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- The Journal of Independent Teaching and Learning
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- Volume 2, Issue 1, 2007
The Journal of Independent Teaching and Learning - Volume 2, Issue 1, 2007
Volume 2, Issue 1, 2007
Author Dolina DowlingSource: The Journal of Independent Teaching and Learning 2, pp 2 –3 (2007)More Less
Government, industry and business bemoan the shortage of high level skills in South Africa. Each complains about its own particular problems; for example, the lack of capacity of the State to deliver adequate social and health care, insufficient engineers in the construction industry or the scarcity of highly qualified accountants and managers in business. These major players would agree with the UNESCO World Declaration on higher education which states that 'Without adequate higher educational and research institutions providing a critical mass of skilled and educated people, no country can ensure genuine andendogenous sustainable development and, in particular, developing countries and least developed countries cannot reduce the gap separating them from the industrially developed ones.
Plotting a path along the eLearning - eDelivery continuum : reflecting on the uptake of new technologiesAuthor Emma SomogyiSource: The Journal of Independent Teaching and Learning 2, pp 4 –12 (2007)More Less
The global forces of change - political, social, economic and educational - require that lecturers and students be Information and Communication Technology (ICT) literate and able to embrace the uptake of new technologies. eLearning is now prevalent in higher education and promotes the use of ICT literacies. Introducing eLearning at a university with a tradition of face-to-face teaching and learning has unique challenges. To incorporate new technologies into existing curricula requires a university 10 understand the highly varied skills of its lecturers and students in using lCTs. Encouraging lecturers to shift from using traditional pedagogy along a continuum of eDelivery to eLearning lakes time and considerable commitment by an institution in terms of financial and human resources. This paper outlines and reflects upon the steps taken by a university in integrating a Learning Management System to enhance the learning and teaching experience at the institution.
Author Paulette PowellSource: The Journal of Independent Teaching and Learning 2, pp 13 –21 (2007)More Less
This paper focuses on the value of project-based learning for addressing the challenges of 'policy driven curriculum change', in an attempt to foster inter- and cross-disciplinary teaching and learning, and the integrated assessment of learners. This exploration was undertaken at the Durban University of Technology (DUT). This is an institution grappling with several challenges, including the demands of current higher education legislation, national quality assurance criteria, and the merger of two former technikons with significantly different resources, cultures and staff racial profiles. DUT is also facing increasing pressure for curriculum integration and teaching, learning and assessment methods designed to improve learner performance. Working within this framework, and a transformational outcomes based approach to curriculum design, some departments within DUT are exploring the introduction of project-based learning as a methodology that provides opportunities for learners to become actively engaged in classroom and workplace learning, working on real interdisciplinary projects with genuine constraints and parameters in order to transform learning, thus ensuring that learners are more critically literate, independent and articulate.
Author Sioux McKennaSource: The Journal of Independent Teaching and Learning 2, pp 22 –30 (2007)More Less
Students, particularly those at first year level, are often unaware of what assessment practices are valued in higher education. Assessment rubrics are one means by which lecturers can make clear to their students what is expected of them before they undertake the task. But rubrics perform other functions too: they force educators to reflect upon and articulate what will 'count' in the task that they set, and that make explicit for moderators what outcomes the task is designed to elicit and the criteria by which its demonstration will be judged. They also provide a basis for discussion between the moderator and assessor about what it is that is being valued. This article looks at the various functions of rubrics and considers some of the limitations thereof. The article draws on data from interviews with lecturers and questionnaires completed by students who have used assessment rubrics.
Relations between perceived parental authority and involvement, and high school science students' goal orientations and achievementAuthor Andile MjiSource: The Journal of Independent Teaching and Learning 2, pp 31 –40 (2007)More Less
This paper describes the relations between perceived parental authority and involvement, and high school science students' goal orientations and achievement. Participants were 247 (62%) girls and 154 (38%) boys, with ages ranging between 16 and 29 years (M = 18,8 and SD = 1,95). All were Grade 12 mathematics and science learners from 10 high schools in the Eastern Cape. The internal consistency reliabilities of scores for the scales used in the study were acceptable: 0,96 (Parental Authority Questionnaire), 0,85 (Parental Involvement Scale), 0,93 (mastery orientation) and 0,88 (performance orientation) for the Goals Inventory. The results indicated, contrary to reported studies, that no relationship existed between achievement and the study variables. Perceived parental involvement was positively associated with both the mastery and performance goals. The goal orientations were negatively associated with authoritarian parents, that is, those who valued unquestioned obedience. No statistically significant gender differences were found. The implications of the findings for the teaching and learning of mathematics and science are discussed and suggestions for further research outlined.
Author Janet BurgerSource: The Journal of Independent Teaching and Learning 2, pp 53 –57 (2007)More Less
The need to have diversity in the design professions has long been recognized. Despite continuing efforts of design schools to attract a diverse student profile the results have been slower than anticipated. This matter is considered in this paper. Another issue that is not adequately addressed in South African design schools is that of the transformation of the curriculum. To a large extent, theory is Eurocentric and there is little attention paid to the nature of South African society. This paper explores the idea of 'multiculturalism' being a core subject within design education. It concludes that this would not only produce designers who are empathetic with their target audience but would also contribute to a greater understanding between South Africans.