Page 91 - Teaching Innovation for the 21st Century

QUESTION ASKED
1.
What aspects of the review process did you find especially useful/ valuable for enhancement of the quality of your programme(s)?
2.
To what extent, if any, has what you have learnt through the workshops impacted your teaching or assessment?
RESPONSES (summarised)
• Aligning the learning outcomes with the learning/module objectives and the building of learning outcomes for varied modules between the 1st and 4th years.
• Collaboration and engagement reinforced the key issues within the programme.
• The ‘work in progress’ approach as opposed to a reactive approach
• The various workshops and discussions at programme level and the modules were reviewed holistically. This was especially useful when determining the module purpose and outcomes.
• The workshop sessions
• The conversation that identified the wins and losses of the programme
• Programme Design and Assessment, which assisted with re-aligning of our assessments with the programme exit level outcomes.
• Colleagues are now more cognisant of aligning learning outcomes to the module objectives and teaching material. This has also allowed us to re-think how students are better assessed (both online and practically) for the programme (as well as the programme review), and especially for during and post-Covid-19.
• Learning about programme purposes, HEQFS requirements and alignment to module outcomes has made my teaching more focused than before.
• Becoming more mindful about students’ workloads after seeing what they have to complete in other modules
• Taken tips and ideas from other academics to improve the way I conduct assessments and teach
• Integration and relationships between modules in the curriculum need to be reinforced so students understand the value of the various modules in their qualification.
• Discussions with other lecturers, understanding their outcomes and their teaching practice has assisted in offering a more comprehensive (less repetitive) approach to both teaching and assessment.
• That the holistic student programme experience is as important as the individual module experience
• Articulation of the modules learning outcomes with the programme exit level outcomes, which is often overlooked by lecturers
• Programme SWOT analysis: it assisted with capitalising on the S and O, meanwhile serious attention is paid towards addressing the W and T. As a result of this review, one of the programmes is subjected to name change.
• Both the teaching and assessment had been greatly impacted, which is the exact outcome I wanted for our programme review.
Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
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