CLTD Prospectus 2024

Overview

CLTD provides research-informed support in higher education learning and teaching. Our programmes and activities aim to enhance the quality of learning and teaching at Wits. We team up with faculties and service departments to support academics by providing:

• Academic professional learning courses, workshops and programmes

• Curriculum renewal and transformation

• Hyflex blended learning and teaching

• Evaluation and peer reviews of teaching

• Higher education research and the scholarship of learning and teaching

• Individual and institutional capacity building in learning and teaching

Scheduling

This prospectus sets out the Centre’s academic professional learning opportunities for 2023. Where dates have already been scheduled, these are stipulated. The coordina tors ’ contact details are provided in each case if you have any queries about any aspect of the prospectus, including logistics.

Cost

CLTD workshops are offered free to employees of the University. However, when workshops are conducted in contact mode on campus, the Centre incurs considerable costs in terms of catering, printing, and consultants’ fees. If a participant books a place in a workshop, and does not arrive, the attributable portion of costs so incurred will be recouped from the participant. There will be a penalty fee of R500 for non-attendance at a booked internal workshop, and R2 500 for non-attendance at a booked external workshop, unless we are given two working days’ notice to allow us to fill the place. (External workshops are indicated by means of an asterisk next to the workshop name).

Refreshments

When workshops are conducted in contact mode on campus, we provide tea and coffee at tea-breaks. You are welcome to bring your own food and beverages.

Booking

Bookings for most workshops are done via Oracle. From the Oracle log-in page, click on Employee Self Service, and then on My Learning Gateway, then on My Learning.

All workshops are loaded under CLTD. Please book well in advance. All the workshops have limited capacity, and if your workshop of choice is full, you may need to be wait- listed for the next one scheduled. Only a few workshops of a particular type are offered each year, and these are filled on a first-comefirst-served basis. Please be advised that whilst every care is taken with the scheduling of training, due to unforeseen circumstances, there is a chance that dates and times may change.

Venues

All our workshops and courses will be offered in line with the u niversity’s Learning & Teaching plan for 2023. A meeting link will be e-mailed once bookings are confirmed.

Where workshops and courses are provided in contact mode, they will mostly be in one of the venues in the CLTD Building, West Campus. The nearest gate is Enoch Sontonga Gate 9. (CLTD is diagonally opposite the Flower Hall). The rooms are designated Frog, Tree, and Snow. Only Frog Room is wheelchair accessible.

Please indicate on your booking form if you have specific needs related to being differently abled.

As parking space is limited, it is generally advisable, where possible, to walk to the building rather than drive, particularly when students are writing exams in the Flower Hall.

Website

Please visit the CLTD website at https://www wits ac za/cltd/

Continuous academic professional learning pathways

As part of the professional learning opportunities, CLTD offers the following core programmes/courses/workshops. These courses aim to offer flexible engagement opportunities, requiring a self-directed approach to learning, with minimal, strategic contact or virtual sessions.

While we identify and recommend three learning pathways, please note that all offerings are open and flexible as per individual need. The three recommended learning pathways with associated, differentiated offerings are depicted in Fig 1, some with an added mentoring component, underpinned by Community of Practice (CoP) principles.

LEARNING PATHWAYS

Emerging and Early Career Academic (ECA)

• Tutor Programme/Partnership

• Early Career Academic Development Programme (ECAD)

• Now@Wits

• Curriculum Development (CD0 – CD3)

• Scholarship of Learning & Teaching

• Designing & building your course on ulwazi

• Digital Assessments

• Intro to Conferences (“BigBlueButton”) in ulwazi

• Enhance learning through video with Canvas Studio

Mid-Career Academic (MCA)

• Curriculum Development (CD 0-3)

• Introduction to Postgraduate Supervision

• Enhancing Research Supervision

• PGDip (Education) in the field of Higher Education

• Scholarship of Learning & Teaching

• Conceptualise, Design, Build and Evaluate your Course

• Using Gradescope in ulwazi

• Using Mastery Paths in ulwazi

• Using Canvas New Analytics to improve student engagement

• Engaging approaches/strategies for facilitating learning interactions

Senior-Career Academic (SCA)

• Senior Career Academic Transitioning (SCAT) programme

• Scholarship of Learning & Teaching

• Engaging approaches/strategies for facilitating learning interactions

• Smart Educational Technologies for Student-centred (Inter)active learning

• Course Review: Through the Lens of a Learner

Differentiated learning pathways

Being an HE Professional: Academics & professional staff

Early Career Academic Development (ECAD) Programme

The Centre for Learning, Teaching and Development (CLTD) and the Wits Research Office have jointly developed a programme to support the professional learning of early career academics (ECAs).

The programme is based on the intention to nurture new and emerging academics within the Wits context and specifically aims to:

• Instil the value of holistic professional learning to enable the teacher, researcher academic citizenship and scholarly academic roles.

• Provide relevant resources and skills to mediate, negotiate and navigate the challenges experienced as early career academics within the Wits and higher education context.

• Provide access to a supportive and collegial Wits and higher education network with opportunities for collaborations, mentorships, and a community of care.

• Provide the dialogical space and platform to explore continuously changing higher education context and the changing demand made on academics and their roles.

The programme will be of particular interest to newly appointed academics at associate lecturer and lecturer levels, the academic pursuing a PhD qualification, and the academic who has a PhD qualification for 5 years or less.

The ECAD Programme plans to provide support for ECADers to complement their disciplinary knowledge and skills by further developing their teaching, research, and interpersonal skills to enable them to effectively transition into productive academics within the Wits context. Successful completion of the programme will be based on participation in:

• mandatory full day ECAD orientation

• a choice of 3 research and teaching workshops, courses or programmes selected from the CLTD Prospectus

• 4 Communities of Practice meetings

• a 4-day facilitated online writing retreat

• Mentoring

• ECAD closing reflective valedictory session

Date:

Various dates throughout the 2024 academic year to be communicated to participants.

