Teaching effectiveness

2025 Feedback 

In 2025, students were asked in an online survey about the effectiveness of using design thinking to build an AI chatbot. The responses were as follows:

Students are required to post on LinkedIn to display their AI Chatbots

2024 Feedback 

In 2024, students were asked in an online survey, "Describe a specific episode where your Lecturer effectively demonstrated or modelled combining content, technologies and teaching approaches in a lesson. Please include in your description of what content was being taught, what technology was used, and what teaching approach(es) was implemented. If you have not observed a teacher modelling this, please indicate that you have not." Responses included the following:

The lesson would cover fundamental concepts of chatbot development, including natural language understanding, intent mapping, entity recognition, and conversational design principles. The primary technology used for the lesson is Dialogflow, a natural language processing platform by Google Cloud. The lecturer demonstrated how to create a new Dialogflow agent, define intents and entities, configure fulfillment with webhook integration, and deploy the chatbot for testing.

Lectures use technology every day. They combine lecture slides using technology, they do not write them down. They project the notes through technology. Sometimes use create an online meeting. The lecture also used online videos to demonstrate and give a clear understanding of how a chatbot works.

The lecturers utilized ikamva where they combined various content and technologies such as YouTube videos, pdf files, PowerPoint files and Google meets tutorials. This method of teaching is known as the flipped -classroom approach. 

The lecturer was teaching us on how to use dialogflow for creating a chatbot. She showed us how dialogflow works.

When ma’am demonstrated her chatbot as during the design thinking eportfolio lecture. Her insights on how to use ChatGPT as a guideline showed me ways to improve my chatbot. This was a practical approach on how to use existing technology to improve my learning capabilities.

Our lecturer gave us a lengthy explanation of how things will look in the real world of work, she did so by providing examples and going out of her way to make each student understand the importance of being innovative and starting our careers sooner rather than later. 

In a lecture on chatbot structuring, the lecturer effectively combined content, technology, and teaching approaches. They utilized AI tools like ChatGPT and websites such as Google Charts to demonstrate gathering information for chatbot development and marketing strategies. The teaching approach involved a blend of lecture-based instruction, hands-on activities, and group discussions, fostering active engagement and skill development among students.

Where the lecturer did the topic of business model canvas and taught us how to implement it in our own business idea. It was mentioned that we can use various canvases in order to make out business model canvas. 

When we had to sit in groups and interview nurses. We would have to socialise and she would have work in the digital projector and pc.

In my IT class, our lecturer has effectively modelled combining content, technologies, and teaching approaches in a way that has enhanced our learning experience. Specifically, they have combined:

- Content: IT field-related topics and assignments that are relevant and engaging

- Technologies: PowerPoint presentations, email communication, and digital resources for assignments and exercises that facilitate easy access and flexibility

- Teaching approaches: Flipped classroom approach, problem-based learning, and experiential learning through opportunities like jobs, internships, and bursaries that encourage active learning and real-world applications

Through this combination, our lecturer has created an interactive and supportive learning environment. The flipped classroom approach allows us to engage with the content before class, and then discuss and apply it during class, promoting active learning and collaboration. The use of digital resources and email communication enables us to access information and feedback easily, and the opportunities shared by our lecturer provide valuable experiences and career development.

Overall, our lecturer's effective combination of content, technologies, and teaching approaches has made our learning experience engaging, interactive, and relevant to our future careers in the IT field.

Prof. taught us how to do search for things that are trending to complete our business model canvas.

My lecturer explained WotNot to us which is another website that could be used for creating our chatbots. The lecturer went through a practical example using demonstration techniques as well as providing us with YouTube videos on how to use the website. 

Werk 2 when we were doing design thinking process and solution innovation. We utilized Ikamva slides and tutors were available on Moya to help the student complete their discussion forums. We were giving a couple of articles, documents to read through, slides and well as YouTube videos.

