Co-director of the Collaboration for Environmental Evidence - Johannesburg, and Senior researcher at the Africa Centre for Evidence em University of Johannesburg
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Challenges & opportunities for teaching in higher education [in South Africa at this moment]
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Educação
Facilitate workshop as part of UJ’s Academic Preparation Programme, organised by UJ Tutor and Academic Staff Development (TASD), on 2 February 2017.
Co-director of the Collaboration for Environmental Evidence - Johannesburg, and Senior researcher at the Africa Centre for Evidence em University of Johannesburg
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)
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.