Mode/Venue: Online (Meeting link will be e-mailed once bookings are confirmed)

Coordinators: Dr Robin Drennan robin.drennan@wits.ac.za

Mrs Rieta Ganas rieta.ganas@wits.ac.za

Contact: Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Enhancing Mid – Career Academic Transitions (EMCAT)

This Carnegie funded programme is a new initiative for mid-career academic staff members transitioning into professional and or academic leadership positions. In aiming to cohere the research, teaching and academic citizenship components of the academic role, this programme is a collaboration between the Centre for Learning, Teaching and Development (CLTD), the Wits Research Office and the Transformation and Employment Equity Office (TEEO).

The professional opportunities will include:

• Engagements in relation to leadership in teaching, research & academic citizenship

• Creation of personally relevant transition plan supported by an academic portfolio writing retreat

• Dialogue, conversation and networking opportunities through Communities of Practice and small group mentorship sessions

Date:

Mode/Venue: Online (Meeting link will be e-mailed once bookings are confirmed)

Coordinators: Mrs Rieta Ganas rieta.ganas@wits.ac.za

Mrs Natasha Munsamy natasha.munsamy@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Senior Career Academic Transitions (SCAT)

Within the ever-changing HE sector, ensuring that those entering leadership roles are fully equipped to do so is crucial. The Senior Career Academic Transitioning (SCAT) programme is designed to help participants recognise, explore, and develop their leadership style, and how they may seek to adapt their preferred style as the situation requires. Whether the goal is to effect change or maintain stability within the faculty, school or department, the programme can help you build the confidence and leadership skills you will need to become an understanding, resilient and influential leader collectively and collaboratively. This program is designed to support midcareer academics who are actively pursuing a promotion to senior career academics and those in the senior career academic track who wish to strengthen their leadership skills. Participants will benefit from a programme that includes presentations and

activities as well as in-session mentoring.

Date Second semester (TBC)

Mode/Venue and Time: Sessions will comprise a combination of contact and virtual. Contact sessions will be scheduled in 2-hour blocks spread over three months at the CLTD.

Coordinator: Dr Nazira Hoosen nazira.hoosen@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Now@Wits

The Now@Wits Programme for new academics, involves an orientation to the Wits context and a stronger sense of self as an academic within Wits; multidisciplinary and disciplinary Community of Practice meets and mentorship through peer review. Through varied engagements, the programme aims to create the conditions for new academics to continuously reflect on their learning and teaching, research and academic citizenship practices as they work towards a probation portfolio. This could advantage both the School and Academic with the opportunity to enhance ongoing performance conversations. Through collaboration with Faculty Representatives, the programme complements professional learning opportunities offered by each Faculty.

The Now@wits programme foregrounds the need to enhance confidence and contextual exploration while being an academic at Wits. The programme aims to work with an academic’s already established identity to provoke a stronger confidence in generating self-knowledge to enhance learning and teaching, research and academic citizenship decision making and agency.

In full acknowledgement of the current academic workload, the programme is designed to run over 6 months taking careful consideration of the contact and virtual time allocated to engage with the varied sessions. A mandatory series of workshops, and multidisciplinary and disciplinary community of practice meetings will take place over a 6-month period.

• 2 consecutive full day workshops - Introduction to HE, Wits Context. Orientation: environment, management and stakeholder units, policies. Create awareness of the power of self and collective in navigating context to meet the demands of the academic role.

• Four 2½ hour face-to-face / CoP online meetings (2 multidisciplinary focus –CLTD and 2 faculty specific)

• 2 professional learning opportunities within the Higher Education context (internal or external to Wits)

• Peer review as a form of mentoring – build capacity for academics to do peer reviews. Look back feed forward – reflective practice. Group mentoring to

occur during the Semester.

• Probation Portfolio - purposeful enough to lead to the completion of the firstyear probation form and build on it for the next two years. Can be a huge value add for self- build, self- scaffolding building on the principles of Continuous Professional Learning at Wits. Threading programme experiences through the Probation portfolio.

• I am a Witsie Celebration – Collective harvesting of ‘new’ and inclusive experiences.

Date: Various dates to be communicated to participants.

Mode/Venue: In person and online (Meeting link will be e-mailed once bookings are confirmed)

Coordinator: Ms Nozuko Makhuvha nozuko.makhuvha@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Curriculum Development Programme

The rate of change in the world demands that we re-imagine and restructure the foundational learning relationships between students, knowledge, and teacher. New ways of thinking about curriculum are needed if we are to respond to the current challenges and future demands for excellence in Higher Education. Curriculum lies at the heart of what Higher Education institutions do with and for their students and constitutes the main vehicle through which the aims of Higher Education can be achieved. It is thus vitally important for the design, development, implementation, and ongoing renewal of curriculum to be underpinned by sound educational principles, guided by the values espoused by the institution offering the curriculum and fit for clearly articulated purposes. While the fundamental questions around curriculum design and development remain the same, the contexts and challenges keep evolving and changing. It is therefore important to encourage and support academic staff to develop appropriately structured and deepened curricula that promote the Wits key graduate attributes. This programme is structured for academics who wish to evaluate, revise, or develop a curriculum at a course or preferably programme level. The various aspects of the programme will address selected curricular issues, including selecting, sequencing, and aligning the knowledge areas that underpin the discipline or profession and the creation of curricular ‘spaces’ to support and enhance student learning.

Academics can opt to enrol for all 4 curriculum modules within the programme or may enrol for only selected modules as needed. Each CD module runs over one week using the blended approach with both synchronous and asynchronous activities (approximately 2-3 hours per day). Each of the CDs runs two weeks apart.

