Section 1: Learning and Teaching

1.1 Learning and teaching context and environment

The learning and teaching context at Cape Peninsula University of Technology (CPUT) can be understood through interconnected macro (institutional), meso (faculty/departmental), and micro (classroom/individual) levels. This multi-layered approach provides a comprehensive view of the environment that shapes my teaching practice.

1.1.1 Macro level (institutional context)

At the institutional level, CPUT is committed to providing quality education that prepares students for the challenges of the 21st-century workforce. As a University of Technology (UoT), there is a strong emphasis on practical, industry-relevant skills (graduate attributes (GAs)) alongside theoretical knowledge. I hold a position of senior lecturer in the Department of Industrial and Systems Engineering (DISE), in the Faculty of Engineering and the Built Environment (FEBE) at CPUT. In addition, I was appointed as the Faculty Learning and Teaching (L&T) Coordinator in July 2023, a three-year contract position set to conclude in July 2026. This faculty-level role allows me to significantly contribute to the institution's academic initiatives while maintaining some teaching responsibilities.

In the context of CPUT's organisational structure, the role of Faculty L&T Coordinator encompasses a wide array of responsibilities focused on enhancing the educational framework and fostering academic excellence within the faculty. A more detailed discussion of these responsibilities can be found in Section 4: Leadership, Management and Administration of this portfolio. Ostensibly however, I firmly believe that my ongoing role as a lecturer in DISE (at the macro level) enhances my effectiveness as the Faculty L&T Coordinator (at the meso and macro level). This dual position allows me to experience firsthand the challenges and opportunities faced by the staff I support. Moreover, it keeps me closely connected to our students' needs and experiences. Thus, when offered the opportunity to delegate all my lecturing duties in the DISE to a contract lecturer, I declined as I felt that maintaining a role of teacher, is critical for my identity. It's a source of energy and motivation. As I illustrate in this section of the portfolio, it's at the heart of my academic career, fueling my passion and desire to do research, driving my commitment to excellence in higher education. 

1.1.2 Meso level (faculty and departmental context) 

Since I started as a contract lecturer in DISE in 2012, I have taught on the Quality Program, the Industrial Engineering Program and postgraduate Engineering Management Programs for the Advanced Diploma (AdvDip) Quality (Previously BTech Quality), the previous NDip Industrial Engineering (IE) and Master in Engineering (MEng) Engineering Management (taught MEng degree) qualifications. I currently teach for the extended Diploma in Industrial Engineering.

As evidenced by the different qualifications (levels and target student groups) mentioned above, over the years I have encountered vastly different student demographics and class sizes.  This range spans from for example, highly motivated part-time students, who have taken a break after their undergraduate studies and are eager to improve their career prospects, to first-year engineering students who didn't necessarily choose engineering as their first choice and found themselves in Industrial Engineering classes primarily because they received NSFAS funding for this program. To illustrate the diverse contexts from which my students come, for the purpose of this portfolio, I discuss two representative examples of student cohorts. 

The first cohort is part-time students enrolled in the Advanced Diploma Quality. I taught this group from 2012 to 2022. They are typically already employed in various engineering-based industries. This program is tailored to fit the lives of those who are already professionals, looking to enhance their career prospects by specializing in the management of quality. I facilitated courses called Statistical Quality Techniques III (SQT300S and SQT470S), Quality Techniques IV (QTS400S and QTS460S) and Lean Six Sigma (LSS470S), and I was the coordinator (and a supervisor ) for the course Quality Research Projects (QPR400S) and Integrated Quality Project (QPR470S), a capacitative capstone subject. Over the years, class sizes have varied dramatically—the smallest group of 54 to the largest class that I've ever facilitated  - 224 students. Through a system of voluntary student feedback, I’ve learned about the rich diversity of my students’ backgrounds and they speak a variety of first languages, from isiXhosa to French. All these learners have access to either a smartphone and/or laptop or desktop computer off campus. The majority juggling their studies alongside full-time employment in quality roles.

The second general group I describe comprises first-year students enrolled in the IE program. I have facilitated the courses Qualitative Techniques I (QUA100S) in 2016 and Professional Communication (PCM150S) from 2024. These learners are typically younger, with an average age of 20 years old. The vast majority (98%) reside either in CPUT or private residences, remaining on campus even during midterm breaks. A significant challenge for this cohort is access to technology, which adds complexity to their educational experience. While 92% have smartphones, only 10% have access to a laptop or personal computer. Notably, 5% have no device at all to access learning resources - thus, they depend on having to come to campus for any online learning and teaching activities. The digital divide is further exacerbated by internet access with 34% relying solely on campus WiFi. Additionally, 33% of the learners depend on campus facilities, such as the library, for a suitable study environment. Cognizant of these challenges, I have adapted my teaching methods to ensure inclusivity. Online activities in my classes are designed to be collaborative, utilising shared devices when necessary. Also to bridge the technology gap, I frequently reserve the IT Centre, allowing students to fully engage with digital resources. 

1.1.3 Micro level (classroom and individual context)

The wide spectrum of student backgrounds and motivations and differing class sizes have also influenced my approach by bringing to the fore the need to be responsive. I have had to prioritise adaptability and a deep understanding of the learners' situations. Recognising the need for this adaptability and insight into students' circumstances catalyzed me to expand my research on learning and teaching methodologies to meet the varying needs of each cohort. By integrating scholarly insights with real-time student interactions, I have been able to deliver optimal learning experiences that is both evidence-based and responsive to the dynamic classroom environment.

For part-time, more experienced learners, I can provide resource-rich, self-directed learning opportunities. In contrast, for younger full-time students, I maintain a flexible approach with various options and continuous guidance. This responsiveness extends beyond adapting to different age groups or study modes. It also encompasses accommodating students with special needs, including those with learning disabilities, physical impairments, hearing disabilities and visual impairments. Recently, I had the privilege of teaching a visually impaired student in the Adv Dip Quality class. His success story (click here to see Mr Lesley Olivier's experience) exemplifies how my colleagues and I strive to create an inclusive learning environment that supports all students in achieving their academic goals.

Furthermore, I foster collaboration among students, creating a supportive learning community where peers contribute to each other's educational journey. To facilitate this, on the first day of every new semester or year, I have a 15 minute mingler event in class. where I typically provide cookies for the students to share, which kickstarts the process of students to getting to know their classmates. This initial social interaction lays the foundation for peer support throughout their academic journey  (link to message from Mr Wesley Barnard - ex-student). Ultimately, this dynamic approach ensures that my teaching remains not only informed by research but also highly attuned to the evolving needs of my diverse student cohorts, fostering an environment where engagement and success can flourish. 

1.1.3 Co-curricular factors that impact teaching

1.1.3.1 Student perspective

For all my students, regardless of their initial motivations or career aspirations, my ongoing aim is to create an inclusive and engaging learning environment. In collaboration with them, I strive to cultivate a setting where every learner can succeed. As mentioned earlier, I've come to deeply appreciate the importance of adaptability, empathy, and the need to build 'that' inclusive learning environment centred around the student - fostering an atmosphere where every learner can thrive. 

There are however several constraints that can hinder effective learning and engagement in higher education from a student perspective if not addressed. These include a lack of clarity about course expectations and available resources, difficulties in navigating a new learning management system, and feelings of isolation, particularly in online settings. Students (face-to-face and online) often struggle with anxiety or discomfort when participating in class discussions or group work, and may be unaware of support services available to them. Time management challenges, especially when faced with multiple assessments across different courses, can increase stress levels. Additionally, students may grapple with creating a sense of safety and respect within the learning environment, as well as building meaningful connections with peers and instructors. These constraints are particularly pronounced in online or hybrid learning contexts, where the absence of face-to-face interactions can exacerbate feelings of disconnection and anxiety. Addressing these multifaceted challenges is crucial for creating an inclusive and engaging learning environment that supports student success.

Whether it's a face-to-face or an online class, my students will agree that the following always happens on the first day of class after an introduction and an ice-breaker:

• Induction session: PowerPoint presentation includes an overview of DISE, (who to contact for various problems); mention of the disability unit and their function at CPUT and contact details; mention the role of ITS and the function of CIET at CPUT and contact details; instructions on how to get started on Blackboard; mention that as a class we take part in at least one social responsibility project (for example in 2019 we collected two-minute noodles for food insecure school students); mention the learning contract which will be discussed on the discussion board in Blackboard; outline of the semester plan (subject content and estimated timeline) also contained in subject guide; the due dates for each homework and semester project are given; the dates of all assessments are given, taking holidays and public holidays into account. To this extent I liaise with my colleagues on the Quality and Industrial Engineering Programme so that we do not have simultaneous or same day test, exam or assessments.

• Subject guide (semester plan) aside from the standard subject guide contents, such as number of SAQA credits (notional hours), assessment types, assessment weighting and lecturer contact information. Notably, my subject guide also includes a week-by-week breakdown of the learning outcome for each lesson and the associated assessment activity for that outcome

• Year/semester project and graduate attributes are discussed in relation to the project. This means that before students even start with lessons in class, they already know what their project is and when it is due.

• Short ‘crash course’ on the basics of navigating and using the Learner Management System (LMS), Blackboard Ultra. Furthermore, I have also made a screencast video on how to navigate Blackboard, called "Starter Guide: Navigating Blackboard" which I have uploaded onto YouTube for my students to watch when they need help. (This video was made in 2019  but I updated in 2024 when the institution moved to Ultra)

• I invite students to ask me as many questions as possible to clarify any aspects that are not clear to them

All of the documented information is uploaded (in printable format) on Blackboard before the first class and students can access it as soon as they get their password. I find that this gives the student a firm structure to follow. The planning that I do ahead of time allows them in turn to plan ahead of time (Please see email letter from a student approximately seven months after she completed my course).

Moreover, classroom social interaction is a well-known factor in forming bonds, which are crucial for social learning (Yilmaz and Yilmaz, 2023). To foster social cohesion among my students and between them and myself, and to create a safe classroom environment, I have implemented several strategies. One key initiative is the induction week, known as 'week zero'. (See video where I explain this to students). This week is dedicated to welcoming students and setting the tone for the semester. Until 2022, I communicated with students using a mobile instant messaging app, Telegram. Since 2023, I have transitioned to Blackboard Ultra, as the LMS now offers enhanced features for student interaction, such as easy direct messaging.

I introduce myself in a short video clip, and I prompt my students to introduce themselves too - either in a video clip or with a voice note and photograph of themselves. Second, I ask the students to complete a voluntary survey in which they share some personal information about themselves such as, the reason is why they studying, what they like the most about themselves and if they could meet any person (dead or alive) who they could like to meet and what they would say to that person. Importantly, I also ask students to share their perceptions on what a 'safe online learning environment' entails, (link to a form I used) with questions such as:

• What do you value in your relationships with others?

• What norms and behaviours make you feel comfortable engaging in conversation and doing collaborative work? 

