Challenges & opportunities for teaching in higher education [in South Africa at this moment]
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The panel discussion focused on the challenges and opportunities for teaching in higher education in South Africa. Some of the key challenges discussed included the need for excellence in teaching to justify investments in education, responding to student feedback, and providing accountability. The panel also likely discussed opportunities to improve teaching through blended learning approaches, decolonizing curricula, active student engagement, co-creating meaning, and implementing multilingual instruction. Questions centered around designing blended learning, decoloniality, student engagement, co-creating meaning, enhancing learning, multilingual instruction, and collaborating with others.
![PANEL: Challenges and
opportunities for teaching in
higher education [in SA at this
moment]
Facilitator: Carina van Rooyen
Panellists:
Sibusiso Mdletshe
Zafeer Nagdee
Philip Baron
Joyce Sibeko
Source:https://www.procurious.com/blog-content/2015/05/impossible.jpg](https://image.slidesharecdn.com/challengesopportunitiesinteachinginhe-170529124158/85/Challenges-opportunities-for-teaching-in-higher-education-in-South-Africa-at-this-moment-1-320.jpg)
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Challenges & opportunities for teaching in higher education [in South Africa at this moment]
- 1. PANEL: Challenges and opportunities for teaching in higher education [in SA at this moment] Facilitator: Carina van Rooyen Panellists: Sibusiso Mdletshe Zafeer Nagdee Philip Baron Joyce Sibeko Source:https://www.procurious.com/blog-content/2015/05/impossible.jpg
- 2. “Historically, teaching has been part of the professional role that has relied on passive socialisation, on tacit knowledge & on benignly collegial assumptions of competence. Today, excellence in teaching is required not only as part of an individual academic's case for promotion but also as an institutional marketing tool, to respond to almost ubiquitous student feedback, to justify system‐wide investment in research & scholarship, & to provide accountability for public funding.” (Sir David Watson)
- 9. Source: http://www.chet.org.za/files/resources/Shape%20of%20the%20SA%20Post- School%20System%202012.png SA post-school system 2012 data
- 13. Source: CHE 2016
- 18. Source: http://2.bp.blogspot.com/-RtFQvn28xF8/VYQZP-aTk1I/AAAAAAAABHY/fgPZIdqUKtk/s1600/Slide1.jpg
- 20. Course delivery modalities in higher education Source: Graham et al 2013:5
- 24. Source: http://www.csclearning.com/wp-content/uploads/2015/04/tpack-structural-knowledge_large.png
- 27. References • Habib A 2016 Reimagining the South African university. https://www.wits.ac.za/news/latest-news/in-their-own- words/2016/2016-01/reimagining-the-south-african- university-and-critically-analysing-the-struggle-for-its- realisation.html#sthash.UrJYogbB.dpuf • USAF 2014 Strategic framework 2015-2019. http://www.usaf.ac.za/wp- content/uploads/2016/11/Strategic-Framework-for- Universities-South-Africa-2015-2019.pdf
- 31. How can you design & implement blended learning in your particular course? Source: http://www.schrockguide.net/uploads/3/9/2/2/392267/5805548.jpg?579
- 32. What does decoloniality mean for how and what you teach in your course? Source:http://www.consented.co.uk/wp- content/uploads/2015/12/rmf_pic_3533399b.jpg
- 33. How do you ensure active engagement by students in your course? Source: http://ctl.mesacc.edu/wp-content/uploads/2007/10/cone_of_learning_web.png
- 34. How can you co-create meaning in your course? Source: http://seankerrigan.com/wp-content/uploads/2014/08/meaning.jpg
- 35. Should students attend your class? What do you do in your class to enhance learning? Source: http://3.bp.blogspot.com/- 3ZIQaH2epv8/T8zE2XEvRFI/AAAAAAAAA10/smtZfXn_Tw4/s640/college+student+cartoon.jpg
- 36. How can you implement multi- language instruction in your course?
- 37. How can you collaborate with others on the course you teach? Source: https://s3.amazonaws.com/lowres.cartoonstock.com/business-commerce-working_together- working_together-teamwork-human_resources-training-forn1543_low.jpg
Notas do Editor
- Part of UJ’s Academic Preparation Programme, organised by UJ Tutor and Academic Staff Development (TASD). Date: 2 February 2017 Ice-breaker: Everyone makes a paper airplane and writes their name and two questions to ask someone else. On cue, everyone throws their airplane around the room, picks up others’ airplanes, and keeps throwing them. The leader says stop after one or two minutes. Everyone must have one paper airplane. They must find the owner of the airplane they have and answer the questions on the airplane. Each person then introduces the owner of the airplane they have to the group.
