In future, teaching activities will be combined with research as output from creative ways of teaching are important aspects for leading research and teaching universities. Teaching activities for this year include the following to accommodate the possibility of class disruptions:

•    Massive Open Online Courses (MOOCs) will be blended into the traditional face-to-face lecture time so students can still learn, irrespective of location. MOOCs with assessments, such as quizzes and assignments, will be used as an alternative to formal sit-down tests. This will allow tests to continue despite disruptions.

•    Emphasis will be placed on entrepreneurship as students will be taught how to apply strategy formulation to the creation of their own business, rather than just learning how other IT businesses implement their strategies. This may allow them to create their business opportunities, rather than only seeking employment in the formal sector. 

•    A scaffolded approach will be used to incorporate second-year content (e.g. business analysis and project management) into the third year, during the second semester. This will allow the skills learnt to be used to be on a more consistent basis.

•    Teaching technical skills need to be implemented, despite a lack of available lab space to accommodate student numbers over 250 students. I’ve recommended using a MOOC to teach coding as this does not require physical space and can be done regardless of geography and at a convenient time for students. 

Teaching improvement activities are identified from student feedback and relevant literature. I have implemented different forms of assessment that can be used in the event of class disruptions due to factors such as load shedding. 

Student assessments include working in teams of two as opposed to working alone. This allows us to teach teamwork that is a necessary skill for future  IT professionals. It also limits the chances of academic dishonesty.