04 March – 26 April (1 week per module)

Date: Time:

CD0 Learning & Teaching Philosophy 04 — 08 March

CD1 Principles and Pedagogical approaches 18 — 22 April

CD2 Assessment for learning in HE 08 — 12 April

CD3 Academic Portfolio 22 — 26 April

Mode/Venue: CD 0 is offered fully online only

CD 1 — 3 will be offered in blended mode.

Coordinators: Asst Prof Najma Agherdien najma.aghardien@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Please see session details below.

Curriculum Development Module 0 (CD 0): Learning and Teaching Philosophy

This fully online component of the curriculum development workshop series kicks off with an exploration of learning theories and how these theories inform personal learning and teaching philosophies. An understanding of how one views knowledge and how one comes to know is important as it shapes methodologies, approaches, and practices. Deep reflection on one’s philosophies (often tacit) goes a long way in being intentional about curriculum design.

Date: 04 - 08 March

Mode/Venue: Fully online - Asynchronous/Ulwazi only

Coordinators: Asst Prof Najma Agherdien najma.aghardien@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Curriculum Development Module 1 (CD 1): Principles & Pedagogical approaches

Curriculum means different things to different people often based on the historical, structural, and socio-cultural factors that make up the curriculum context they practice in. This makes the concept of curriculum highly contested and socially complex and never value free. The need for institutional curricula to be responsive to the decolonization and transformation calls does require some form of shared working conceptions around curriculum, its orientations, diverse expression with institutional contexts and curriculum principles that can shape the pedagogical choices, decisions and actions taken.

This module will enable you to be reflexive and explore some of your taken for granted assumptions related to curriculum and pedagogical selection, pacing, sequencing, and progression through a combination of theoretical framing and practical considerations. The praxis opportunity to engage as a curriculum practitioner can enhance contextual relevance, responsiveness inclusivity and learning centeredness

of the pedagogical approaches used to enable student’s curriculum access and success. Curriculum co-creation together with ways of enabling teaching and learning agency will form part of the discussions.

Date: 18 — 22 March

Mode/Venue: MS Teams/CLTD: 18th and 20th April (Meeting link will be e-mailed once bookings are confirmed)

Time: 10:00 — 11:30

Activities and requirements on the Ulwazi course site.

Mode/Venue: Blended mode

Coordinator: Mrs Rieta Ganas rieta.ganas@wits.ac.za

Dr Nazira Hoosen nazira.hoosen@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Curriculum Development Module 2 (CD 2): Assessment for learning in HE

This module critically examines the role assessments play in learning and considers options for diversifying assessment practices. Diversity, equity and inclusion considerations in assessment design, principles of assessment, and feedback practices are included.

Date: 08 — 12 April

Mode/Venue: Sessions of 2 hours will be scheduled over the week at the CLTD. In addition, there will be activities and requirements on the Ulwazi course, the link to which will be e-mailed once bookings are confirmed.

Time: 10:00 — 12:00

Coordinator: Ms Natasha Munsamy natasha.munsamy@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Curriculum Development Module 3 (CD 3): Academic / Teaching Portfolio

Would you like to initiate or enhance your Academic Portfolio? This workshop, made up of two half day sessions takes a practice based and learning focused approach in supporting university teachers to craft their academic portfolio(s). By respectfully engaging in reflective conversations that articulate experiences and strengths, inspirations are brought to the fore whilst simultaneously moving beyond individual and/or institutional gain. This will provide opportunities to explore how to move towards positive social change. The academic portfolio may be used as evidence for formal probation review(s) and for promotion application processes. The portfolio could showcase your own learning trajectory as well as collective gain (such as increased awareness, shifts in attitudes, approaches, practices, or policy changes) to explicitly extend beyond individual achievements and capture concern for societal

well-being.

Date: 22 — 23 April – x2 half days (9:00 – 12:00)

Mode/Venue: Blended Mode

Mode/Venue: Asynchronous/Ulwazi

Coordinators: Ms Nozuko Makhuvha nozuko.makhuvha@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Please bring your own device.

Tutor Professional Learning Programme (TPLP)

The Tutor Professional Learning Programme (TPLP) provides tutors with the necessary knowledge, skills, and values to enable them to execute their tutoring responsibilities.

The programme consists of a series of asynchronous and synchronous learning opportunities that will provide tutors with practical insights on tutoring in a blended mode. The training workshops will focus on how to design and facilitate for meaningful tutoring that will stimulate students’ learning. The following topics will be covered:

• Exploring the tutoring space from the South African context

• Teaching for learning in the tutoring space

• Blended learning in the tutoring space

• Introduction to assessment and feedback

• Diversity in the tutoring space

• Digital tools for learning and teaching

Date: 08 February 22 February 04 April 11 April 11 July

Time: 10:00—13:30 10:00—13:30 10:00 13:30 10:00—13:30 10:00 13:30

Mode/Venue: Online (Meeting link will be e-mailed once bookings are confirmed)

Facilitator: Mr. Daniel Motlhabane daniel.motlhabane@wits.ac.za

Special requests for group training sessions outside of the designated slots can also be arranged.

Scholarship of Learning &Teaching

UCDP grant-funded Scholarship of Learning &Teaching

As part of interrogating ‘good’ teaching practices - what programme quality enhancement could look like - we will explore (in workshop mode) an

overview of the scholarship of learning and teaching (SoLT) in Higher Education. We will further outline several suggestions through which SoL T may be established and scholarship improved. We invite not only the UCDP SoTL Grant Funded participants but also all interested academics to come and share their thoughts, ideas, and practices on enhancing SoLT.

Linked to this project, a number of open educational resources (OER) will be shared (e.g., infographics, readings/summaries, podcasts) and we invite you to co-create and share more resources going forward.

An invitation to submit proposals to the University Teaching Development and Research Grant will be shared towards the end of February 2024. For more information, kindly contact the Project Lead and Project Coordinator.