- Most of us were appointed for our subject expertise. Why give explicit attention to teaching? Read quote.
- Global context: we live in a 21st century that is very different from the industrial era of the 20th century. Now complex world with wicked problems.
- Ulrich Beck’s transformation - don’t yet know what we are transforming to. Learn to ‘stay with the trouble’ (Donna Haraway). Part of the requirements for this time includes both intellectual and practical skills, inter- and transdisciplinarity, personal & social responsibilities to address political, social, environmental challenges.
- Universities as we know it, were build in previous centuries, and remain the same in 21st century. But changing nature of university due to: technology - new affordances. Digital era that not only offers use of various technologies in learning and teaching, but also requires digital skills. knowledge society - bridging divides (formal/informal learning), non-linear knowledge transfer, various providers (proliferation of private HE in Africa and established universities with satellite campuses), OER (MOOCs) globalisation / internationalisation questioning of role of uni by general public Managerialism, audit-culture finance - both due to crisis and austerity measures, seeing shrinking in government subsidies in many parts of world
- SA context
- 1. Access: rapid increase in numbers post-apartheid - from 421000 in 1994 to around 1.1 million in 2012 (Habib 2016). Target set by White Paper on HE (and NDP) 1.6 million uni students by 2030. For our context figure should be shaped more like pyramid?
- 2. Dropout & success rates: high dropout and failure rate. “About 1 in 4 contact students (that is, excluding UNISA) fail or drop out before their second year of study. If UNISA is included, the number is 1 in 3.” (CHE 2016:145). Only 5% of the black SA youth is succeeding in any form of higher education (CHE 2016:146). Is about epistemic access, skills to pass - integrated model of content & skills. Only 36% of academics in our system hold a PhD – target is 75% (NDP). New junior staff teaching large classes - inexperienced, pedagogical novices.
- In-time completion: Only 27% of contact students complete in time intended (CHE 2016:145). 35% of the total intake, and 52% of contact students in 3-year programmes, graduate within five years (CHE 2016:145). Success and completion rates continue to be racially skewed, with completion rates of white students being on average 50% higher than those of African students (CHE 2016:145).
- 3. Cost / funding: Cost of HE increasing. And whilst government funding increased from R11 billion in 2006 to R26 billion in 2013, in terms of per capita alarming decline in funding, and decline in % of government budget and GDP spent on HE (USAF 2014:3). #feesmustfall
- 4. Alienation: - Transformation: Black African professors constitute less than 10% of the professoriate in SA universities, whilst at senior lecturer level it is 19%, and 35% of all junior lecturers” (Habib 2016). Further, 1/5 of academics are due to retire in less than a decade, including half of professoriate (ASAF 2014:4). Same kind of skewness for gender as with race. - Language of instruction? - Decoloniality: What is the knowledge project of SA university system? And who has a say in this? Whose voice is heard, and whose silenced in our curriculum? Related issues of teaching responsive to a social justice agenda (one of 5 objectives in the 2013 White Paper), academic freedom, institutional autonomy, and public accountability.
- UJ context
- Shift from teaching to learning - learner-focused.
- Blended learning delivery approach - ‘new normal’. Not simply put paper online.
- Teaching with technology: - Blackboard personal mobile devices e-textbooks
- Many classes at UJ are large. Does large classes necessarily lead to low student motivation, satisfaction & engagement? Engagement matters! Active engagement the key - “most predictive of learning is active engagement with other students in the class in learning activities” (Tinto 2013). Use pedagogies such as cooperative learning, problem-based or project-based learning.
- Assessment: authentic? Feedback
- You are accountable for the quality of your teaching! Epistemic fluency in various areas required.
- Access without support is not opportunity - Vincent Tinto (2013) What is your pedagogy? Have a teaching portfolio. Consider getting involved in the scholarship of teaching and learning.
- In groups, with panellist at each.
- Teaching as conversation
- Invite context into the room. Disappear knotiness.