The content that was being covered was based on Ideation and Prototyping. Throughout the lesson, Ms Petersen represented the use of Dialogflow to give us ideas on how she developed her initial chatbot. Therefore, the teaching process was to give us insight into how to handle the chatbots for our assignment (individual).

the time when we were busy with our individual assignments and had to build a chatbot, the lecture demonstrated some software's we can utilize and how we can use it to build our chatbots.

Wotnot, which is a easy and no-code chatbot platform. We were taught to use it to build our AI chatbot for the group assignment because not a lot of people were able to use Dialogflow. Dialoflow is also free and requires no to little code. When compared to each other. Wotnot is the best as it is easy to use and you can easily insert videos, picture, and audio. But then it depends on the group member's preferences 

The lessons that come to mind are the ones when our lecturers would give us a live demonstration on developing chatbots, where they would take us through the software that they use to design and build their own chatbots and show us how we can go about creating  chatbot ourselves. The content was mainly about the development of AI chatbots for our individual and group assignments. And the teaching approach was quite practical as she took us through the basics of chatbot development using the technologies provided by the school, e.g. computers and projectors (Note it wasn't a full lesson on building the chatbots, we were just being introduced to the different software we could use and we were shown some of the features)

They taught us how to use Google Jamboard to do Brainstorming ideas for our assignments and Discussion Forums

When Fazlyn used design thinking in her AI chatbot demonstration then displayed that product in class using Dialogflow and how us students can create something similar by giving tips and pointers

She showed us how to use the ideation thing which I was always biased against realised its easy to use.

Professor Fazlyn delivered an insightful lecture on responsible financial decision-making, using slides to convey content and using a drawing to illustrate a comprehensive timeline for navigating bonds. Her approach provided a structured framework for understanding and implementing sound financial strategies, which resonated with the students.

Mrs Petersen demonstrated how we should go about using Dialogflow as well as Whatnot in creating our chatbots for the individual e-portfolio as well as the group assignment. 

Leading by example: Fazlyn showed us the functionalities of Dialogflow by showing us a bot that she had built and explained what tools she had used during the creation as well as how to access and complete this task.

It was when were were being told about the e-portfolio. Building the chatbot, what is looks like and how it should function and that it is done properly. That particular content was combined with using AI to help in understanding exactly what was needed for us to do. The teaching was using AI to understand content better rather than having AI do your work for you. 

lecturer employed several technologies to enhance the learning experience. Firstly, they utilized a presentation software that included multimedia elements such as videos, animations, and interactive quizzes to illustrate key concepts and engage students visually. This helped to break down abstract theories into more digestible chunks of information.

With regards to combining content, the lecturer called Josph Lumbahe to speak to the students about their future jobs and their future in general.

When we were being thought how to use dialogflow and the basics of it. we got a basic introduction which was enough for us to understand what dialogflow is about 

Fazlyn was teaching us the business canvas. She made use of the iKamva and it was the reversed classroom approach.  

My lecturer demonstrated using mostly slides that were done by her in class which also included examples from Youtube or verbally explaining certain examples for coursework especially when it came to using  Dialogflow for our assessments. The approach was also with open communication and asking of questions from both lecturer and students. 

The lecturer was showing us how to use the business simulation for the Individual assignment. During the session, the lecturer demonstrates how to navigate the business simulation software, interpret key performance indicators, and formulate effective business strategies. They provide guidance and feedback to help students optimize their decision-making process and achieve their business objectives.

I feel like my lecturer has demonstrated this throughout the module by using Ikamva effectively, providing Youtube videos, letting us do an online business simulation, exposing us to various platforms to build chatbots and encouraging us to make LinkedIN posts.

All the content provided online was very well taught as the lecturer used current technologies.

Lecturer made use of Google meet to explain week 8 contenet, that was of SMART goals, strategic map and marketing mix. 

She taught us financing in a detailed way.