Date Workshop: TBC

Call: end February

Project lead

Asst Prof Kershree Padayachee kershree.padayachee@wits.ac.za

Project coordinator: Asst Prof Najma Agherdien najma.aghardien@wits.ac.za

Contact: Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Postgraduate Graduate Diploma (Education) in the field of Higher Education

The Postgraduate Diploma in Education (In the field of higher education) is offered by the School of Education in collaboration with the Centre for Learning, Teaching and Development (CLTD) at the University of the Witwatersrand. The broad aim of the PGDip E (HE) is to provide academics with a relevant tertiary teaching qualification in line with international trends. The programme is designed to foster a scholarly and professional approach to university teaching, assessment, and curriculum development and design. Specific aims are to assist academics to:

• Strengthen their roles in teaching, assessment, and curriculum development and course design.

• Update and extend their “working theories” and practices as educators

• Deepen engagement with the university as a rapidly changing site of research and scholarship.

The qualification consists of three core modules namely: Learning and Teaching in Higher Education; Assessment in Higher Education, and Curriculum Design and Development in Higher Education. New Directions or Enhancing research supervision can be selected as the elective. The PGDip E (HE) is a formal 120-credit qualification at NQF level 8, and the qualification is awarded by the Faculty of Humanities. Participants must complete the post graduate registration procedures with Wits School of Education.

Date and Time: TBC

Mode/Venue: Blended mode: CLTD and online

Coordinators: Dr Laura Dison laura.dison@wits.ac.za

Ms Rieta Ganas rieta.ganas@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Technologies for Teaching (T4T)

Designing & building your course in ulwazi

This webinar will focus mainly on intentionally designing, building, and publishing your course site.

Intended Learning Outcomes

By the end of the session, you should be able to structure your course using the Modules function:

• Set up your homepage.

• Upload and manage your files.

• Add content to your course by

o Building activities into a module.

o Outlining your own outcomes

Date

Time

Tuesday, 6 February 10:30 12:30

Tuesday, 20 February 10:30 12:30

Wednesday, 6 March 10:30 12:30

Wednesday, 20 March 10:30 12:30

Online (Meeting link will be e-mailed once bookings are confirmed)

Coordinators: Antoinette Malgas Antoinette.Malgas@wits.ac.za

Ms Zamalotshwa Mlotshwa Zamalotshwa.Mlotshwa@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Design and build your course using a Curriculum Map

So, you have been teaching during the pandemic for the past few years. Now you have a chance to meet with your students face to face again. How are you going to help them gain that engaged earning experience, so no one is left behind? This workshop is designed to help you plan, build, and evaluate your course taking into consideration grounded learning experience design principles. This includes prioritizing equity and inclusion in blended learning strategies.

To get the best out of this course, we recommend that you attend (Design and Develop your course in ulwazi) or are familiar with using ulwazi. To register for this course, please refer to the booking form in the table above.

Intended Learning Outcomes

By the end of this course, you should be able to:

Week 1 – Plan

• Plan learning environments that intentionally accommodates the 3Cs (Communicate, Care, Collaborate) (F2F).

• Familiarize the concepts of 3Cs in a blended learning environment.

• Using QM rubric to assist you in planning an intentional learning environment.

Week 2 – Design

Design a learning environment that is aligned to your outcomes for engaging learning experience. Do they apply?

• Identify the importance of Storyboard and Curriculum Mapping (F2F).

• Demonstrate your intentional planning that accommodates the 3Cs by using the Curriculum Map (align with QM standards) (F2F/Online).

Week 3 & 4 – Build (2 sessions)

• Create your own lesson using given storyboard template or curriculum mapping.

• Refer to other courses (CR).

Week 5 –Evaluate and Reflect

Evaluate and reflect on your curriculum map and aligning to outcomes:

• Showcase the curriculum map.

• Facilitators and participants give feedback.

• Self-evaluation by presenters.

1st Run

Date Time

Week 1: Thursday, 22 February 10:00 13:30

Week 2: Thursday, 29 February 10:00 13:30

Week 3: Thursday, 7 March 10:00 13:30

Week 4: Thursday, 14 March 10:00 13:30

Week 5: Thursday, 28 March 10:00 13:30

2nd Run

Date

Week 1: Tuesday 7 May 10:00 13.30

Week 2: Tuesday 14 May 10:00 13.30

Week 3: Tuesday 21 May 10:00 13.30

Week 4: Tuesday 28 May 10:00 13.30

Week 5: Tuesday 4 June 10:00 13.30

Mode/Venue: Blended (One session per week over 5 weeks)

Coordinators: Antoinette Malgas Antoinette.Malgas@wits.ac.za

Ms Zamalotshwa Mlotshwa Zamalotshwa.Mlotshwa@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Course Review: Through the Lens of a Learner

The COVID19 Pandemic sent learning and teaching into a whirlwind spin for both students and staff. This changed experience has left some academics with courses that were not designed to provide engaging, memorable learning experiences. Course Review: Through the Lens of a Learner is an asynchronous course that focuses on how educators/facilitators could enhance an online/blended course that would positively contribute to students’ online learning experience.

This course explores various strategies and frameworks that educators/facilitators could use to improve on an online/blended course design. To get the best out of this workshop, it is advisable to have your course site that you can review at the end of the workshop.

The content of this course is based on four supporting pillars that are essential to a well-designed online/blended course:

Pillar 1:

The initial learner experience: strategies on how to prepare and orientate students to the new “online” learning environment.

Pillar 2:

Guiding students and their learning: strategies how to provide frequent meaningful and relevant learning opportunities to establish a learning community.

Pillar 3:

Accessibility, design and usability: Get insight on Universal Design for Learning and techniques for creating accessible content.

Pillar 4:

Course Evaluation: course participants will use the adapted Quality Matter Rubric to review their own online courses and develop a course improvement plan.

