Abstract
In this position paper we focus on four components of teaching and learning at the University of Johannesburg. We begin by situating university education in the complex world of the 21st century. We introduce the notion of “learning to be” – a view of higher education that conceptualises learning as becoming a practitioner of a knowledge and professional domain. We also argue that an information-oriented view of teaching and learning in a university context is not conducive to optimal learning. Coupled with this we introduce the idea of approaching teaching as the design and implementation of “learning tasks”. We then focus on how current Information and Communication Technology (ICT) features in this setting, suggesting that it should extend contact teaching in digitally rich and innovative ways. Lastly we argue for ICT management that supports free access and optimal utilisation.