Lecture pertaining to building the Chatbot for our group assignment. the lecturer demonstrated a Youtube video on how to use the website and what the website has to offer.

The chatbot. We were being taught how to navigate and use WotNot to create a chatbot. It was demonstrated in a way that was easy to understand and navigate. It also included some examples of how it worked. 

The lecturer demonstrated a business model canvas.

When she showed us how her chatbot works using the projector l while explaining what we need to do in ours and going over the assignment 

This approach was used when dealing with the chatbot creation and how to build one - technology used was dialogflow and wotnot 

How to start and manage a start-up, the technology that was used was the MIT Business Simulation Game

Mrs Fazlyn  Petersen normally demonstrates using different technological applications whenever possible, such as demonstrating how Dialogflow works.

When she showed us her chatbot that she created about diabetes.

Jamboard, Wotnot, dialogflow and the design thinking process was consistently used throughout the course. Online resources were used such as previous years lecture recordings. 

When they gave us the group assignment. The same day the nurses came for the first time.

When the lecturer demonstrated the chatbot she built on dialogue flow to guide us for our individual assignment 

The lecturer adopts a blended approach, incorporating both traditional lecture-style delivery and hands-on activities. After the initial lecture segment, the lecturer divides the class into small groups and assigns them a database design project. Content Description: Design thinking Process, designing an AI Chatbot

When we learned about wotnot, as an alternative tool for building a chatbot 

When the lecturer taught us how to use WotNot for creating a chatbot. She explained its features, capabilities and demonstrated it in action. She also showcased examples of her own chatbot during the assignments. I really appreciated this more than anything. It made content more tangible and helped us understand what was expected of us.

The design e-portfolio, everything was explained well and all information provided. 

Designing thinking we were shown various resources ranging from notes,youtube videos and jamboard.

The use of online content and resources such as you tube for videos on Entrepreneurial mindset or template websites for deliverables.

2023 Feedback 

In 2023, students were asked in an online survey, "How did the course encourage entrepreneurship and innovative thinking?" Responses included the following:

'The course encouraged it a lot as we had to create a business as if we were unable to get a job next year. This really gave us time to think of what it really would be like being self employed and made us think a lot. It taught us a lot and gave us a lot of insight as to what owning a  business would be like. The BSG was also interesting. '

'I believe that the course has encouraged entrepreneurship and innovative thinking in several ways. The course has emphasised the importance of understanding the changing business landscape and the role of technology in driving innovation and growth. Through the weekly class exercises and individual and group projects, we have been encouraged to think creatively and develop innovative solutions to real-world business problems. In addition, the course has emphasised the importance of taking a strategic and entrepreneurial approach to information systems, encouraging us to think outside the box and to consider new and emerging technologies as opportunities for growth and innovation. Overall, I believe that the course has provided a strong foundation for entrepreneurship and innovative thinking in the field of information systems.'

'The course encouraged entrepreneurship and innovative thinking by Providing case studies of successful entrepreneurs and innovative companies to inspire and motivate students. Offering opportunities for students to engage in hands-on projects, such as developing a prototype for a user.'

'I found that the course encouraged entrepreneurship and innovative thinking in various ways.

Firstly, the course focused on the Business Model Canvas, which is a tool that helps entrepreneurs to develop and refine their business ideas. The canvas encourages students to think critically about the different components of a successful business model, including customer segments, value propositions, revenue streams, and key activities. By using this tool, students are able to explore different business ideas and refine them in a structured way.

Secondly, it emphasised the importance of solving societal challenges through entrepreneurship. We were encouraged to identify societal problems and think about how technology could be used to solve them. This approach encouraged us to think creatively and come up with innovative solutions to real-world problems.

Thirdly, it provided us with the opportunity to apply the theory learnt in a practical way. We were tasked with developing a business idea and creating a prototype of our product or service. This hands-on experience enabled us to develop our entrepreneurial skills and think innovatively about how to bring our ideas to market.'