• What norms and behaviours might make you uncomfortable or unwilling to engage in conversations or collaborative work?

• What do you think will make you feel disrespected and unsafe in our work together this year/semester?

• What can we agree to avoid or not do in class?

• What should we do if someone violates the safe space in our classroom? How should we handle those missteps online? 

In recognizing that a safe space for one student may not necessarily be a safe space for another, I do not aim to create a universally safe space—which could arguably be impossible—but rather strive to foster brave spaces where students can be themselves. Thus, in the first three weeks of the year or semester I dedicate approximately 15 minutes of class time to discuss the responses, which in turn also informed the above-mentioned learner contract.  I emphasise, that as a class, we will be flexible and revisit those agreements to ensure they are working well. My underpinning belief is that developing social presence helps students feel like valued members of a learning community. This lays the groundwork for students participating in future class discussions or group work activities (either face-to-face or in breakout rooms). My experience has been that when students feel that they know their peers well enough to take risks, or be vulnerable in front of each other, feelings of discomfort dissipate and they are more willing to asserting themselves in class. This practice helps them to overcome anxiety, which I regard as one of the most significant constraints on effective learning from a student perspective. 

1.1.3.2 Lecturer perspective

From a lecturer's perspective, I've found that managing diverse student groups and adapting to varied learning environments can pose several unique challenges. With particular reference to hybrid or fully online settings, one critical barrier can be effective communication. Communication is more than just spoken language. Thus, the absence of face-to-face interaction can lead to potential misunderstandings and create a sense of disconnection between teachers and learners. This challenge underscores the importance of employing clear, intentional and varied communication strategies to bridge the gap created by physical distance. 

I have found using the LMS along with Mobile Instant Messaging (MIM) applications (apps), specifically the Telegram application, to be particularly effective. To ensure clarity and engagement, I structure the LMS and conversation topics on the MIM channel and provide regular updates using different forms of media - documents, pictures, videos. I also strive to personalise my communication so that that student feels valued and seen. To view a practical example of how I implemented these strategies please join one of my previous class groups with this link. Further details on the functionality and effectiveness of these tools in promoting inclusive educational practices are discussed in the Technology for Teaching section. Additionally, my research into the use of MIMs to promote social justice in classroom settings further informs these practices.

Another pervasive challenge for lecturers is fostering class engagement and participation. This challenge is relevant across all teaching modalities, but is particularly pronounced in online settings - where physical separation might demotivate students and make it difficult for lecturers to assess engagement levels and provide timely feedback. To this end I always strive to facilitate activities in class (see example Padlet) , clearly communicating objectives and frequently incorporating group work (see example PowerPoint Karaoke activity). Although time pressures within the year or semester can make this challenging, the benefits of social learning are significant. It may seem time-consuming initially, but the deeper engagement and collaborative skills students develop often result in more effective learning outcomes over the course of the year or semester.

Another critical area of concern, particularly relevant in the era of digital learning and AI, is maintaining online assessment integrity. The remote learning environment amplifies academic honesty concerns, as traditional proctoring methods are no longer feasible and research (Henry and Oliver 2022) suggests that online proctoring is not ethical. This constraint necessitates a thoughtful redesign of activities and materials to ensure effectiveness and security in hybrid/virtual classroom settings, challenging lecturers to continuously innovate. The issue extends beyond assessment integrity, to privacy and socio-ethical concerns as reflected in my research on Ethics in Engineering Education 4.0 and the use of Chatbots as Tutors, which informs my teaching practice. (I discuss this further in the research section of this portfolio). 

This constraint overlaps with time management issues. The blurred work-home boundaries and the additional preparation required for online teaching has lead to increased work hours and potential burnout. Balancing these demands while maintaining a high-quality education and personal well-being requires careful planning and self-management. To address this I applied and secured a Teaching Advancements at Universities (TAU) fellowship. This 19-month program, designed for participants from all South African universities, aims to enhance teaching and learning capabilities through activities like block week contact sessions, individual and group projects, and reflective reports. I joined this program to gain mentorship in navigating these demands effectively.

Through this fellowship and my ongoing research, I'm working to develop strategies that address the complex challenges of maintaining assessment integrity, ensuring ethical practices in digital learning, and managing the increased demands on time and resources. This approach allows me to continually refine my teaching methods and contribute to the broader conversation on effective and ethical education in the digital age.

References

Yılmaz, F.G.K. and Yılmaz, R., 2023. Exploring the role of sociability, sense of community and course satisfaction on students' engagement in flipped classroom supported by facebook groups. Journal of computers in education, 10(1), pp.135-162.

Henry, J.V. and Oliver, M., 2022. Who will watch the watchmen? The ethico-political arrangements of algorithmic proctoring for academic integrity. Postdigital Science and Education, 4(2), pp.330-353.

Initially, my focus was on creating safe, enabling environments for learning and discovery, inspired by my own experiences as a student. I recall a high school teacher who created an enabling environment for me, which was highly instrumental to learning and discovery. Interestingly, my learning did not occur at the time, however more than just the subject specific knowledge, my teacher imparted a lifelong confidence in me, and the belief that I possess enough problem-solving capability to solve any problem. Thus, I aim to foster confidence, problem-solving skills, and leadership abilities in my students. This manifested in innovative projects like multilingual screencasts, which challenged students to reproduce course content in their mother tongue, encouraging deeper engagement with the material and valuing their unique contributions.  (See isiXhosa example and Afrikaans example). Students needed to take what they have been taught in class and reproduce it in a digital format, in their mother tongue.

However, my philosophy has deepened significantly in recent years. I've come to understand that true education goes beyond imparting skills or knowledge – it's about nurturing the heart and spirit that guide those skills. This shift was prompted by a profound realization: while professional education often focuses on 'making the right moves' to qualify one as valuable in a field, it's the intention behind those moves that truly matters. I use the analogy of 'skillfully moving a knife'. A skillful set of hands can effectively and efficiency move knife to murder or harm someone, however alternatively, a skillful set of hands can also move a knife to heal someone. The common denominator is moving the knife - the difference between the two is the heart that directs those hands!

Now, my approach centers on educating the 'human inwardness' from which all work flows. While I still strive to create an environment that honours what students bring to the learning space and encourages their unique contributions, I place greater emphasis on nurturing their ethical compass and sense of purpose. I believe that the best learning occurs when students have greater control over their learning processes, but this control should extend beyond academic content to include moral and ethical development. My role as an educator has expanded from crafting appropriate learning spaces to guiding students in developing the wisdom to use their skills for the greater good.

In essence, my teaching philosophy aims to educate not just the mind, but the heart. I strive to foster not only critical thinking and technical skills but also empathy, ethical reasoning, and a sense of social responsibility. By doing so, I hope to prepare students not just for successful careers, but for meaningful lives where they can positively impact their communities and the world at large. This evolution in my teaching philosophy reflects my commitment to continual growth as an educator, always seeking to better serve my students and society through education. I end this section on my teaching philosophy with an excerpt from a book written by Dr Parker Palmer, called "The courage to teach: Exploring the inner landscape of a teacher's life", that speaks to my soul.

“When I do not know myself, I cannot know who my students are. I will see them through a glass darkly, in the shadows of my unexamined life—and when I cannot see them clearly, I cannot teach them well. When I do not know myself, I cannot know my subject—not at the deepest levels of embodied, personal meaning. I will know it only abstractly, from a distance, a congeries of concepts as far removed from the world as I am from personal truth. The work required to “know thyself” is neither selfish nor narcissistic. Whatever self-knowledge we attain as teachers will serve our students and our scholarship well. Good teaching requires self-knowledge: it is a secret hidden in plain sight.”  (Palmer 1997)

1.2.2 Purpose statement

My mission as teacher and supervisor is to instil the belief in my students that they can achieve anything. In my life I have been given the opportunity to stand on the shoulders of giants, thus I feel that where possible, it is my responsibility to be a pair of shoulders for my students to stand upon. My aim is to promote the development of self-aware, independent thinking individuals who have the ability to question and critically interrogate facts, who are technologically competent, resilient and who possess problem-solving capabilities, relational capabilities and ethical capabilities.

Reference

Palmer, P.J., 1997. The courage to teach: Exploring the inner landscape of a teacher's life. Hoboken: Jossey-Bass.

In 2021 to 2022, to compensate for the lack of face to face interaction, I sent my students five separate email messages via Blackboard announcements, each with different part of my instructions before the first class. I deliberately sent five separate announcements in an attempt to overcome them accidentally overlooking any part of my important orientation instructions. In the first announcement I introduced myself and gave my students a URL link to get to our weekly class. The second announcement contains a request for them to complete the voluntary 'Getting to know you and creating a safe online environment' survey.  In the third message, I send students a link to join a Telegram Mobile Instant Messaging Class group and the instructions to join the group which I use to communicate with them. In the fourth message I send them a PDF student guide on how to navigate Blackboard and the link to a YouTube video that I made on how to use Blackboard and in the fifth and final message I send the students information on how to 'unlock' the course material material. Prior to the institutional migration to Blackboard Ultra, which supports sequential delivery of learning materials, I used the adaptive release function on Blackboard to ensure that students read the subject guide and acknowledge getting a copy of the institutional rules and regulations before they are able to access any curriculum content. In effect, students need to complete a short test in which they confirm familiarising themselves with subject guide and confirm getting a copy of the institutional rules before course material is 'unlocked' for them.  Although these activities did not completely make up for me not being able to see my student's faces and engage with them on the first day, I believe it was a useful strategy to help us overcome some of the strangeness of the new world that we found ourselves in. From 2023, we began to see a gradual return to more traditional teaching methods. However, the landscape of education had been irrevocably altered by our experiences during the pandemic. While face-to-face interactions resumed, the lessons learned and adaptations made during the remote learning period continued to inform and enhance our teaching practices. This 'new normal' represents a blend of pre-pandemic approaches and the innovative strategies developed during the crisis, creating a richer, more flexible learning environment for our students.

Reference

OpenAI. (2024). ChatGPT4. [AI image generator].https://chatgpt.com/c/450e0730-c5bb-4b23-91f8-70bcb88c34fe

1.3 Academic support for students

In my role as an educator, I recognize the diverse backgrounds and varying levels of preparedness that students bring to the classroom. This understanding has driven me to develop and continuously refine a comprehensive academic support framework that is responsive to the unique challenges and needs of each student. The core of this belief is the innovative use of subject guides and structured curriculum content, which are designed not just to convey information, but to scaffold learning in a way that is accessible and engaging for all students, including those who are underprepared or require exceptional consideration. In this section, I outline some of the methods (such as the use of a subject guide), that I have implemented to ensure that every student receives the support necessary to thrive academically. By integrating adaptive supportive resources, I aim to bridge gaps in knowledge and build a foundation that supports lifelong learning and professional success.

