, you have potential for disaster.
- Shanali Govender, Centre for Innovation in Learning and Teaching
In the audio clip below, Stefan Britz from the Department of Statistical Sciences reflects on the amount of work required in taking one's course online:
There are likely to be some strong impetuses for considering creating online courses. Offering your course or programme in the online mode should only be considered in cases where it is suitable for your anticipated students. Make sure you put some critical pressure on the common assumptions before proceeding. Read more...
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The key policies informing online education at UCT are the UCT Online Education policy and UCT Intellectual Property Policy.
The Online Education policy recognises the general move towards more flexible, online and blended forms of learning, and that the use of online learning technologies and appropriate pedagogical strategies can improve both the student learning experience as well as the accessibility and quality of UCT’s higher education offerings. Specific provisions of note to online educators are:
The following policy documents are core to understanding UCT's approach to online education:
At the national level, the DHET policy on distance education and the Council on Higher Education (CHE) Good Practice Guide may be useful background reading.
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In the video below, Stefan Britz from the Department of Statistical Sciences reflects on the importance of thorough planning, adaptability, and the willingness to embrace new pedagogical methods when transitioning to a more blended or online mode of course provision.
You can use Tony Bates' questions to work through key questions for effective online learning.
CILT has produced a Quality Assurance checklist to help you structure your own quality assurance processes.
The foundations of good online course design are the same as the foundations of good offline course design, namely:
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Incorporating technology to create a more blended learning experiences does not need to go for formal approval - this forms part of regular teaching. But consider whether you will need extra resources (for example, tutor assistance or Course Coaches).
Changing the mode of instruction from face-to-face to mainly or fully online will need to approved, because UCT has guidelines about the proportion of online courses an undergraduate student may take within a programme. The Head of Department and Dean of the faculty (or relevant committee) will need to give approval for a course which is delivery fully or largely online. (see section 4.1 of the UCT Online Education Policy). Read more...
Documents and templates
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