'The course encouraged entrepreneurship and innovative thinking by providing hands-on projects, case studies, and real-world scenarios, as well as guest speakers and workshops featuring successful entrepreneurs or industry experts. It also fostered creativity and risk-taking by providing a supportive environment for brainstorming and idea-sharing. These elements helped develop problem-solving and critical thinking skills, and stimulate innovative thinking leading to the development of unique ideas that can be valuable in various contexts.'

'It did this by teaching students about the meaning of innovative thinking. It gave student hands on experience where they used what was taught to implement a solution to a problem. It also encouraged entrepreneurship by having students solve problems and implement those solutions, by creating business plans and teaching students about the ins and outs of the business world. '

'The course encouraged entrepreneurship through the Business simulation game assessment and the class exercise of coming up with a startup business if one were to be unemployed next year. In addition to this, the general objective of the course is to encourage entrepreneurship and innovation by the exercises we are assessed on and concepts we are taught. '

'At the beginning of the course we had to come up with a start-up business idea. We were given multiple exercises where we would have to describe the business idea, how it will be implemented and how it will operate for example, HMW questions and Business canvas model. All these exercises are helping to envision the practicality of the business. So, if or when we are facing difficulties finding employment we can also revert to this idea that we are already working on so we can take our own initiative to create employment for ourselves. The assignments that we are getting promotes innovative thinking.'

'The course inspired innovative thinking to a large extent, in both the individual and group design thinking assignment. Ideas came up that I never thought of before, an example will be a mini hydro turbine installed in a normal household JoJo water tank.  The course differently encouraged entrepreneurship as it gave a whole new perspective of how to bring something to the market that is user centered and needed.'

In 2022 students were asked in an online survey, "Describe a specific episode where your Lecturer effectively demonstrated or modelled combining content, technologies and teaching approaches in a lesson. Please include in your description of what content was being taught, what technology was used, and what teaching approach(es) was implemented. If you have not observed a teacher modelling this, please indicate that you have not."

Responses included the following:

'Lecturers used many ways to assist students because I still remember when there was a F2F class and lectures made it available for other students who couldn't attend F2F classes due to unforseen circumstances to continue and attend online using zoom meeting to teach how to stimulate the game for individual assignment'.

The exercise where we needed to design a backpack showed how lecturers combined the design thinking process with the expectations of the end user. We went through all the steps within the design thinking process and we could identify with each of them. They made examples of possible approaches we could use during our design thinking process submission. 

The lecture used Zoom meeting to combine an online class and a physical class, to help accommodate all students, including the ones that could not attend the physical class and the ones that live very far from the university campus. The content that was covered was design thinking processes, different stages and approaches on how to do well in it.

There are various examples of this, one of which was the google jamboard we did when ideating (in design thinking) and using menti and various other tools to gauge where we are at and to assist us to visualise things. 

I have seen how Dr Fazlyn demonstrated examples of brainstorming and practicalizing the use of other resources recommended in the course outlines.

The F2F lecture with regards to the backpack scenario where Fazlyn was lecturing in person but connected to zoom for those who could not attend and still managed to interact with both groups in effectively teaching the course content.

When Dr. Petersen explained to us (as a class), online during a Team's Microsoft meeting, as to how to complete the individual assignment, concerning the M.I.T "business game". She not only did it online, but also explained how to best complete the simulation, in the best manner possible.

The one that stood out for me was Menti Meter. There I could see what other students felt regarding some topics that we covered in class.

During the first few weeks of the module, the lecturer perfectly explained and demonstrated how an entrepreneur would be and also referencing stories to the course being taught.

IFS, Lecture used zoom to provide lectures, provided zoom lecture videos. I enjoyed how she organized and presented individual and group assignment on ikamva. It was organized and very easy to understand. 

Lecturer used sites like Grasshopper to assist us with learning basic Javascript.