1.3.1 Subject guide

While I currently teach Professional Communication (PCM150X), a significant part of my teaching experience lies in Statistical Quality Techniques (SQT300S and SQT470S), which I taught for a decade. This extensive experience provides a valuable lens through which to discuss the evolution of my approach to developing a subject guide. A well-crafted subject guide acts as a vital tool for academic support, providing a framework that can help underprepared students find their footing, while also offering pathways for exceptional learners to extend their understanding. It's a cornerstone of inclusive education, ensuring that all students, regardless of their background or preparation level, have the information they need to engage fully with the course material. Thus, in this section, I focus on how, over the years, I developed and refined the subject guide along with supplementary material to enhance students' understanding of the guide, and their journey as a student in my class. This process of continuous improvement not only enriched the learning experience for students in that course but also informed my approach to creating study guides for other subjects, including PCM150X.

The core principles and strategies I developed while teaching Statistical Quality Techniques have been largely transferable, demonstrating the universal nature of effective subject guide design. However, it's important to note that my current subject, PCM150X, incorporates two additional elements. First, it integrates, Engineering Council of South Africa (ECSA) graduate attributes (GAs), which I discuss in greater detail in Section 1.3.3. Second, it employs a co-creation approach where students are informed that the subject guide is flexible and subject to collaborative design. This evolution, stemming from a 2019 short course I completed on curriculum co-design reflects my commitment to student-centred learning and continuous improvement in curriculum design.

By examining the evolution of the Statistical Quality Techniques subject guide however, I can trace the development of my pedagogical approach and see how it has been adapted and applied to new subjects and contexts. This retrospective analysis provides insight on how my teaching philosophy comes to life, and illustrates my commitment to continuous improvement in curriculum design.

Refer to SQT470S Subject Guide see https://drive.google.com/open?id=1czIoa-RJte_WGeTcGLOYMh54ZUadPXVL  

It is worth noting that the subject being discussed in this section of the portfolio replaced the previously offered subject, called Statistical Quality Techniques III (SQT300S) when recurriculation from BTech Quality to AdvDip Quality took place. The core curriculum content of the two subjects were identical (aside from minor updates each year to ensure relevance), however the curriculum delivery has evolved significantly over the years as I strove to constantly improve the subject. 

A prerequisite criterion for acceptance on the BTech Quality (and now AdvDip Quality) qualification is that students must possess a NDip in any Engineering or selected Applied Science qualifications. This prerequisite criterion implies that students are expected to have done a basic statistics course or at least have some previous exposure to basic statistical concepts at NDip or Diploma level. However, voluntary surveys completed by BTech Quality and AdvDip Quality students annually from 2018 to 2021 indicated that on average BTech Quality and AdvDip Quality students have had a long lapse (seven years) since they completed their respective national diplomas. Following my first few years teaching this subject (from 2012 to 2015) it became increasingly clear to me that BTech Quality students (and now AdvDip Quality students) need additional guidance over and above that of the subject guide, when being reintroduced to academia. Thus, I discuss this subject guide and manner in which I have organised curriculum content in the section below, within the context ‘information package’ that I developed in the LMS to facilitate my students’ re-entry into academia. Essentially, the additional information in the information package demystifies the subject guide for students and puts them on a good footing in terms knowing what they can expect as a AdvDip Quality student during the SQT470S course, and also what is expected of them.

1.3.2 Use of Learner Management System to organise content

The subject guide is the central component and forms the heart of this multimedia information package (called the Introduction Unit). For a visual representation of what students encounter, see this 8-minute video that provides an overview of the Introduction Unit on Blackboard LMS. Importantly, I used the adaptive release function of the LMS to manage the sequence in which information is given to the students. Therefore, only after students indicated on the LMS that they have reviewed all the information in the Introduction Unit, were they then given access to the rest of the course material on the LMS. This practice serves as an acknowledgement from students that they are aware of this important study unit which contains the subject guide. 

The Introduction Unit has six sections. The sections are:

(1) Institutional Matters – this contains an online copy of the institutional rules and regulations, and the institutional calendar to review in their own time. Institutional rules highlight students’ responsibilities and reiterates examination rules/regulations, the procedure for a missed test and communication with lecturers. Terms dates assist the students with their own personal planning.

(2) Welcome to SQT470S – this section contains the subject guide, however it also contains the AdvDip Quality Programme Guide and timetable. The subject guide document is presented to students in a standard subject guide template that is used by my department (See SQT470S Subject Guide). The DISE subject guide template makes provision for essential information such as lecturer contact details, the purpose of the subject, SQT470S, learning objectives, lesson guides (topic overview) embedded in a proposed schedule, weighting of assessments and assessment specifications. Notably, since 2020 (from page 5-7), I added a section for additional information including a comprehensive week by week to-do list (check-sheet that students can use to tick off all activities and tasks they should perform in a particular week), as well as information about the platform they should be using to access course material or engage with the lecturer. Since CPUT has moved to multimodal methods of T&L, students appreciate this reminder as it helps them to keep track.  Furthermore, in addition to the subject guide document, for students’ ease of use and convenience, I have developed a support PowerPoint presentation which is a summarised version of the subject guide and also includes some additional institutional information such as a DISE organogram and contact details of the disability unit, should a student need this (See SQT470S Introduction Lesson). It is worth noting that the suggested schedule for the implementation of lessons (as outlined in the subject guide given to students in this section), takes university and public holidays into account. Naturally the schedule cannot account for unforeseeable events e.g. extended lockdown or a protest action. Finally this section also contains a YouTube video to inspire AdvDip Quality students, entitled “So God Made a Quality Manager”.

(3) Recommended Text Books – this section contains a list of recommended text books and a link to the prescribe text book partner content.

(4) Calculator user guide – this section contains a PDF user manual for the prescribed calculator and PowerPoint presentation which demonstrates how to use the calculator.

(5) Recommended reading material – this section contains optional additional readings that I believe could be valuable to a new statistics student.

(6) Social responsibility – this section contains information on suggested social responsibility projects that the class can partake in. Within the first three weeks of each new semester the class has a vote and selects one of those projects. The project is then adopted by the class for that semester. (See thank you letter from Groenvlei Senior Secondary High for collecting noodles for food insecure pupils)

The order in which the LMS presents information to students is significant because context is important. I believe that students need to understand that AdvDip Quality is part of DISE, which is part of the Faculty of Engineering and the Built Environment, which in turn is part of our greater university, CPUT. Therefore during my first lesson (face to face or online) with every new cohort of students I discuss the Introduction Unit, and I specifically focus on the subject guide and PowerPoint presentation mentioned above (section (2)). I always invite many questions to clarify any aspects that are not clear to the students.

Ultimately, the underpinning aim of any subject guide is to ensure that students don’t feel lost and also that they know what is expected of them. It is noteworthy however that packaging the subject guide in the Introduction Unit facilitates the learning process and thereby promotes effective learning. Specifically, in the case of AdvDip Quality (and previously BTech Quality) students, it scaffolds their re-introduction to academia.

1.3.3 Subject design and graduate attributes

A fundamental difference in the focus of the subject guide of the previously discussed SQT300/470S and my current subject, PCM150X lies in the emphasis placed on developing ECSA GAs. ECSA GAs are instrumental in engineering education in South Africa, forming the foundation of national curriculum design. By emphasizing a broad spectrum of competencies, including technical skills, ethics, and communication, ECSA GAs cultivate well-rounded engineers equipped to manage complex professional challenges. This competency-based approach prioritizes demonstrable skills over mere theoretical knowledge, promoting ongoing enhancement (life-long learning) in engineering education.

Keeping focus on these GAs is critical in ensuring that accredited programs uphold stringent standards of quality and relevance, aligning closely with industry demands. The Dip IE is part of an ECSA-accredited program, which means it meets the initial academic requirements for professional registration in South Africa, allowing our graduates the potential to register as technicians. This contributes to South Africa's technological and economic development by preparing a skilled engineering workforce that meets both national and international expectations. 

Thus, the PCM150X subject guide provides the learners with the plan to develop and assess these crucial GAs. Pages 9-11 include week-by-week learning outcomes that collectively contribute to the development of specific GAs, alongside a to-do list of student activities associated with each outcome. This heightened focus on GAs in PCM150X, with associated pedagogical practices, is imperative because it ensures a comprehensive and targeted approach to developing essential professional competencies.

As part of PCM150X delivery, I am responsible for the initiation of the development of  five GAs, which are:

• Graduate Attribute 4: Investigation — Students conduct investigations of well-defined problems using standard tests, experiments, and measurements.

• Graduate Attribute 6: Professional and Technical Communication — Students learn to communicate effectively, both orally and in writing, within an engineering context.

• Graduate Attribute 8: Individual, Team, and Multidisciplinary Working — Students apply professional communication principles to their work, manage projects, and demonstrate leadership within technical teams.

• Graduate Attribute 9: Independent Learning — Students engage in lifelong learning and develop practical skills to understand various roles of Industrial Engineering.

• Graduate Attribute 10: Engineering Professionalism — Students commit to professional ethics and norms of engineering technical practice.

Therefore, in the subject guide, I aligned specific learning outcomes and associated pedogogical activities with each of these GAs. This competency-based, GA-centred approach ensures that learners develop the necessary professional skills, enhancing our graduates' readiness for the professional engineering environment and that our curriculum remains cutting-edge, industry-relevant, and internationally recognized.

1.3.4 Monitoring and supporting student progress

Throughout the semester or academic year, I employ a proactive strategy to monitor student progress and provide targeted support. This approach allows me to identify and assist struggling students while also recognizing and encouraging high-performing students. For semester students, I provide at least two progress marks, and for year-long subjects, three. These regular updates all students to gauge their performance and adjust their strategies as needed. 

Prior to 2021, before the implementation of the Protection of Personal Information (POPI) Act July 2020, I would manually calculate and post progress marks on Blackboard announcements using student numbers (instead of names - see example here) to maintain privacy. However, since then, in response to the POPI Act, I explored and adopted Blackboard features more extensively. I implemented a colour-coded grading scheme (red for 0-49%, orange for 50-60% and green for 61-100%) to help students to quickly and easily identify their status. I also guide students on how to interpret these grades and announce when grading is complete. (see the example At-risk 1 of this here)

The migration to Blackboard Ultra in 2023 (the advancement of the technology that is), however facilitated improving my ability to support students. I now use its analytics feature to identify and notify at-risk students based on four key criteria: (1) overall progress mark below 50%; (2) any missed due dates; (3) low number of course engagement hours and (4) extended period since last course access. I check these analytics approximately once every two weeks and promptly send personalized message to flagged students. This early intervention prevents minor issues from becoming major obstacles. Equally important, I send congratulatory messages to high-achieving students, reinforcing positive behaviours and motivating them to maintain their excellent work. (see example of At-risk 2 Blackboard analytics).