Date

3 June 14 June

Time

Asynchronous online course

Mode/Venue: Asynchronous and virtual meet up sessions

Coordinators: Ms Mei Luo Mei.Luo@wits.ac.za

Mr Shane Pachagadu shane.pachagadu@wits.ac.za

To register for this offering, please fill out the registration form here

Digital Tools for Assessment

Effective education involves the integration and alignment of three core systems, namely curriculum, learning and teaching, and assessment. In this context, ensuring alignment between course outcomes, content and assessment is important for curricular coherence, and contributes to the validity of assessments. Consequently, there is a need for academics to appreciate the role of assessment in student’s learning and to be able to design quality assessments for particular contexts. In addition to the need for authentic, valid assessment practices, more generally, there is a growing need to become familiar with technologies for use with assessments.

This workshop focuses on assessment in the field of Higher Education with special emphasis on assessment tools in ulwazi and other available platforms.

Session 1: Discussion & Assignment tool

• Discussion tool:

o Setting up graded discussion topics.

o Grading discussion topic using rubrics.

o Grading discussion topic using SpeedGrader.

• Assignment tool:

o Setting up an Assignment link.

o Setting up Peer review & group assignment.

o Grading assignments using rubrics.

o Grading assignments using Speedgrader.

o Setting up assessment weighting linked to Gradebook.

Session 2: Quizzes (Quizzes tool & Studio)

• New quizzes

o Setting up a quiz using various question types.

o Setting up question banks.

o Randomising from question banks.

o Moderate function for grading, adjusting attempt and time limit.

o Grading a Quiz (manual grading).

o Re-grading a Quiz.

o Releasing feedback.

• Studio tool

o Embedding a quiz to a video.

o Setting up an assignment with a quiz embedded video.

Session 1

Session 2

27 February 10:00 11:30

May 10:00 11:30 16 May 10:00 11:30

Mode/Venue: Online

Coordinator: Ms Neo Petlele neo.petlele@wits.ac.za

Facilitators: Ms Neo Petlele neo.petlele@wits.ac.za

Antoinette Malgas antoinette.malgas@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Using Gradescope in ulwazi

Gradescope is an assessment tool that allows lecturers to grade and provide feedback on handwritten paper-based student work, quizzes, and assignments in an online platform. The tool is well suited for grading assessments based on handwritten work, calculations, drawings or chemical structures, cells, circuits, coding, etc. With Gradescope, students can upload written assessments to be graded. Lecturers can mark student assessments with annotation tools using text and pencil comments as feedback with reference to a dynamic rubric. The session will cover the following:

• How to create different question types in Gradescope

• How to enable your students to submit their work to Gradescope.

• How to grade assessments in Gradescope

• How to create rubric items

Date

Time 16 February 10:00 11:30 2 April 10:00 11:30

2 May 10:00 11:30

Mode/Venue: Online

Coordinator: Ms Neo Petlele neo.petlele@wits.ac.za

Facilitators: Ms Neo Petlele neo.petlele@wits.ac.za

Antoinette Malgas antoinette.malgas@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Using Mastery Paths in ulwazi

Mastery Paths allows you to create differentiated assignments that would enable you to customise a learning pathway for your students based on their performance of a particular assessment. The learning pathway could consist of different Content Pages, Quizzes, Discussions and Assignments.

Date

Time

9 April 10:00 11:30

8 May 10:00 11:30

18 June 10:00 11:30

Mode/Venue: Online

Coordinator: Ms Neo Petlele neo.petlele@wits.ac.za

Facilitators: Ms Neo Petlele neo.petlele@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Intro to Conferences (“BigBlueButton”) in ulwazi

This webinar will focus on facilitating synchronous online learning interactions in ulwazi. Some of the topics that will be covered include:

• Accessing conferences

• Setting up online meeting spaces

• Facilitating synchronous learning in your course sites

Date

Time

15 February 10:30 12:00

11 April 10:30 12:00 21 June 10:00 11:30

Mode/Venue: Online

Facilitators: Ms Zamalotshwa Mlotshwa zamalotshwa.mlotshwa@wits.ac.za

Mr Daniel Motlhabane daniel.motlhabane@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Creating engaging videos with Canvas Studio

Canvas Studio is a modern video platform that allows instructors and students to actively collaborate through video media. Studio makes it easy for lecturers to create engaging videos and for students to participate in

dynamic conversations and assessments. This webinar will look at how to:

• Navigate S tudio.

• Create videos using S tudio.

• Design and deliver assessments that are embedded directly in the video.

• Use studio analytics to improve learning.

Date

Time

23 February 10:30 12:00 15 March 10:30 12:00

9 May 10:30 12:00

Mode/Venue: Online

Facilitators: Ms Zamalotshwa Mlotshwa zamalotshwa.mlotshwa@wits.ac.za

Ms Neo Petlele Neo.petlele@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Using ulwazi’s New Analytics to improve student engagement

In an online class we don’t receive feedback from our students in the same way that we do in a face-to-face class, so how do we know how our students are doing in an asynchronous learning environment? The Canvas New Analytics tool helps you see the interaction students are having with the course materials in your course on ulwazi. These analytics can help you identify which students may not be as engaged and allow you to reach out to those students.

This webinar will look at how to:

• enable the new analytics tool.

• view student page views and participation activity.

• track average course grades using interactive graphs or tables.

• message students who meet certain criteria.

• download student views and participation data.

Date

Time

28 March 10:00 11:30

23 May 10:00 11:30

Mode/Venue: Online

Facilitators: Mr Shane Pachagadu shane.pachagadu@wits.ac.za

Ms Mei Luo mei.luo@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Smart Educational Technologies for Student-centered (Inter)active Learning

The evolution of technology has changed the landscape of education. The use of smart technologies that could enable agentic, interactive learning and teaching have become widespread. Smart learning environments have been gaining traction in education since it allows the fostering of collaborative learning opportunities where educational technologies are used meaningfully. Our two-day training webinar and face-to-face workshop consist of the following:

Day 1: Online (9:00 10:30)

This session will introduce participants to the Smart Classroom teaching and learning technologies and suggest ways to use these technologies to create an (inter)active student-centred learning experience.