The lecturer was going over what needs to be done in the design thinking e portfolio, she made a video using screen-castify to visually teach us and show us what is written in the brief of the design .

'During our individual assignment where we had to play a simulation, although the purpose was unclear at first, the lecturer going through the simulation and providing resources like youtube videos was very helpful in completing and understanding the assignment'.

I have just recently commended the IFS 361 lecturing team for doing an amazing job this semester. The integration of technology was seamless and had little to no error throughout. To indicate an isolated incident would be unfair as they really went over and above the module requirements to create, deliver and capture value for this course. The simple things like avenues of up skilling, employment and bursary opportunities really displayed the passion our lecturing team has towards the students. 

The following feedback extract was obtained from a student's email, related to the comment above:

'Good Day, 

I'm really enjoying the module especially the forward thinking structure of how it's being delivered. 

Once again, you guy's are doing an amazing job. In my 10 years "broken service" stint at the University this is hands down the best module I have been part of as it has definitely created, delivered and captured value.

Kind regards,

Jevon Nomdo'

Hi Mrs Petersen

I just want to thank you for sending us all these opportunities. I received a full bursary through the bursary opportunities you kept on forwarding to us and I have an interview next week for an internship.

I thank you so much, please continue doing the great work

Kind Regards,

Vuyokazi Matomela

​

Thanks so much ma'am. 

Thank you for always sharing these opportunities with us, I truly value and appreciate all you do ma'am. 

​

I'm so happy that I love the information systems field and that I get to have a lecturer like you ma'am. Looking forward to all the opportunities there is. 

Best regards

Robin

In the 2021 course evaluation students were asked, 'What worked for you in the lectures and tutor consultations?'

Responses included: 'The fact that lectures were very interactive even though we are in the midst of pandemic and hinders that aspect of lectures. And also the continuous assessment we had throughout the course of the module were very practical and helped me to understand the my weaknesses and what I need to work on and understand when it comes to starting my own business.'

'Zoom meetings, it was like the same experience as being in physical classes, compared to the prerecorded lecture slides we had last year.'

'The manner in which the content was displayed and incorporated many digital aspects made me as a student much more computer literate.'

'Compared to other modules this IFS (Information Systems) module was the best at online learning by far.'

An additional industry guest lecture was included and the following was received from a student at the end of the first semester:

Good afternoon mam

I have just listened to the  BDO guest lecture, last week I didn't have a chance to attend the IFS lecture I just want to say it was a powerful and informative lecture and thank to our IFS lecturers for always searching all relevant and important information for us and you have always not even once delayed to conduct IFS lectures and as always been effective to explain to provide clarity concerning our tasks in the module.

Last but not least the tutors as well have always been assisting us with what needs to be done. Thank you. 

In the Group Assignment reflection in 2021, students were asked, 'Describe a specific episode where your lecturer effectively demonstrated or modelled combining content, technologies and teaching approaches in a lesson. Please include in your description of what content was being taught, what technology was used, and what teaching approach(es) was implemented. If you have not observed a teacher modelling this, please indicate that you have not.'

'During week 3 I think we took an entrepreneurial quiz where it would give us our good of an entrepreneur we will become based on certain characteristics. In the zoom meeting we had, we were split into breakaway rooms where we would discuss our results amongst ourselves.'  Tutors were included in Zoom breakaway rooms with lecturers moving between rooms for more interaction and engagement.

'Throughout the whole course-work, both iKamva (a combination of readings - slides and notes, and videos) and Zoom meetings to later explain, and clarify some part we did not understand in the slides, notes and videos.'

'I enjoyed the lectures where the lecturer used the application to receive our feedback about how we were feeling at the time (can not remember what it was called [Mentimeter]). It helped us know that we weren't alone.

The episode where the lecturer used Jamboard to create empathy maps were great because in the progress I learned how to use the application and I can inform others on how to use [it]. It was a fun way to apply the content that was used to receive feedback about the users feeling, speech, actions and thoughts. Jamboard was also used to brainstorm in a timeless manner. The methods used helped engage students rather than used just taking down notes. It helps understand the work.'