For cohorts with many at-risk students, I arrange a special catch-up class or tutorial session focused on that specific topic or skill. I also make special arrangements for late-registering students. I offer personalized support to at-risk through one-on-one appointments. During these sessions, we design targeted interventions tailored to their specific needs and challenges. I then connect these students with high-performing peers - recognising the value of peer-to-peer learning (see example of At-risk 3 Missing work here).  

In cases where at-risk students don't respond to my messages, I collaborate with our retention officer and offer additional support if needed (see email from RO). While providing comprehensive support, I also emphasize student responsibility. I believe that student-centred means offering support while recognising the student's role in their own success. Ultimately, by combining regular progress checks, technology-assisted monitoring, personalized interventions, peer support, and targeted group sessions, I strive to create an inclusive learning environment. This approach supports the success of all students, regardless of their initial preparedness or ongoing challenges, while fostering a sense of personal responsibility for the academic journey. Through these efforts, I attempt to ensure that no student falls through the cracks, while simultaneously encouraging them to take active roles in their own academic success.

The Know-Be-Do framework, which underpins much of contemporary education, is evident in our curriculum documents and GAs. It encompasses three key aspects of student development:

• Know (Cognitive domain): This focuses on what I want my students to know, emphasizing the grasp of key concepts and theories. In engineering education, for instance, this might involve creating concept assessments to reinforce fundamental principles.

• Be (Affective domain): This addresses what I want my students to be, concentrating on attitudes, motivations, and professional identity. Drawing from Nudelman's (2017) research on engineering identity, I encourage students to envision themselves as innovative technologists, versatile thinkers, and passionate leaders.

• Do (Psychomotor domain): This targets what I want my students to do, emphasizing practical skills and problem-solving abilities. Informed by Case and Marshall's (2004) work on learning approaches in engineering, I design tasks that foster deep, rather than surface-level, problem-solving strategies.

By integrating this framework into my teaching practice, I've moved beyond mere description of techniques and intuition, towards a more reflective and scholarly approach to education - engaged teaching for interactive learning.

References

Clarence, S., 2021. Turning access into success: Improving university education with legitimation code theory. Routledge.

Nudelman, G.R., 2017. Engineering identity: Analysing e-portfolios in a professional communications course. South African Journal of Higher Education, 31(2), pp.211-225.

Case, J. and Marshall, D., 2004. Between deep and surface: procedural approaches to learning in engineering education contexts. Studies in higher education, 29(5), pp.605-615.

OpenAI. (2024). ChatGPT4. [AI image generator].https://chatgpt.com/c/de30f599-d6dc-4599-9ccb-2cdd35a1d6e8

I believe that the concept of code shifting - the deconstruction and reconstruction of knowledge - offers a fundamental framework that can be applied to all types of lesson planning. In the context of lesson planning, a "code" refers to the manner in which knowledge is structured and communicated within educational content, categorized into four types: purist, doctrinal, situational, or relativist. Each code shapes how information is presented and understood, influencing the pedagogical approach appropriate for different learning environments and objectives. This framework has led me to recognize that while educators need to develop separate plans for face-to-face, online, or blended lessons, the underlying principles of the epistemic plane can serve as a frame for all these modalities. Each of these modalities may require different knowledge codes (purist, doctrinal, situaltional or relativist) depending on the content and context of the lesson, but effective lessons critically rely on the movement between them. In essence, regardless of the delivery method, the process of planning can be grounded in these principles of knowledge code shifting. 

I define ERT as fully ReT solutions for instruction that would otherwise be delivered face-to-face or as blended or hybrid courses and importantly, will return to that format once the crisis or emergency has abated. The primary objective with ERT is not to re-create a robust educational ecosystem, but rather to provide temporary access to instruction and support in a manner that is quick to set up and is reliably available during an emergency or crisis. 

From Emergency Remote Teaching to Remote Teaching

Reflecting on my experience at the advent of Lockdown, I've come to believe that despite ERT solutions being portrayed as rushed, with some careful planning it can be highly successful. During this difficult pivot time that my students firmly became my partners in education. From the start of Lockdown, the 26th March until 16th April 2020, lecturers and students at CPUT found themselves waiting for an extended period for guidance from university management as management tried to make arrangements to continue the academic programme. It was a time characterised by much uncertainty and anxiety. Instead of idly waiting, I had a "family meeting" with my students and we discussed options of what we could to prepare for L&T for when we got the go ahead from management. I inadvertently captured the 'meeting agenda' on a PowerPoint presentation that I used to facilitate the meeting that took place on the 30th March 2020 (and recording of this meeting is also available). Retrospectively listening to the recording makes me feel so incredibly proud to have been part of that team with my students. A day before our meeting I had asked my students to complete a survey which helped me understand their domestic situations and then, in the meeting, my students and I discussed all the possible outcomes. A general consensus was that I was to continue teaching, but it would be imperative for us to find the lowest tech, lowest data usage solutions. Although the technology was available for us, not all students had compatible devices to use the technology, and some of my students and I had limited data and/or unstable WiFi connections. Most of the students (58/95) agreed to be part of a WhatsApp group in which they gave me information that allowed me to plan ERT lessons for them. 

Thus on the 6th April 2020, I started a pilot WhatsApp group in which my students and I tested various approaches that I could use to continue teaching them using the simplest technology and the least amount of data. I shared trial resources that I developed and students would give me direct feedback. Please refer to the transcript of the chat of the WhatsApp group to see evidence of this. Without this, I would not have been able to efficiently constructively align the remainder of my teaching methods for the rest of that semester with the ILOs of each of my lesson. Click here to view an example of a lesson plan adapted for ERT. Changes to the plan can be seen in red font. The lesson plan still consisted of four sessions, however only one session was synchronous and a recording was made for students who missed it. Although the ILOs remained unchanged, the TLAs and associated ATs were modified to meet the 'ILOs in lockdown'. 

To this end, I adopted a flipped classroom approach. The standard lesson material (PowerPoint presentation and extra reading material) that I use for a face-to-face lesson was available for students on Blackboard before a synchronous webinar took place, and they were asked to study it beforehand. However, in addition to this, I developed an additional set of 'low data' notes. I cut out unnecessary pictures and decorative aspects, converted it to PDF format and compressed them. These notes were the same as class notes, however they contained additional information (explanations of the work) to compensate for me not being to explain in class. I also divided this set of notes into bite-sized bit sections and I made explanatory audio clips for each section - where I explained the content presented for that section. Following the guidance of my students, I converted the audio clips to MP3 format to make it more accessible and compressed them before sharing it on WhatsApp. The idea behind using bite-sized notes with associated audio clips on WhatsApp was to try to mimic the synchronous learning face-to-face experience as much as possible. Students were able to see the PowerPoint presentation, and listen my audio explanation of the presentation and ask me questions on it at the same time as they would in face-to-face class - even for those who had simple devices and limited data. An additional benefit my students reported of using this approach is that they had a record, and could refer back to it if they were unclear on anything. WhatsApp now became a teaching tool and my original face-to-face lesson plan (discussed above) was adapted for emergency remote delivery. For this lesson students were performed online assessments and a reflection using Blackboard. Ultimately, with the help of the students I adapted the lesson plan for multimodal delivery using WhatsApp and Blackboard Collaborate.

This particular lesson plan became the template for multimodal delivery during the lockdown crisis, when I realised how effective using MIM apps for teaching can be. A research study I performed with my students in August 2021 confirmed this. During the process of doing research, I explored various MIMs app, including Telegram Messenger which I used from 2020 to 2023 for specific courses. Telegram offers additional benefits such as privacy benefits and a poll function for instant online self-assessments. Building on my earlier research, in 2023, I published another article where I developed guidelines for the effective use of MIMs in educational contexts, further solidifying the pedagogical value of these tools.

1.4.1.3 Blended lesson planning

Since lockdown restrictions have been lifted, FEBE has decided to prioritize face-to-face classes, especially for first-year students. As of 2024, all my classes are conducted face-to-face, but they all incorporate online resources to some degree. This approach allows me to blend the benefits of in-person interaction with the flexibility and resources of online learning. For some lessons, I book a room in the IT Centre to seamlessly integrate both physical and digital learning environments, getting the best of both worlds.

My approach to blended lesson planning involves a flexible combination of face-to-face and online elements, tailored to the specific requirements of each lesson. For example, I conduct PowerPoint Karaoke with the students in class, an activity that particularly addresses ECSA GA 6: Professional and Technical Communication. This blended approach combines digital content with spontaneous in-person presentations, fostering both technological literacy and real-time communication skills. It exemplifies how blended learning methods can uniquely prepare students for professional environments where adaptability across digital and physical spaces is crucial. Another example of this is when I use Padlet to facilitate group work in class. This adaptability ensures that I can leverage the strengths of both modalities to enhance the learning experience.

On reflecting on my practice described above, I see that although each type of lesson plan (face-to-face, online, and blended) that I have developed is slightly different, a common feature across all is the constructive alignment of ILOs, Teaching and Learning Activities (TLAs), and Assessment Tasks (ATs), always accompanied by a reflective task. It's evident that while 'the how' of education is undergoing rapid transformation, the underlying pedagogical principles and 'the why' of our teaching practices remain constant. This consistency in core principles, combined with flexibility in delivery methods, allows me to maintain educational quality while adapting to changing circumstances and leveraging new technologies.

Reference:

OpenAI. (2024). ChatGPT4. [AI image generator].https://chatgpt.com/c/530675ae-aaab-4aba-bf05-7abf5f7745c0 

1.4.2 Technology for Learning and Teaching

I am an advocate of the use of technology for learning and teaching, and I have been referred to as a ‘e-learning champion’ in my department and faculty. However, as much as I actively use technology for teaching and I am aware that technology has tremendous potential to transform teaching practices for the better, I also know that technology can never replace pedagogy. Technology can only enhance pedagogy. I'll say that again for the people standing in the back of the room: Technology can only ever enhance pedagogy.

As illustrated by Section 1.4.1.3 of this portfolio, using various forms of technology has enabled me to design rich multimodal learning experiences for my students which I would have never been able to do in a completely face-to-face environment. The LMS is an invaluable tool, however in addition to using the LMS, I have also used several other forms of technology to supplement my face-to-face course offering, such as YouTube, Google Drive, Padlet, FlipGrid, Kahoot, Plickers and others. 

Due to my ability to effectively use technology on certain occasions where contact time with students was limited (for example during #FeesMustFall or due to late registrations and mostly recently the COVID19 pandemic), I have been able to quite effortless make up for lost time by making a screencast video, or interactive online lesson or hosting a webinar. My innovative efforts in this regard has been internationally recognized, as I was selected as a finalist for the 2019 international e-Learning Award, hosted by the European Conference of e-Learning (ECEL) in Copenhagen, Denmark. While I did not win the final prize, my case study was selected as a top ten finalist. I received a certificate of merit (See International e-Learning Award Certificate of Merit) and my story has been published in a book of case studies by the ECEL.