Day 2: Face-to-face (10:00—12:30 in Gatehouse building GH403, East Campus)

This face-to-face workshop occurs the day after the webinar and will demonstrate how smart technologies may be applied in real-life teaching and learning situations and will offer participants an opportunity to test out various teaching and learning scenarios.

Bookings need to be made at least 48 hours prior to the training session and participants should arrive at the onsite workshops at least 15 minutes before the session begins.

To support you further, we have also developed a self-directed course that provides suggestions of various approaches that one could use in the Smart Classroom. To learn more about this course, please visit the ulwazi CLTD – Smart Educational Technologies Course

Date Time Mode/Venue

25 March 9:00 10:30 Online

26 March 13:00 15:30 Gatehouse (GH403)

29 May 9:00 10:30 Online

30 May 10:00 12:30 Gatehouse (GH403)

Coordinator: Ms Mei Luo mei.luo@wits.ac.za

Facilitators: Ms Mei Luo mei.luo@wits.ac.za

Mr Daniel Motlhabane daniel.motlhabane@wits.ac.za

Contact: Instructional Design Support IDSupport.cltd@wits.ac.za

To register for this offering, please fill out the registration form here

Research and Postgraduate Supervision

Publishing for Impact

Whether you are driven by altruism and want your research to improve the world, or by a desire to increase your reputation as a research focused scholar, or a combination of both, you need to plan where, when, and how you publish your research. Too often we base our publishing habits on what we picked up from our PhD supervisors and colleagues without giving any thought to a careful strategy. Join Dr Robin Drennan in a workshop that looks at the wide array of possibilities for sharing your knowledge with others. In this workshop you will be exposed to ideas that may help you strategically decide where your research output is to be shared and / or published.

Date: 18 and 19 July 2024

Time: 09:00 13:00

Venue: CLTD

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Project Planning in the Research Context

How do you plan a research project? Is it possible to plan research? The classical project management body of knowledge (PMBOK) is often unsuitable for research projects simply because it is impossible to estimate the time for each task. Research is, after all, a step into the unknown. Take heart, this does not mean your research project will descend into chaos. There are other ways of managing research projects that are agile enough to deal with the complexities of volatile research projects. Dr Robin Drennan, the Director for Research Development in the University Research Office, will describe some of these more agile project management techniques that will allow you to plan, in the absence of information and despite uncertainty, for the unknown.

Date: 10 May

Time: 10:00 – 13:00

Mode/Venue: Online*

Date: 13 September

Time: 09:00 13:00

Mode/Venue: CLTD

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Meeting link will be e-mailed once bookings are confirmed

Research Project Budgeting

A research project budget is a vital component of any funding proposal. Join Dr Robin Drennan, as he discusses how to develop a budget that supports and enhances your research or consulting proposal. The workshop makes use of PCs and allows delegates to develop their own budgets that account for direct and indirect costs (CORY). It covers issues such as VAT, student bursaries and charge out rates. You need not be an accountant to make sense of these issues; in fact, the course is intended for non-accountants.

Date: 19 April

Time: 9:00 – 12:00

Mode/Venue: CLTD

Date: 20 September

Time: 09:00 - 13:00

Mode/Venue: Online*

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Meeting link will be e-mailed once bookings are confirmed

Planning your Academic Career

Do you know what you need to do today to achieve your career goals in six years’ time? A successful academic career requires a considerable amount of juggling. Research, teaching, supervision, community engagement, funding, sabbaticals, conferences, promotion, NRF ratings they all need to be factored into your plan. Dr Robin Drennan, the Director for Research Development in the University Research Office, will help you develop a five to seven- year macro plan that will ensure you are well placed to make the best of your career. An emphasis is placed on research throughout this workshop.

Date: 15 March

Time: 9:00—13:00

Mode/Venue: CLTD

Date: 2 June

Time: 10:00 – 13:00

Mode/Venue: Online*

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Meeting link will be e-mailed once bookings are confirmed

Planning your Sabbatical

A sabbatical comes once every six years so it is vital to make the most of it. Dr Robin Drennan, the Director for Research Development in the University Research Office, will share some pointers on how, when and what to plan for a successful

sabbatical. This workshop will help you develop a plan and so make the most of the opportunity. Your sabbatical plan should maximise the impact of the time on your research. Various funding options will also be discussed.

Date: 5 April

Time: 10:00 to 13:00

Mode/Venue: Online*

Date: 13 June

Time: 09:00 to 13:00

Mode/Venue: CLTD

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Meeting link will be e-mailed once bookings are confirmed

Writing Winning Proposals

Discover, with the support of Dr Robin Drennan, Director for Research Development in the University Research Office, how to write a persuasive proposal for research funding. Having understood that every funder is contractually bound to deliver a return of some sort on the funds under their management, it is plain to see several ‘magical buttons ’ that will get you funding. Some of these buttons are explicit but others are not. The trick is to find them. The workshop material also covers the differences between a research plan, a problem statement, rationale and motivation, and aims and objectives, all elements of typical proposals. The importance of selecting appropriate reviewers, leaving nothing to chance and the need to make every part of the proposal supportive of your bid for funding are also discussed. Finally, the workshop explores differences in writing styles: Persuasive writing used in proposals and standard writing techniques used in the publication of research outputs.

