My teaching context is within a diverse university setting, characterised by students from various socio-economic backgrounds. The environment is shaped by geographical, historical, and social factors unique to South Africa.  I consider macro issues such as national education policies, meso issues like institutional structures, and micro issues including individual student needs. 

I incorporate South Africa's history, geography, and social dynamics into my curriculum, ensuring relevance and cultural sensitivity. I redesigned the second-year Business Analysis course (IFS 231) to incorporate practical and contextual factors into my teaching and learning. Students worked with Non-Government Organisations (NGOs) and Non-Profit Organisations (NPOs) to help them solve a business need using technology as part of a Capstone project. The Group Assignment developed can be viewed on the left. Context enables contextualized examples but may be constrained due to resource limitations such as a lack of funds to travel to NGOs/NPOs and societal challenges. 

A course redesign was undertaken for the Information Systems Strategy (IFS 361) course, which was primarily taught using face to face based learning in the previous years. iKamva, a learning management system, was redesigned to include lessons to effectively show learning outcomes and requirements for every week (as seen below). This can be viewed below. My Teacher Intro Powtoon on the left introduces my students to exclusive online learning in the first semester of 2021 in a fun way. 

My curriculum emphasizes sustainability, environmental stewardship, and social responsibility.  I integrate pertinent local issues such as rising unemployment, health disparities and educational inequities into course content. I regularly update the curriculum to reflect emerging issues and align with evolving societal needs. During COVID-19 and student protests, I utilized blended learning, flexible assessments, and enhanced communication channels, such as a data-free instant messenger, to maintain engagement and support students.

Multimodal and flexible teaching methods have enhanced accessibility, engagement, and adaptability in response to diverse student needs and dynamic learning environments. 

I have also recognised the need for students to have a consolidated place to find learning resources easily and effectively. I have created a student learning website and a resource to assist students with online assessment preparation.  

I have also created a staff teaching and learning website to assist colleagues in creating more effective online teaching and learning spaces. I presented a workshop during COVID-19 to assist staff in transitioning to online learning, as seen on the left. 

The rest of my portfolio includes the following:

• Reflection on Students,

• Reflection on Knowledge and

• Reflection on Growth.

I believe that my teaching portfolio demonstrates my achievement of the National University Teaching Awards (NUTA) which "recognize and reward reflective, critical, and contextually aware teaching in South African higher education" to "recognise innovative and inclusive teaching and learning in higher education at a national level".