1.5 Engaging and interactive teaching material and media

For educators across the globe, the COVID19 pandemic has brought into sharp focus the realisation that classroom face-to-face contact time can no longer be the sole practice for contemporary learning and teaching. As educators, we need to find engaging teaching material and media to facilitate self-regulated student learning and promote social learning through digital connections to prepare students for Industry 5.0.

Figure 7 is a picture of an example of engaging interactive teaching media that I have developed to teach and support my students’ learning. To experience the functionality and usefulness of this media, the teaching material may be accessed via the URL link to Interactive Screencast Teaching Material (Process Capability Revision Lesson) : https://h5p.org/node/496925 

Tomlinson (2023) and Kumar (2017) remind us that teaching material can take many forms. Furthermore, Lewis (2018) suggests that the term refers to a spectrum of educational materials that teachers use in the classroom to support specific learning objectives and deliver content. She adds that with the emergence of a digital age, the plethora of teaching and learning materials at one’s disposal is infinite. These beliefs resonate with me as I have personally been able to take much advantage of the digital age by exploring software that literally transformed my teaching material from being unimodal to multimodal. I explain this transformation in the section below.

Upon reflection of the teaching materials that I personally prefer using, the mainstay of my teaching is still MS PowerPoint presentations. I enjoy using them for their ease of use, flexibility, different style formats and their ability to embed pictures, videos or links. Their highly visible nature makes them ideal to use in a large class, such as mine. In this sense, the strength of an MS PowerPoint lies in its ability to convey information in both text and images and thus it is effective in terms of reaching students with all types of learning styles.

In 2013 I started experimenting with a form of media called screencasts. At that stage I realised that it was possible for me to use software which was able to capture a recording of my PC screen with my voice. I used the software to make videos in which I explain some of the more difficult concepts presented in my MS PowerPoint presentations. By recording it, and giving student access to it, it became evident that student learning was facilitated more effectively. During production of the material, I used the MS PowerPoint presentations that I previously made and added my voice along with some animations to them while recording. Simultaneously, I used my mouse to assist my explanations, as one would use a pointer in class. Fundamentally, the unimodal (visual) MS PowerPoint presentations thereby become bimodal (visual and audio) teaching material. The advantage of this practice is that I can pre-plan and also edit my explanations to perfection, to offer my students even better support than what the MS PowerPoint presentations could. When I make the screencasts available to the students, they can watch and re-watch the teaching material as many times as they require, at times that are suitable or convenient for them to watch. Furthermore, they can download, share, pause and rewind a particular section of the screencast if needed. My students reported that they really enjoyed and valued the screencasts that I was producing. Then, in 2015 and 2016, a catalyst in the form of ‘Fees Must Fall’ protests significantly propelled my production of screencasts. Thus, by the end of 2016 I had produced screencasts on virtually every topic in the curriculum. Equally important at that point in time, I started realising that the cost of data was a challenge for some of my students. Therefore, I moved the material from the LMS to YouTube, which was more affordable and therefore more capable of supporting student learning; they are supplementary material that supports student success. (See some examples on my YouTube Channel)

As part of my ongoing efforts to improve, in 2019 I started exploring H5P software which allowed me to further enhance the screencasts to offer even greater support to struggling and at-risk students. This software makes it possible for me to add interactions to my screencasts. Essentially it more closely mimics a real-life face to face interaction more than any other teaching material that I have used at the time. Consequently, the use of it affirmed the belief in me that multimodal interactive teaching material was not only accessible, but effective too. Multimodal implies that ‘meaning’ and information that is required to build knowledge is communicated to students in a combination of three modes (Kress and van Leeuwen 2014). 

Interactive screencasts are capable of performing three functions at the same time, which are:

(1) teach a concept (which traditionally is explained by MS PowerPoint presentation);

(2) provide additional verbal support in the form of explanations (my voice/audio added to MS PowerPoint presentation); and

(3) importantly, after presenting each concept, assess (with online interaction) the student’s understanding of what was just taught.

It is worth noting that when I develop interactive screencasts, I select a software setting on the assessment component which prohibits a student from continuing to watch the rest of the video unless they have correctly answered all the questions for that assessment. Students however have an unlimited amount of attempts to correctly answer. In the case of some questions, I provide hints for them too. If a student still to struggles, he/she can contact me for assistance. This practice allows me to identify the students that are most at risk. 

Another form of engaging and interactive teaching media that I use is facilitated by the Telegram Messenger (Telegram) application, which is a mobile instant messaging and social networking application. This open-source software uses very little space when downloaded on a device and it was developed for communication and instant messaging and offers many possibilities such as sending various media files, in addition to making voice or video calls. Therefore, this app supports web-based collaborative learning. Telegram does not only allow me to communicate with my students, and create class groups for them, but it allows me to create channels where I can stream low data usage content (compressed PDFs and compressed audio clips) to them. The advantage of using Telegram over other instant messaging apps is that students are able to view the PDF notes that I have sent them and listen to the associated audio clips at the same time. This allows them to experience with the teaching and learning content as if it was a video, but it uses much less data than if it were a video. This is particularly significant for most of my students who have limited data and restricted access to WiFi. Moreover, the app also has a poll function which allows me to give my students online multiple choice revision quiz on the curriculum content which they can take on their mobile phones. This self-test can be taken at any time and students get instant feedback on their answers, therefore it is a great low tech, low data usage way for them to test their knowledge. Figure 8 and 9 below are screenshots taken of the Telegram channel, however to get a firsthand experience this multimodal teaching media please subscribe to the Telegram channel on Process Capability: https://t.me/processcapability 

1.6 Creating and maintaining effective learning environments

Every moment in the life of a cognitive human beings represents an opportunity for learning to take place. While this may be regarded as an idealistic point of view, several scholars (Andrin et al. 2024, Doyle, 2023, Cox 2019, Racoongang 2018; Heick, 2018) argue that educators have a pivotal role in the design and maintenance of learning environments, to promote this as far as possible. With this goal in mind, in my humble opinion, the key constituent to creating and maintaining effective environments for learning is effectual planning.

Against this backdrop, I am simpatico with the view of Bates (2016) who characterised effective learning environments within a pedagogical context to be those environments that promote an enabling setting for both students to learn and for teachers to teach and learn. While Bates' work dates from 2016, its core principles remain remarkably relevant in today's rapidly evolving educational landscape, underscoring the enduring nature of foundational pedagogical concepts even as technological and social contexts shift. The author maintains that this includes learner support assessment practices, teaching material, content and physical infrastructure and other resources inter alia. 

Thus, recognising students' diverse backgrounds, and working within resource constraints, I have tried to maintain an environment that facilitates learning and questioning for both my students and myself. Drawing on student input and using Bates’s (2016) model as framework (depicted in Figure 10), I offer the following reflection on creating and sustaining effective learning environments, for the SQT470S class I taught in 2022, in the broad areas shown in the model below.

Learner characteristics

A short course, offered by CPUT’s CIET on Course Design which I attended in November 2018 left me with a fresh perspective on learner characteristics. During this course, participants were asked to visualize and develop a very detailed fictional student persona based on the lecturer’s prior experience with previous students in the course. This aligns with the Know-Be-Do framework discussed earlier. The rest of the course focused on how to develop course material for this student persona. (Please click on this URL to see the short course program and working document https://docs.google.com/document/d/1Jso8JGOIFXQuV7xhX7uuuO4Zz2Nmdy-WD2DD1Gnj9jQ/edit). I had never previously approached lesson planning in such a manner before – taking learner goals, learner background and prior knowledge into consideration. I am now of the opinion that this is the foundation for creating an effective learning environment – that is, planning with the student at the centre of the practice.

Course content

Bates (2016) advances that course content heavily influences the types of activities that a teacher can (or needs to) plan, to develop an effective learning environment. Rooted in the requirements of the AdvDip Quality learner (from the student persona that I have developed, based on student data), I feel it is important to storyboard the curriculum content. The storyboard is the blueprint of every course (Narum, 2017). Storyboarding uses the principles for Constructive Alignment of Biggs and Tang (2015). For each content area of the entire course, the lecturer identifies all the activities required. A certain amount of time is allocated for pre-lessons, lessons, tutorials, assessments and LMS support. By doing this, I essentially drafted a strategic detailed semester plan. I also presented this plan to my students during the first lesson of the semester as a means to secure their buy-in. The subject guide (Example seen in subject guide) and lesson plans (Example seen of pre-lockdown lesson plan and post-lockdown lesson plan) which are developed in conjunction with this.

Skills

As I reflect on the importance of skills with respect to effective learning environments, there are two important types of skills that I am able to identify. The first type is ‘discipline specific skills’ that essentially make our students sought after in industry. Aside from content specific knowledge, our students need to perform tasks which make them valuable. For example, specific to my context of teaching statistics, students need to be able to use MS Excel. I am astutely aware of the fact that a student will be frowned upon in this day and age if they were to set foot into the modern work environment and attempt to perform complex data analytics using a calculator. Consequently, I have inserted MS Excel modules into the curriculum content of my course, over the past five years, thereby ensuring that my course stayed relevant and contemporary. Furthermore, I also constantly ensured that I have the necessary skills, by staying in touch with industry partners (see Section 3 Community Engagement) and receiving regular training in order to develop an effective learning environment for my students.

The second type of skills is GAs. Aside from the ECSA GAs discussed above, South African universities, including CPUT, have started placing, increasing emphasis on the development of these student competencies (Winberg, Staak, Bester, Scholtz, Sabata, Monnapula-Mapasela, Sebolao, Ronald, Makua, Snyman and Machika 2017). The CPUT GAs are not specifically taught in any course at our university, however our students are expected to have developed these four main skills by the time that they graduate. The skills are ‘technological capability and foresight’, ‘relational capability’, ‘ethical capability’ and ‘resilience and problem solving capability’. In terms of these, I developed a semester project for the subject to create a suitable learning environment that would impart these skills onto students. Research that I conducted in March 2019 serves as evidence that this was a success. This research was presented at the joint biennial conference between Research in Engineering Education Network (REEN) and South African Society for Engineering Education (SASEE) on 11th July 2019. The full conference paper that was accepted for publication, and which contains the details and results of this intervention. 

Learner Support

For me, the development of a student persona highlighted the importance of viewing learners holistically when considering learner support strategies. While students are responsible for their learning, both students and lecturers share the responsibility of maintaining an effective learning environment. As educators, our primary role is to create conditions conducive to student success. This involves ensuring students have access to an environment that facilitates their learning process. 

An example of this support is providing timely formative feedback (as detailed in Part 1.7.2 of this portfolio) and alerting students when they may be at risk academically. For this reason, I always give my students two to three progress marks throughout the course, enabling them to monitor their own development. An example can be seen in the announcements section of the LMS of the 2022 class  (see example here). This approach to learner support acknowledges the multifaceted nature of the student experience and aims to provide comprehensive, timely assistance that empowers students in their academic journey.