Date: 7 March 24 May 23 August 4 October

Time: 09:00 13:00 10:00 13:00 09:00 13:00 10:00 14:00

Mode/Venue: CLTD Online* CLTD Online*

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Meeting link will be e-mailed once bookings are confirmed

Lunchtime Talk How to Structure an Academic CV

The curriculum vitae, which is Latin for ‘course of life’ is a very important tool in the quest for academic achievement. At the simplest level it is a record of your achievements, a trace record, at the other extreme it can take on all the elements of a marketing campaign. Join us for a lunchtime (1 hour) discussion

on different ways to layout your CV to best emphasise your achievements.

Date: 23 April

Time: 13:15—14:15

Venue: Online (Meeting link will be e-mailed once bookings are confirmed)

Facilitator: Dr Robin Drennan robin.drennan@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Zotero

This is a virtual workshop that will introduce you to Zotero, a free, open-source alternative to reference manager systems. Zotero allows you to easily save bibliographic details, comments, indexing terms, and direct links to webpages, word documents, and even articles that are in library subscription databases. You will be shown how you can use Zotero to integrate your references into your research in many citation styles using Microsoft Word. For more information, please visit Library Libguides.at http://libguides.wits.ac.za/zotero

Date:

Time: 9:30 11:00 9:30 11:00 9:30 11:00

Mode/Venue: Online (Meeting link will be e-mailed once bookings are confirmed)

Facilitator: Ms. Thuli Dhlamini Thuli.Dhlamini@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Dates and times will be communicated via Wits News, and Events on the Intranet.

Introduction to Postgraduate Supervision

Good supervision is central to successful postgraduate research. This half-day introductory workshop explores models and systems of supervision, institutional policy and procedures, and supervisor-student relationships. To ensure authenticity and relevance. A workshop per Faculty/School will be offered.

Date: 28 May (preliminary) – To be negotiated as per Faculty/School availability

Time 09:00 – 12:00

Mode/Venue: In person at CLTD or online

Coordinator: Asst Prof Najma Agherdien najma.aghardien@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

* Meeting link will be e-mailed once bookings are confirmed

Enhancing Research Supervision

This course aims to enhance research supervisory capacity taking into account the diverse context and conditions in which supervisors work as well as the differences in institutional and disciplinary postgraduate supervisory practices and processes.

The course has four major themes:

a. power relations in supervision focusing on social exclusion and discrimination and the impact on knowledge production and the impact on students’ creative potential.

b. the importance of scholarship and the notion of ‘doctorateness’ in relation to academic identity, the discipline of the supervisor and the way in which different forms of doctorate are constructed in national documents.

c. supervisory practices that focus on various models and approaches of supervision developing student writing, giving feedback, information and digital literacies, research ethics, mentoring and coaching

d. supervision processes and the doctoral journey focusing on each stage of the research project including institutional requirements and the resources required.

2. A Portfolio (100%) inclusive of formative and summative assessments must be submitted at the conclusion of the course for credit assessment.

Date: 02 April – 24 May

Time: Weekly two hour in person session (TBC) and Ulwazi Course engagement

Mode/Venue: CLTD & online (Meeting link will be e-mailed once bookings are confirmed)

Coordinators: Dr Nazira Hoosen nazira.hoosen@wits.ac.za

Asst Prof Najma Agherdien najma.aghardien@wits.ac.za

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Faculty Collaboration / Partnership

For Semester 1, 2024, we have streamlined some of our usual learning opportunities so that we free up time to meet with HoDs/HoSs to plan more contextually relevant, up to date offerings. Collectively, we aim to align with the Wits Learning and Teaching Plan 2020-2024 to ensure that our work is guided by these five focus areas:

• Increasing flexible and life-long learning opportunities

• Enhancing academics as university teachers

• Strengthening institutional capacity for curriculum development and renewal

• Diversifying assessment methods

• Expanding post-graduate education

CLTD reps and Faculty learning and teaching representatives will collaborate to offer learning opportunities as follow:

a. customised learning opportunities (early career, mid-career and senior career) to identified cohorts

b. customise d/faculty specific offerings (if/when needed) to groups/schools on an ad hoc basis

c. staff engagement in reflection/evaluation at the end of each semester (all Faculties)

d. a scholarly approach to learning and teaching

e. the fostering of communities of practice

f. quality enhancement

Due to capacity constraints, we strongly recommend working with groups/schools as opposed to individuals

Faculty

CLM

Engineering

Health Sciences

Humanities

Sciences

CLTD Representatives

Ms Rieta Ganas and Ms Neo Petlele

Mrs Nozuko Makhuvha and Mr Daniel Motlhabane

Dr Nazira Hoosen and Ms Mei Luo

Mrs Natasha Munsamy and Ms Antoinette Malgas

Ms Natasha Munsamy and Ms Zamalotshwa Mlotshwa

Faculty Representatives

Dr Greig Krull, Ms Fiona Macalister, and Ms Myrtle Adams-Gardner

Ms Tebatso Phala

Dr Shirra Moch, Ms Hilary, Dr Ann George, Dr Paula BarnardAshton, and Mr Mark Allen

Dr Catherine Tam and Dr NoraLee Wales

Asst Prof Kershree Padayachee, Dr Ashwini Jadhav, and Ms Phiwe Dlamini

CLTD Faculty reps also assist with new programme applications and/or major/minor curriculum changes, peer reviews, Quinquennial Reviews (QQR), Student Learning engagements/conversations with Student Advisors and fostering Learning and Teaching (L&T) Communities of Practice (CoP).

NB! While we do peer reviews on request, we do encourage self and/or reviews from your colleagues in your school/Faculty. We have a process document that we can share with you and are currently working on a selfpaced course that could assist.

Other Professional Learning Opportunities

Students at emotional risk

The Counselling and Careers Development Unit is offering a half-day workshop to Wits academic and administrative support staff. The workshop covers mental wellness, as well as basic skills to identify, contain and refer students in need of psychological or psychiatric intervention. This includes the identification of certain high-risk characteristics/circumstances associated with the deterioration of the functioning of a student.

