#unleash teaching and learning to create the UCT of the future
What does the future hold for blended and online learning in residential universities? We created this video for the UCT Council meeting of 5 December to imagine and inspire a vision for digitally enabled education at UCT
UCT staff on emergency remote teaching and how they imagine UCT in the future
UCT students on emergency remote teaching and how they imagine UCT in the future
CILT Conversations: Prof Neil Morris from the University of Leeds talks about how universities are increasing investment in digital education to increase access, engage a wider population and create better learning.
CILT Conversations: Michael Feldstein talks about the history of blended learning, the future of online learning in residential universities, the Empirical Educator Project and the professional identities of educators, the COVID pivot and the financial challenge facing traditional universities.
CILT Conversations: Dr Riashna Sithaldeen from the Academic Development Programme in UCT's Centre for Higher Education Development (CHED) is the project leader of Siyaphumelela at UCT, and talks about the value of data and learning analytics for supporting student success.
CILT Conversations: Professor Sian Bayne of the Centre for Research in Digital Education at the University of Edinburgh talks about digital transformation at Edinburgh, the Manifesto for Teaching Online, engaging campus communities and building trust in digital strategies that are rooted in the academic values of the community of scholarship.
Dr Kasturi Behari-Leak, Academic Staff Development Lecturer, Centre for Higher Education Development, University of Cape Town (UCT), Langutani Masehela, Senior Educational Development Practitioner, University of Venda, Luyanda Marhaya, Senior Researcher Academic Development, University of Zululand, Masebala Tjabane, Teaching Facilitator, Vaal University of Technology, Ness Merckel, Academic Development
In the two years since student protests kicked off at South Africa’s universities, people have become increasingly interested in what decolonisation means. This stems from students’ calls for university curricula to be decolonised. People want a precise definition. But it’s not that simple.
Critical dialogue could help South African universities get back on their feet. Ian Barbour/Flickr, CC BY-SA
Kasturi Behari-Leak,Academic Staff Development Lecturer, Centre for Higher Education Development, University of Cape Town (UCT), Harsha Kathard, Interim Head of the Health Sciences Education Department, UCT & Elelwani Ramugondo, Associate Professor in the Department of Occupational Therapy, UCT
The new round of protests at South Africa’s public universities was triggered by the announcement that universities will be allowed to raise their fees in 2017. Amid discussions about high fees and free higher education, many may have forgotten that students’ demands aren’t just related to cost.
Susan Levine, Associate Professor, School of African and Gender Studies, Anthropology and Linguistics, University of Cape Town
I am an anthropologist with a special interest in establishing the field of the medical humanities. This emerging field is wide open for producing new knowledge about the history and culture of medical practices. It focuses, for instance, on representations of patients and medical landscapes in art, literature, philosophy, bioethics, and other disciplines in the arts and humanities.
This is supposed to the era of the “massive open online course”, but universities and teachers are being slow to embrace this opportunity to make university learning available to a much wider audience.