Resources

Arguably, the most significant challenge to the creation and maintenance of an effective learning environment at our university is our limited access to certain resources. However, ironically, I believe that having limited resources has, as a collective, made us more resourceful. Due to the nature of the AdvDip Quality degree (part-time course), time is regarded as a valuable resource by both lecturers and students alike. This shared value nurtures an effective learning environment. Furthermore, I find it heartening that there is an abundance of open source software, for example Kahoot (https://kahoot.com/) and Plickers (https://get.plickers.com/), which I have used in my classes to make our learning environment more stimulating and fun.

To add some entertainment to the student’s learning experience I usually add a few current affairs or pop culture quiz questions in between difficult statistics questions. After each question a leader board is displayed on the projector screen and the students have an opportunity to see how well their teams are doing against other teams. At the end of the quiz the team with the highest score is declared the overall winner. In student feedback the students have reported that they love the fun competitive nature of this educational game. Whenever we play a Kahoot quiz in class, the noise level is always much higher than usual! In addition, a further useful feature of Kahoot is the free report that the online software generates on the quiz results (An example of such a report can be seen here and here). Inspection of these reports allows me to identify areas of content that possibly need to be covered in class again.

Assessment

Assessment drives learning (Fischer, Bearman, Boud and Tai 2024). This commonly used phrase is regarded as an adage in academic circles, however few will dispute the validity of this statement. In view of this, formative assessment constitutes an integral component of my approach to creating and maintaining effective learning environments. My approach is consistent with William (2013) who argues that formative assessment acts as an indispensable bridge between the act of teaching and the process of learning. Therefore, I ensure that within the least amount of time that is practically possible, my students get feedback after each homework exercise, online assessment, draft project and project that they submit. This agreement is part of the signed learner contract between the students and me.

Moreover, facilitated by the Blackboard LMS, I have started incorporating self-assessment and peer-assessment (with the aid of detailed rubrics) as standard practices in the delivery of my courses to create a better learning environment. This is discussed in greater detail in Section 1.7: Assessment practice. It is noteworthy however, that feedback obtained from students on their perceptions on the value of self-and peer-assessment was predominantly positive. The students highlighted that it added value to them to be able to reflect on their own work and the work of others when doing self- and peer-assessments.

A summative list of critical questions that I use as a guideline, considering all the important areas suggested by Bates (2016) to create effective learning environments, can be seen here. In conclusion, from the reflection above, what stands out for me is that if then we want students to develop knowledge and skills, we need to provide the right kind of learning environment that encourages and supports such development. An analogy taken from Bates (2016) struck a chord with me when I read “I like to think of education as gardening, where the learners are the plants. Plants know how to grow; they just need the right environment, the right balance of sun and shadow, the right soil conditions, enough water, etc. Our job as teachers is to make sure we are providing learners with those elements that will allow them to grow and learn”.

References

Andrin, G., Kilag, O.K., Groenewald, E., Benitez, J., Dagala, F. and Ubay, R., 2024. Borderless Learning Environments: Impacts on Educational Management Strategies. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), pp.43-49.

Bates, T. 2016. Building an effective learning environment (online). Available from: https://www.tonybates.ca/2016/02/22/building-an-effective-learning-environment/ [Accessed 15 March 2019].

Cox, J. 2019. Classroom Management for an Effective Learning Environment (online). Available from: https://www.teachhub.com/classroom-management-effective-learning-environment [Accessed 1 October 2019]

Doyle, T., 2023. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis.

Fischer, J., Bearman, M., Boud, D. and Tai, J., 2024. How does assessment drive learning? A focus on students’ development of evaluative judgement. Assessment & Evaluation in Higher Education, 49(2), pp.233-245.

Heick, T. 2018. The Characteristics of a Highly Effective Learning Environment (online). Available from: https://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/ [Accessed 2 October 2019]

Narum, C. 2017. Elevate your eLearning: How to Storyboard like a Boss (online). Available: https://www.dashe.com/blog/how-to-storyboard-what-is-a-storyboard [Accessed 2 May 2019]

Racoongang. 2018. What makes a good learning environment (online). Available: https://raccoongang.com/blog/what-makes-good-learning-environment/ [Accessed 10 October 2019]

Wiliam, D., 2013. Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), pp.15-20.

1.7 Assessment practice

Assessments are integral to student learning (Hattingh 2023), underscoring the critical importance of designing assessments that effectively measure deep understanding and higher-order thinking skills. Research suggests that traditional final summative assessment (FISA) methods often fall short in capturing authentic application of knowledge - instead rewarding surface-level memorization and regurgitation of information (Hattingh 2024; Knight and Ferrell 2022). The recent emergence of generative AI has further complicated this long-standing issue. Universities worldwide are now grappling with the implications of this technology  (for example refer to recent news on UNISA's AI cheating scandal here). While opinions on generative AI's impact vary - some view it as a disruptive threat, others see it as a novel tool for knowledge production - there is consensus on the need to reevaluate and adapt current assessment practices. 

Recognizing this need for innovation, I have actively engaged in research and collaboration to address these challenges. Supported by a cohort of colleagues equally intrigued by the potential of AI, we have embraced this technology, conducting both reflective and practice-based research. One collective work, involving ten lecturers from three different faculties, has culminated in a manuscript currently under journal review. Moreover, my ongoing research on rethinking the use of AI in assessments has been recognized by a digital education conference and is due to be presented (and will included in conference proceedings) in October 2024. Further details of this work are provided in Section 2 of this portfolio. In essence, I advocate for innovative assessment methods such as oral assessments and project/problem-based learning (PBL), which I will elaborate on in my reflections.

For this portfolio, I reflect on three types of assessments: a summative online assessment, formative peer-review assessments and PBL. Additionally, I discuss assessment moderation experiences, which enhance my skills as an assessor. My reflections are also informed by an assessor course I completed in 2023, which has contributed significantly to my assessment practices. This assessor course (based on the Assessor Unit Standard (ID 115753) course on Conducting Outcomes-Based Assessment, a Level 5 NQF qualification worth 15 credits) was a pivotal experience in my professional development. The comprehensive program enhanced my understanding of the assessor's role in determining candidate competency through evidence-based evaluation. The course covered crucial aspects such as preparing for and conducting assessments, providing feedback, and reviewing assessment processes. It also deepened my knowledge of the NQF and various assessment tools and systems. This training has been invaluable, equipping me with the skills to conduct fair, valid, and reliable assessments in my field of expertise. The course emphasized the significant responsibility of assessors and the importance of meeting high standards, including official registration, to ensure the integrity of the assessment process.

References

Hattingh, T., 2023. Exploring the social aspects of assessment practices in an engineering context. Scholarship of Teaching and Learning in the South, 7(3), pp.5-24.

Hattingh, T. (2024) Innovative Assessment Practices. Online workshop hosted by the Innovative Engineering Curricula Project, 13 March 2024 (12:00 – 13:30).

Knight, S. and Ferrell, G., 2022. Rethinking assessment and feedback with a principle informed approach. In Proceedings of EUNIS. Vol. 86, pp. 178-186.

1.7.1 Summative online assessment

Since 2013, various online assessments have been an integral part of my teaching practice, aligning with CPUT's vision “To be at the heart of technology education and innovation in Africa”. This transition is exemplified by a picture (Figure 12) taken in the CPUT IT Centre on the 27th May 2019 showing the SQT300S class during a summative online assessment - one of the firsts in the history of the course (the first was in 2018). 

My early adoption of online assessments proved advantageous when COVID-19 lockdown necessitated ERT, positioning me well for the sudden shift to fully online education. Click here to see a screencast recording of me presenting at CPUT's Teaching with Technology Day in 2018. I noted, however, that while online assessments offer benefits such as reducing assessor bias in marking, the pivot from traditional paper-based assessments required careful consideration to maintain assessment quality and ensure effective measurement of ILOs. To achieve this I engaged in extensive consultations with both internal and external moderators. These deliberations were crucial to uphold academic standards while leveraging the advantages of digital platforms.

Due to lockdown restrictions, in 2020 and 2021, all assessments were conducted off-campus. This experience highlighted both the challenges and opportunities of remote assessments. As we transitioned back to on-campus activities in 2022, a decision was made to conduct all online assessments on campus to ensure assessment integrity by verifying student identity - something we were finding was impossible to do without online proctoring. Influenced by the views of Henry and Oliver (2022), I personally consider online proctoring to be unethical so on-campus (face-to-face) online assessments became the best solution to that challenge.

At face value, the shift from unstructured open-ended question types to more close-ended question types, such as multiple answer or multiple choice in my assessments could undermine the integrity of my online assessments. However, drawing inspiration from Weimer's (2018) studies on the advantages and disadvantages of MCQs, he concludes that carefully constructed MCQs are capable of assessing on higher levels of Blooms taxonomy. Thus, thoughtfully constructed questions can move a student to higher-order thinking such as application, integration and evaluation. My research and the discussions with moderators foregrounded the importance of alignment of the assessment questions with HEQF level descriptors for level 7. 

An example of a a summative online assessment I've developed can be seen here. This highlights that a host of question types are available on the LMS. As illustrated, I have developed very innovative approaches to setting exam questions for example, asking a student to select the most correct answer from a list of possible semi-correct answers. 

By 2022, I had developed a robust approach to online assessments based on my experiences from 2020 to 2022. This approach involved creating large banks or pools of questions,  randomizing the selection of questions for each student and ensuring all questions promote critical thinking, regardless of their difficulty level. This strategy proved effective in both remote and controlled environments. For remote assessments, it provided a level of assurance about the integrity of the exam, despite the lack of direct supervision. In controlled, on-campus settings, it further enhanced the assessment's reliability. 

Additionally, I've adopted an open-book approach, which shifted the focus of my assessments from memorization to problem solving. This change strengthened my assessments because it mimicks real-life - rather than a focus on memorization. Moreover, it is more effectively aligned with and evaluates ILOs and encourages higher-order thinking such as analysis, application and evaluation. From experience, two practices that I found important were first, making sure that the class activities supported this type of assessment and second, giving students lots of practice (I provided numerous similar type questions on the LMS). Implementing these practices, I found my students performed much better in both midterm and final summative online assessments when given revision and homework questions in the same style as the summative online assessment. 

From a student perspective, I am cognizant of factors such as unstable connectivity and loadshedding. To address these challenges, where practically possible, I would opt for a PBL assessment or case study (see Section 1.7.3 of this portfolio), but ultimately it is about finding that delicate balance between institutional requirements (the resources we have), what the student experiences while ensuring the student gets what they need.

Furthermore, the CPUT LMS has an additional extremely useful feature that can be used post-assessments, known as item analysis. This tool reveals how well a particular questions discriminate between students who know the subject matter and those who do not. It allow the assessor to gauge the difficulty of each question and identify poorly designed questions that may need to be removed or revised. I frequently use item analysis to improve the assessments that I give my students.