The primary objectives of this workshop are to provide university staff, who act as first responders for students, with relevant information to assist and support these students during their university career.

Dates: 13 March 24 May 23 July

Time: 08: 30 to 12:30 08:30 to 12:30 08:30 to 12:30

Mode/Venue: In person (CLTD building)

Facilitators: Mar: Shameen Naidu & Makhauta Hloadi

May: Esmeralda Vilanculos

Jul: Lynette Sikhakhane & Puleng Rathebe

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Basic Supporter Skills training

The Counselling and Careers Development Unit staff are offering academic, support and residence staff a two-day workshop on supportive skills and basic counselling. The requirement for the attendance of this Supportive Skills course is full attendance of the Students at Emotional Risk workshop. This training includes sections on selfreflection and self-awareness, as well as supporter and counselling skills.

Please note: Staff who are feeling emotionally fragile or who have experienced recent trauma or bereavement are advised not to attend at this point.

Date: 17 and 18 September

Time: 08:30 to 15:00 Day 1 08:30 to 16:00 Day 2

Mode/Venue: In person (CLTD building)

Facilitators: Eduarda Da Trindade (Vanessa) & Puleng Rathebe

Contact: Ms Candice Michael (011) 717 1475 Candice.Michael@wits.ac.za

Wits Learning and Teaching Conference

CLTD hosts an annual Learning and Teaching Conference (open to the higher education community). This Conference is planned for the second semester. More information to follow.

Date: TBC

Contact: Ms Candice Michael (011) 717 1475

Candice.Michael@wits.ac.za

About CLTD

Our Principles and Beliefs

We nurture and accept conditions that promote agency and creativity in order to endorse critical thinking, purposeful research-informed trialing or experimenting, re- discovery, renewal and innovation in African Higher Education contexts. We do this because in the past we have tended to accept learning and teaching solutions borrowed from elsewhere, often divorced from our own contexts.

Our distinctive approach to facilitation, learning, and research promotes a “non- judgmental” culture as the basis for the creation of transformative and creative communities, where tensions and diversities of opinions are welcomed as norms, but where independent thought and opinion are welcomed as we recognise others as we recognise self not lower or higher. In this context, there is a genuine meeting of the minds where knowledge production is inward and outward looking, resulting in authentic collaborations and partnerships locally, nationally, and internationally. Our fundamental ideal is that of ‘trust’ and ‘acceptance’, where we all become culturally, socially, and environmentally responsible in our diverse aspirations of academic support provision. We are rooted in Johannesburg with its strong cosmopolitan edge, and we intend using this to our advantage, to ensure that the city is both the focus for our teaching and research work, and the platform from which our local and international relationships grow.

Mandate

The Centre for Learning, Teaching & development (CLTD) focuses on Continuous Academic Professional Learning, modelling hyflex Active Blended Learning. As part of a broader Curriculum Design and Development strategy, and by applying and engaging in research on facilitation practices, we aim to contribute towards deepening student learning and enhancing university teaching practices.

CLTD offers:

• Formal programmes such as the PG Dip (Education) in the field of Higher Education

• Informal workshops such as Postgraduate Supervision, Teac hing /Ac ademic role, and Assessment in Higher Education

• Support for academics, mostly through hands-on workshops, to design and develop hyflex blended learning courses

• Student and peer evaluation of and self-reflection on courses and teaching

Vision

Our vision is to inspire, influence and contribute to the development of transformative, effective, and innovative facilitation practices that enhance student “access with success” in meaningful higher education practice.

Mission

We collaborate with individuals, academic departments, and academic support units to build capacity and foster community development around good university teaching, and the stimulation of an institutional culture that values meaningful learning, guided by the Wits Learning and Teaching Plan 2020 2024.

To achieve the CLTD mission, we strive to:

• Enrich the status of learning and teaching at Wits by engaging with, encouraging, and celebrating Wits teachers

• Support academics as university teachers and researchers, and explore, integrate, evaluate different approaches to learning, teaching, & assessment

• Promote inclusivity and diversity through collaborative curriculum design and renewal

• Promote and support the adoption of a hyflex blended learning approach to Active Blended learning and teaching approaches and practices

• Promote university-wide Communities of Practice (CoPs) by creating dialogue around and conversations about learning and teaching

• Promote and support effective lecturer and course evaluation practices

• Promote and develop a culture of research and scholarship of learning and teaching (SoTL) in Higher Education

• Anticipate and address evolving issues and opportunities within Higher Education Academic practice by offering expertise locally, nationally, and internationally

Foregrounding the Strategic and Operational Plan

In developing our Operational Plan, four drivers have emerged as key in achieving our goals for CLTD. These will underpin our service and support delivery

over this year, including:

• A ‘D istributed Leadership’ (Spillane, 2005, 2012) approach in delivering educational programmes in partnership with others locally, nationally, and internationally

• Commitment to the continuous professional learning of CLTD staff

• Our research and its growing impact on the Higher Education landscape, and

• Modelling the application of, and engagement with digital technology in providing hyflex blended learning opportunities for our course participants.

Appendix A: Course Evaluation Form

In order to assess the effectiveness of our courses/workshops, and to gauge future needs, it would be appreciated if you would complete this course evaluation form.

Course name:

Date:

Facilitator details:

1. What did you expect to gain to from the course?

2. How did the course match your expectations?

What new applied competence have you acquired as a result of your participation in this course?

How will you apply what you have learned in your future facilitation practice?

How would you rate the facilitator & course with regards to:

Subject matter expertise

Planning & preparation

Level of interaction Lecture only Lecture & discussion Facilitated structured activities Self-directed learning + artefact

Course guide

Ulwazi course site

Suggest constructive ways in which CLTD can improve this course to make it more valuable?

Comment on any challenges or tensions regarding timing (timeslot/day) and modality (Online, blended and/or hyflex) that you may have experienced.

General comments