Dr Ilse Rootman-le Grange

PUBLICATIONS

Book chapters

Heinrich Volschenk, Ilse Rootman-le Grange and Hanelie Adendorff, 2020 (accepted), Successful online learning and teaching is not about technology – it is about humanizing, Strydom, S., De Klerk, M., Herman, N. and Adendorff, H. (eds), Responding to the necessity for change: HE voices from the South during the COVID-19 crisis.

Marnel Mouton and Ilse Rootman-le Grange, Advancing students’ scientific discourse through collaborative pedagogy, (accepted), Blackie, M., Adendorff, H. and Mouton, M. (eds) Enhancing Science Education: Exploring knowledge practices with Legitimation Code Theory, Routledge.

Christine M. Steenkamp and Ilse Rootman-le Grange, Informed change in introductory physics: What can the Semantics dimension of LCT offer? (accepted), Blackie, M., Adendorff, H. and Mouton, M. (eds) Enhancing Science Education: Exploring knowledge practices with Legitimation Code Theory, Routledge.

Peer reviewed journal publications

Margaret A.L. Blackie, Ilse Rootman-le Grange, 2020, Misalignments in Assessments: Using Semantics to Reveal Weaknesses, Chapter 5, Building Knowledge in Higher Education Enhancing Teaching and Learning with Legitimation Code Theory, 1^st Ed, Routledge

Christine M. Steenkamp, Ilse Rootman-le Grange, Kristian K. Muller-Nedebock, 2019, Analysing assessments in introductory physics using semantic gravity: refocusing on core concepts and context dependence, Teaching in Higher Education.

Ilse Rootman-le Grange, Margaret A.L. Blackie, Assessing assessment: in pursuit of meaningful learning, Chemistry Education Research and Practice, 2018(19), 484-490.

Ilse Rootman-le Grange, Liezel Retief, Action Research: Integrating chemistry and scientific communication to foster cumulative knowledge building and scientific communication skills, Journal of Chemical Education, 2018, 1284-1290.

Conference proceedings

Indren Govender, Ilse Rootman-le Grange, 2015, Evaluating the early adoption of Moodle at a higher education institution, ECEL2015 – 14th European Conference on e-Learning, Hatfield, UK, Academic Conferences and Publishing International, pp. 230-237.

CONFERENCE OUTPUTS

Marnel Mouton and Ilse Rootman-le Grange, 2020, Scientific Discourse: Can our First-year Students express themselves in Science? The Sixth International Conference on Higher Education Advances (HEAd'20), 2-5 June, Valencia, Spain

Marnel Mouton and Ilse Rootman-le Grange, 2019, Craig who? Developing student’s scientific discourse through project-based learning, SOTL, 28-30 October, Stellenbosch University, South Africa

Marnel Mouton and Ilse Rootman-le Grange, 2019, Developing scientific discourse through project-based learning, The third international Legitimation Code Theory Conference, 1-5 July, Johannesburg, South Africa

Hanelie Adendorff and Ilse Rootman-le Grange, 2019, Blended Learning and Knower Building: reconcilable or not? The third international Legitimation Code Theory Conference, 1-5 July, Johannesburg, South Africa

Ilse Rootman-le Grange, Kristian Muller-Nedebock and Christine Margarete Steenkamp, 2019, Semantic analysis of introductory physics assessments; Towards cumulative learning, The third international Legitimation Code Theory Conference, 1-5 July, Johannesburg, South Africa

Hanelie Adendorff and Ilse Rootman-le Grange, 2018, Blended Learning meeting the Professional Development needs of Science academics? SOTL, 29-31 October, Stellenbosch University, South Africa

Ilse Rootman-le Grange, 2018, Autonomy tours: Reflecting on the first offering of Science in Context, SOTL, 29-31 October, Stellenbosch University, South Africa

Ilse Rootman-le Grange and Ingrid Rewitzky, 2017, Designing an academic skills module through the lens of Legitimation Code Theory's Autonomy dimension, SOTL, 23-25 October, Stellenbosch, South Africa

Ilse Rootman-le Grange, Margaret Blackie, 2017, The lens of semantic gravity: Revealing the weakness in assessment, Second International Legitimation Code theory Conference, 3-7 July, Sydney, Australia

Ilse Rootman-le Grange, Margaret Blackie, 2016, Exploring the issue of a current perceived deficit in knowledge transfer between first year Chemistry and other modules, SOTL, 25-26 October, Stellenbosch, South Africa

Rootman-Le Grange, I., Barnard, M. & Adams, S. 2016. ‘The Ethics of Gamification: Playing games with students’. International Consortium for Educational Development ICED: Cape Town (Poster)

The 14th European Conference on e-Learning (ECEL), Evaluating the early adoption of Moodle at a higher education institution, Hatfield, UK, 29-30 Oct 2015

Dr Ilse Rootman-le Grange and dr Marietjie Lutz, A comparison of lecturers’ and students’ experiences of technology in the classroom, ESERA International Conference, Nicosia, Cyprus, 2013

Dr Ilse Rootman-le Grange and dr Marietjie Lutz, Making cell phones user-friendly formative assessment and immediate feedback tools for First-year Chemistry, 9th International Conference on E-learning. Cape Town, South Africa, 2013 (Poster)

Dr Ilse Rootman-le Grange and dr Marietjie Lutz, SAARMSTE conference, Cape Town, South Africa, 2013

Dr Ilse Rootman-le Grange and dr Marietjie Lutz, HELTASA, Stellenbosch, South Africa, 2012

Ilse Rootman and dr Erick Strauss, The 20th International Conference on Chemical Education, Mauritius, 2008 (Poster)

Ilse Rootman, Marianne de Villiers, Dr Erick Strauss, The 39th SACI National Convention, South Africa, 2008 (Poster)

Ilse Rootman, Marianne de Villiers, Erick Strauss, SASBMB AGM, South Africa, 2008