My final thought on online summative assessment is that there are several factors that one always needs to consider when using this form of assessment. While the university has some resources available, we also know that not all our students have appropriate devices or the ability to download on their devices. This necessitates arranging suitable spaces for online assessments (see evidence of me sending out a survey to determine the needs and then coordinating which student will be writing where). From a pedagogical perspective, I appreciate the additional effort that an online assessor has to put in to uphold the quality and integrity of online assessments. Thus, ultimately, I am of the opinion that using a variety of online assessment methods would be the best to support credibility of the final achievement. I do however believe that these concerns needs to be addressed on an institutional level in order for our university to truly embody being at the heart of technology education and innovation in Africa.

Reference

Henry, J.V. and Oliver, M., 2022. Who will watch the watchmen? The ethico-political arrangements of algorithmic proctoring for academic integrity. Postdigital Science and Education, 4(2), pp.330-353.

1.7.2 Assessed project with peer review

Over the past seven years, with the aid of technology I have modified the traditional paper based semester group project for all my courses. Instead of a traditional single written report to assess if a student has successfully achieved certain knowledge outcomes, I gradually changed the design of the project so that it now includes several formative assessment stages, including stages for individual self- and peer assessment, group peer assessment in addition to the submission of a final artefact (screencast, portfolio or report) to be assessed by me. The students are told in advance that the final submission only counts for 30% of the final project mark (see project brief), as the emphasis of the semester project is on the construction of knowledge through self-reflection and assessment as learning, and not on the final artefact submitted.

I believe that the model of the educator being the sole knowledge-holder who imparts wisdom to their students is no longer fit for the purpose of a 21st-century education and peer assessment is a powerful meta-cognitive tool (Lutze-Mann 2019). This type of assessment develops a student’s capacity to reflect and critically evaluate their own learning and skills development. Thereby, it fully activates the student and by engaging him/her in their own learning process. In this way, peer assessment supports the development of critical thinking, interpersonal and other skills, as well as enhancing understanding within the field of knowledge of a discipline. 

The LMS has been an incredibly valuable tool in terms of making this form of assessment possible, since it has a self- and peer-assessment feature. Through a process of trial and error I have deduced that I must provide the student with firm guidance in the form of a very robust rubric in order for them to successfully engage online with each other’s work. Figure 8 (three pictures) are pictures of my students partaking in the group component of a peer assessment stage of their respective semester projects. The evaluations of one student who took part in the assessed project with peer-review can be seen here .

Reference

Lutze-Mann, L. 2019. Student Peer Assessment (online). Available from: https://teaching.unsw.edu.au/peer-assessment [Accessed 1 November 2019]

1.8 Team teaching 

Teamwork is dream work! This sentiment encapsulates the essence of the FEBE First Year Experience: Engineers for Social Change project. Conceived by our Dean, Prof Suresh Ramsuroop, this initiative represents a significant collaborative effort to enhance the education of all our engineering students beyond technical skills, contributing to their development of GAs. We developed a special 12-week program called the FEBE FYE, and demonstrating its commitment, the faculty has designated a dedicated time slot (Thursday afternoons from 13:30 to 15:30) for its implementation. As a member of the core team steering this initiative and trialling , I've had the privilege of witnessing and contributing to its evolution from conception to implementation. 

Our project team comprises a core steering group (led by Ms Ayesha Reiners, Ms Naasirah Mohamed, Mr Luvuyo Kakaza, and myself, with Prof Ramsuroop providing oversight) and a larger team of communication lecturers. Together, we collaboratively conceptualized and developed the program. Initially, it consisted of six key topics including identity, diversity and inclusivity, ethics, and wellness. The program is currently embedded within the communications classes, with each week featuring a lesson developed by our team. 

Although I assisted in presenting some face-to-face sessions, my primary contributions to the project include developing the Ethics module in May 2023 and the upcoming AI lesson for 2024. When I created the Ethics module, I also produced an explainer video on how to deploy the lesson, in addition to all the lesson resources. This was greatly appreciated by my team members for its guidance (see this email). In 2024, the curriculum expanded to eight topics, incorporating lessons on SDGs and AI. This expansion reflects our commitment to adapting the program to emerging global challenges and technological advancements. (See subject guide here).

Most lessons, including the Ethics module I developed, span two weeks to allow for substantive exploration of the topics. The Ethics lesson, for instance, includes pre-recorded interactive content (viewable here: https://h5p.org/h5p/embed/1382660), an LMS quiz, and a LinkedIn Learn micro-credential course. Students receive a certificate upon completion, which they must upload as part of the assessment. In 2024, I updated the content based on feedback from the team and insights gained from student feedback and a co-creation workshop called "Finding your voice". This workshop, facilitated externally, brought FYE program developers, class representatives from eight different departments, CPUT support staff, first-year coordinators, and members of the Student Representative Council (SRC) together to conceptualize improvements for our incoming students (see the report here). The workshop outcomes significantly influenced my revisions to the Ethics module, particularly in areas of student engagement and real-world application. This iterative process ensures that our program remains relevant and responsive to student needs. As part of the core team, I arranged for this workshop (funded by UCDG), aligning with my belief in the essential nature of co-creating and designing curriculum with students.

1.9 Feedback

While collaborative teaching efforts foster a rich learning environment for students, they also open avenues for invaluable peer feedback among colleagues, which enables the enhancement of our professional growth and teaching effectiveness. As a SoLT practitioner, I am continuously engaged in researching my teaching practices, which inherently involves gathering and reflecting on feedback. This feedback comes not only from my students - through the data that I collect- but also from my peers, particularly when my work undergoes the rigorous process of peer review for publication. I firmly believe that reflecting on feedback that I have received from colleagues, students and industry partners (particularly negative feedback) has led to some of the best kaizens in my teaching practice. Arguably, it has been one of the most significant drivers of innovation and improvement of my L&T methods and therefore a great enabler for my teaching practice. For this reason, over the years, I have actively solicited feedback from peers, students and industry partners. In the next section of this portfolio I describe how I engaged with feedback from my peers and from student. In the Section 3 of this portfolio, I discuss how I engage with feedback from industry and how that informs the curriculum and my L&T practices. 

1.9.1 Reflection on feedback from peers

Below I present my reflections on three forms of peer feedback, namely (1) feedback from Ms Naasirah Mohamed - one of the FYE core team members, (2) feedback from two colleagues (Prof André van der Merwe and Mr Prasidh Ramson) who invited me to do guest lectures for them, and (3) feedback from Prof Karin Wolff, a well know and respected leader in academic development of Engineering Educators, on my portfolio.

1.9.1.1 Feedback from colleague on FYE team lesson

I appreciate the detailed and constructive feedback provided by Ms. Naasirah Mohamed on my 2023 Ethics and Values lesson within the FYE project. Her insights highlighted both the strengths and areas for improvement in my approach. Notably, she appreciated the integration of a real-world dilemma to connect students' personal experiences with their engineering education. However, she pointed out that the topic could be made more relatable to the students.

I was really glad to hear though, that she praised the structure of the lesson, acknowledging how effectively it scaffolded ethical and value-based concepts around the case study. This feedback reinforces my commitment to building a robust conceptual framework for our students. She also highlighted the guided questions embedded throughout the video as an effective strategy to maintain student engagement, which aligns with my goal of fostering an interactive learning environment. The reflective pauses were also seen as a key feature, successfully meeting the FYE objectives by encouraging critical thinking and self-reflection. This aspect of the lesson was designed to prepare students for their future roles as ethical engineers with societal responsibilities.

Based on her feedback, I made several adjustments in the 2024 lesson. I transformed the case study into a fictional narrative about a former student, which made the themes more relevant and engaging. Additionally, I refined the framing of these themes throughout the lesson and introduced a concise concluding section that reiterated the key points, enhancing the overall coherence as recommended by Ms. Mohamed. One area I have yet to address is the length of the 40-minute video, which may be too extensive for optimal student engagement given current content consumption trends. This will require further consideration and possibly a restructuring of the content to maintain engagement without compromising educational value. Ultimately, this feedback has been extremely beneficial in refining my teaching methods and enhancing the educational experience for my students. I am deeply grateful for Ms. Mohamed's thorough and insightful feedback and look forward to applying these enhancements in future lessons.

1.9.1.2 Feedback from other lecturers on guest lectures

I feel really honoured to have been invited to deliver guest lectures for two colleagues. On 5th August 2020, I presented a lecture for Prof. André van der Merwe at (Stellenbosch University) for the subject Industrial Practice IP442 on the topic of Quality Culture, a subject closely related to my PhD research, aimed at preparing students for their projects. The session was engaging and interactive; I introduced a challenge at the beginning and concluded with a Kahoot game titled "Beat the Prof," where the surprise prize for students (and for Prof  van der Merwe!) was an extension on their project deadlines. Prof. van der Merwe observed that the students’ understanding of the subject matter improved, validating the effectiveness of my teaching methods and the use of novel educational tools. This experience has encouraged me to continue exploring innovative teaching practices and underscores the importance of incorporating diverse perspectives into the learning process.

More recently, on 2nd May 2024, I was invited by Mr. Prasidh Ramson, the current Head of Department for Ophthalmic Sciences in the Faculty of Health and Wellness Sciences at the CPUT, to give a lecture for the subject Occular Anatomy and Pathology II (OAP260S) on my experiences as a cancer patient (see recording here). This lecture helped me turn a personal challenge into a positive learning experience, as discussed in Section 3.4.2 of this portfolio. Mr. Ramson’s feedback highlighted the strengths of my approach. He appreciated my friendly and conversational tone, which kept both the students and him engaged. He praised the balance of scientific facts and personal storytelling, which resonated well with the future healthcare professionals in attendance. The content was appropriately pitched, and the pace of delivery was well-received, maintaining student engagement without overwhelming them.

This feedback from both guest lectures underscores my ability to adapt and effectively communicate across different disciplines and educational contexts. It encourages me to continue pushing the boundaries of traditional educational methods and to seek further opportunities for interdisciplinary collaboration and guest lecturing. Moving forward, I plan to develop a more structured approach to soliciting detailed feedback on various aspects of my guest lectures, to refine and enhance my teaching practices further. This iterative process of receiving and integrating feedback is crucial for continuous improvement and for ensuring that my teaching methods remain engaging and effective for diverse student groups.

1.9.1.3 Feedback on my portfolio

In seeking to enhance my teaching portfolio through peer feedback, I consulted Prof. Karin Wolff from Stellenbosch University, a respected colleague and mentor - someone who I regard as an expert in Engineering Education. In my teaching approach, I intentionally introduce elements that might cause discomfort for the students, believing that such challenges are pivotal for deep learning. Prof. Wolff suggested linking this 'discomfort' to the concept of the liminal space, as articulated by Meyer and Land (2005). The liminal space represents the transitional, often uncomfortable, phase students must navigate to grasp a Threshold Concept. This aligns with my objective to push students beyond their comfort zones to foster profound understanding and transformative learning experiences.