'It was during week 5&6 we were discussing "Design Thinking" in preparation for the term test. We had a zoom meeting and the lecturer explained and gave clarity on the topic stated then divided us into smaller groups inside that same zoom meeting which allowed us to engage with one another as students on that topic.' Tutors were also included in Zoom breakaway rooms with lecturers moving between rooms for more interaction and engagement.

'Presenting the slides during every class on zoom meetings. The way the ikamva IFS platform was set up by including slides, other resources and videos to further explain the specific content for each week. The weekly discussion forums also provided helpful insight. The checklist was so helpful to ensure that you are keeping up to date with that you know what is expected of you for that week. '

A total of 37 student responses (12%) indicated that they did not experience me effectively demonstrating or modelling combining content, technologies and teaching approaches in a lesson. This result could be based on not all students attending Zoom sessions. 

Despite teaching the full-time class, an email was received from a part-time student at the end of the first semester 2021:

Dear Fazlyn,

Trust that you are well.

I would like to say thank you to you and your team for the extra effort that you have put in during this semester to make things easier for us as students.

I have high regard for the IFS department in how you evolve the content and methodology of learning and teaching the past few years. From my 1st year as a part time student (since 2018) I could see the impact that these modules have made to my thinking as a Training and Development Practitioner and how I am influencing the way we do things in our department at work and company.

It is through passionate lecturers like yourself and Nuraan that I enjoy these modules and I can identify with the passion you have for learning and development into the future.

Good luck and again thank you.

I cannot wait for IFS362, which I will do in Semester 2 in 2022.

Regards

Francios Siljeur

The use of interactive tools such as Zoom, Mentimeter and Google Jamboard for teaching my large classes online received the following emails and comments from students:

Good Day Dr. Petersen

Today's Zoom session was very good, productive and fruitful. Thank you so much for all your efforts and those of the other lecturers and assisting staff members.

After today's session, I have expanded my business idea tremendously and I have made a few changes. Hence, the session was much needed and it really helped. It gave me a lot of ideas and it was very inspiring ma'am. 

Dear Fazlyn

Trust you are well.

I know we have only started with this course but I am so excited already and just thought I would pop you an email to say thank you for the lectures thus far. You are an inspirational and a very insightful person. I am a part-time student however, if I am not working on a Thursday I log on to your session at 11:00 am.  As for this week, I was working and could not attend and was hoping and praying that you would upload the lecture recording as I learn so much more from you and the full-time students. I am really enjoying the course thus far as I have always wanted to make a difference in my community and the world but never knew how. However, I know this course will be the stepping stone to greater things. Thank you for the video "Introduction to social innovation". 

Anyway, have an awesome day and continue the good work changing the lives of your students. 

Warm regards

Bianca 

Bianca was notified that the links to videos, that are stored in Google Drive, are uploaded to the Weekly Lessons on iKamva so she has access to them whenever she pleases.

Ridaah12:49 PM

Ma’am is a great lecturer. I’ve always been delighted with the way in which ma’am treats us, teaches us and cares for us. 

Jonathan Sudi Anzuluni: Thank you Dr Petersen and the IFS team for the Lecture today. You have been amazing once more.

Zukanye Matolengwe: Thank you so much for the session mam 💐, You really can capture an audience 👏🏿😂

However, not all of the feedback was positive:

The Ghost of Nelson Mandela: I didn't go to prison for 27 years for this

After I explained Nelson Mandela's focus on the importance of education  and why I was following this particular method of teaching online, I received this message in the chat at the end of the Zoom lecture:

The Ghost of Nelson Mandela: thank you, good lecture

The majority of students either strongly agreed (65%) or agreed (35%) that assessments tasks required in-depth understanding of the subject, as seen below.