Regarding student engagement, Prof. Wolff recommended connecting my methods to the "Pedagogies of Engagement," as discussed by Smith, Sheppard, Johnson, and Johnson (2005) in their work on classroom-based practices. This perspective supports my goal to create an educational environment that not only transmits knowledge but actively involves students in the learning process, making their participation meaningful and productive.

In reflecting on the mentorship and support I've received from experienced colleagues, Prof. Wolff advised using the term 'Community of Practice' to describe this dynamic. Consequently, I elaborate on this in Section 2 of this portfolio. This concept, developed by Lave and Wenger, emphasizes learning as a communal activity, where knowledge is inherently connected to the community in which it is practiced. My journey at CPUT has been significantly shaped by this community, where I have been both a contributor and a beneficiary, engaging in "Situated Learning: Legitimate Peripheral Participation."

Lastly, my natural inclination towards innovation in teaching was highlighted as an opportunity to embody and promote the new GAs, which emphasize creativity among our graduates. Prof. Wolff suggested that by modelling creative teaching practices, we can inspire and equip our students to think and act creatively in their future professional roles. This insight encourages me to continue integrating innovative strategies into my teaching, thereby demonstrating how creativity can be fostered through educational practices.

References

Meyer, J. H. F., and Land, R. 2005. Threshold Concepts and Troublesome Knowledge (2): Epistemological Considerations and a Conceptual Framework for Teaching and Learning. Higher Education, 49(3), 373–388. http://www.jstor.org/stable/25068074

Smith, K.A., Sheppard, S.D., Johnson, D.W. and Johnson, R.T., 2005. Pedagogies of engagement: Classroom‐based practices. Journal of engineering education, 94(1), pp.87-101.

1.9.2 Undergraduate student feedback and reflection

Student feedback is a critical driver of innovation and improvement in my teaching practice. While I employ various direct methods to solicit student input, I've come to recognize that my research (that is, the data I obtained from students when I do research in SoLT), also serves as a valuable form of feedback. For instance, my 2023 paper 'Assessing the potential of chatbots as tutoring tools in engineering education: A South African case study' not only contributed to the field but also provided rich insights into student experiences and preferences. This research-based approach to understanding student needs complements my more traditional feedback mechanisms, offering a comprehensive view that informs and enhances my teaching strategies.

A particularly extraordinary example of very negative feedback that I received from a student was a complaint about me in the form of an email, sent to the Head of Program (HoP) of the Quality Program (email carbon copied to me) in 2018. The complaining student elected to remain anonymous by creating a dummy Gmail account. The original email trail can be viewed using this link: https://drive.google.com/open?id=1jW6OlIc6Srx6UuAMn5kpgyNqiiR2YQt9 

In this particular case, my initial response was to extend an invitation to the student to visit me and discuss the problems in person, if he/she wished to do so. From the student’s response it was however evident that he/she did not want to be identified, nor did he/she offer any evidence to support the claims made in the email. The matter was escalated to the Head of Department (HoD) who investigated it and later described the claims that were made in the email as a personal attack on me.

Regardless of this, the situation represented an opportunity for me to critically reflect on my own practices. Therefore, a further response I undertook was to consider each claim made by the student and contemplated if there was anything that I could do to improve my efforts. I attended a workshop offered by the Centre for Innovation and Educational Technology (CIET) at CPUT on the 27-29 November 2018 and was introduced to two practices that have been instrumental in improving my courses, namely ‘Persona Development’ and ‘Storyboarding’. With the aid of these two tools, I restructured my course without changing any of the course content. The restructured presentation provided my students a more scaffolded experience, clearer guidance and a better idea of what was expected of them. In 2019, in a conversation with one of my students, I received verbal feedback that other students who were repeating the subject mentioned that the revised classroom experience was a better one for them.

The aforementioned is however merely one form of adhoc feedback mechanism that informs my teaching practice. Aside from this, since 2016 until present, my standard practice has been to actively solicit feedback from students on weekly basis. After each weekly lesson I send my students a reminder via the LMS to complete an online survey that I have designed using Google Forms (See the following link to view all SQT300/470S student weekly feedback from 2016 till 2022 when I last taught this SQT300/470S - please take note, that as I updated the curriculum based on feedback the order of some of the lessons changed - so, for example Lesson 1 became Lesson 2 in 2018). To view the folder I collect feedback in please click here. I currently use the same format to get feedback from my PCM150X students - view this feedback here)

The weekly survey asked six likert scale questions about that week’s lesson namely from 2016 to 2020:

Q1)     Was the work covered in class was relevant and applicable to your workplace?

Q2)     Will you be able apply what was presented in class to your workplace? 

Q3)     Was the pace of the lesson was good for you?

Q4)     Was the organisation and planning of the lesson good for you?

Q5)     Did the lecturer do a good job at facilitating?

Q6)     Were your expectations of the lesson were met?

In 2021, my general questions were updated to 

Q1)     Was the work covered in class was relevant and applicable to your workplace?

Q2)     Will you be able apply what was presented in class to your workplace? 

Q3)     Was the pace of the lesson was good for you?

Q4)     Was the organisation and planning of the lesson good for you?

Q5)     Did the lecturer do a good job at facilitating?

Q6)     Were your expectations of the lesson were met?

However, on occasion, I present a lesson that breaks the proverbial mould, for example at the start this semester (July 2024), I asked the students in my Professional Communications class to close their eyes and pretend that they are already engineers. Then I asked them to imagine what skills they thought, that as a graduated engineer they would need. I collected feedback from them on this too, which I have considered against my lesson plans for this year. I am really pleased that the students' views, based on feedback collected, are aligned with the ECSA GAs.

In addition to the above-mentioned questions students are also asked what they would like to see improved, what they particularly liked and are invited to comment on anything else they feel is important. An example of the results of this kind of feedback can be seen in Figure 14 above. In this example, for 2018’s Lesson 1 on Pareto Analysis, 88% of the students agreed that the subject content taught that week was relevant. I noted that 81% of the students said that they would apply what was taught in their workplace and 78% of the students were happy with the pace of the lesson. Moreover, 89% of the students thought that the planning and organisation of the lesson was good. 90% of the students believe the lecturer did a good job of facilitating Lesson 1 and 78% of students said that the lesson met their expectations. The textual feedback obtained through the survey also allows me to determine what improvements are required in terms of my teaching for example some statements from students were “Complete two examples in class instead of just one” and “Explain the calculations in more detail”. The textual feedback also helps me to identify practical improvements regarding the course, evidenced by statements such as “Try to organize a proper lecture room so that we are not wasting time setting up projectors” and “Aircon in all rooms”.

This feedback also allows me to determine the aspects of the course that my students find most valuable. In 2019 one student wrote “The way the lesson was conducted was nothing like I ever experienced. I especially enjoyed the part where our little quiz was not on paper” and in 2021 one student wrote "breakout groups"

Furthermore, another standard feedback mechanism that I have incorporated in my teaching practice is approximately half-way through the semester (after midterm test), before I commence with the week’s lesson, I set aside 15 minutes and ask the students to reflect in an online google forms survey. There are two specific standard questions that I ask, however depending on the classroom context at that particular time I typically would ask two or three other relevant questions to get a better understanding of the current needs of the students at that time. As part of the survey, I remind the students that the course is a 15 credit course, this 150 notional hours (referring to Introduction lesson as discussed in Section 1.3.2) and that they were told that it is recommended to spend at least 6 hours per week on the course material. Thus, the three standard questions that I ask the students are:

• The amount of time spent on the course per week (Lickert scale options)

• What they thought they could have done better to prepare for midterms?

• What they think that I can do better to have prepared them for midterms?

I make the results of this feedback available to them and I use this information to devise a plan to prepare them for final exams. The results of a post-midterm survey conducted in 2023 (with additional questions) can be seen here.

Feedback forces me to review my current teaching, learning and assessment practices and identify the gaps when delivering a quality education experience to my students. At the same time there are many models and opportunities at my disposal to improve systems and methods of delivery for the future. From this perspective, student feedback is an essential part of the teaching and learning process. Student input drives improvement to the course delivery and helps to highlight challenges that the students experience, so that solutions are devised and implemented. Teaching excellence in my context is understanding the needs of my students to be able to make the most of every opportunity we get.

1.10 Final reflection on personal growth and development

Reflecting on my 12-year teaching journey, I see that being an academic mentor has been one of the most fulfilling aspects of my life. I'm grateful for the guidance I've received from colleagues at CPUT and other institutions, both locally and internationally. CPUT's Fundani Teacher Development Program (TDP) has been especially crucial in shaping me as an educator. Recognizing my lack of formal teaching training when I joined CPUT, I voluntarily took part in over 20 formal training opportunities and three mentorship programs to build a strong foundation.

My growth as a teacher has been marked by shifting focus. At first, I was mainly concerned with learning and applying various teaching methods. However, I soon realized that effective teaching requires more than just knowing the content or having good resources. It needs a deeper understanding of how students learn. This realization led me to focus more on the SoTL. Since 2016, I've been researching both what I teach and how I teach it, resulting in fifteen publications about my teaching practices from 2017 to 2024.

As I've gained experience, my view of education has broadened. I've become more interested in developing GAs and exploring deeper aspects of education, such as how knowledge is constructed and understood. I've learned that it's not just about which teaching methods you use, but how you evaluate and apply them. I've come to understand that context is key in choosing teaching approaches. That's why feedback from students, colleagues, and industry partners is so important. Looking back, I see how much I've relied on student feedback and research to improve my teaching. While my faculty requires end-of-semester evaluations, I often seek additional feedback to help me grow as an educator. For example, when students told me they were struggling with statistical concepts, I created interactive simulations and real-world case studies, which greatly improved their engagement and understanding.

Over time, I've found myself naturally drawn to innovative teaching methods. Some of my biggest successes have come from taking calculated risks. A good example is the screencast semester project I described in my Teaching Philosophy. Despite initial student resistance, this project was so successful that I was invited to present it at an international e-learning conference in Copenhagen in 2019. I've also received recognition from CPUT, winning teaching excellence awards at the department, faculty, and institutional levels. These accolades have motivated me to keep improving and learning.

My passion for teaching has led me to take on new roles. I've served as my department's L&T Representative and helped develop a new qualification. In 2022, I became the Faculty L&T Coordinator, a position I'll hold until 2026. This role has given me a broader view of education, helping me see how individual teaching practices connect to larger institutional strategies. It's challenged me to think beyond my own classroom and consider how to improve teaching across the entire faculty. Looking ahead, I want to find more ways to use AI technology and new teaching methods in our faculty. I'm particularly interested in how we can better prepare our students for the changing job market, possibly through more partnerships with industry or projects that span different disciplines - and support the academic staff to do this!

Throughout this journey, I've faced challenges, like periodically feeling overwhelmed by complex educational theories. But each challenge has helped me grow and improve my approach to teaching. As I continue on this path, I'm excited to see what the future holds, knowing that my work contributes to improving education at CPUT and beyond.