Authentic teaching, learning and assessment : real-world experiences of fourth-year students in a social work module
- Nel, Hanna, Pretorius, Erica
- Authors: Nel, Hanna , Pretorius, Erica
- Date: 2019
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/399219 , uj:33264 , Citation: Nel, H. & Pretorius, E. 2019. Authentic teaching, learning and assessment : real-world experiences of fourth-year students in a social work module. Social Work/Maatskaplike Werk, 55(1).10-23.
- Description: Abstract: This article reports on a fourth-year social work module attempting to develop employable social work students rather than preparing students for employment in the context of social work. The Edinburgh Napier University clarifies the distinction: “Employment is about getting a job” and “Employability is about having an effective mix of skills, attributes and attitudes to function successfully in required roles” in the real world of work. It argues that over and above providing content knowledge, 21st-century skills should also be integrated into the actual module. Recent evidence suggests that there is a missing link between higher education graduates’ learning and their readiness for today’s world of work. The results from this qualitative investigation revealed that students found the teaching, learning and assessment activities challenging, but also reported that these activities contributed towards their holistic readiness for employment.
- Full Text:
- Authors: Nel, Hanna , Pretorius, Erica
- Date: 2019
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/399219 , uj:33264 , Citation: Nel, H. & Pretorius, E. 2019. Authentic teaching, learning and assessment : real-world experiences of fourth-year students in a social work module. Social Work/Maatskaplike Werk, 55(1).10-23.
- Description: Abstract: This article reports on a fourth-year social work module attempting to develop employable social work students rather than preparing students for employment in the context of social work. The Edinburgh Napier University clarifies the distinction: “Employment is about getting a job” and “Employability is about having an effective mix of skills, attributes and attitudes to function successfully in required roles” in the real world of work. It argues that over and above providing content knowledge, 21st-century skills should also be integrated into the actual module. Recent evidence suggests that there is a missing link between higher education graduates’ learning and their readiness for today’s world of work. The results from this qualitative investigation revealed that students found the teaching, learning and assessment activities challenging, but also reported that these activities contributed towards their holistic readiness for employment.
- Full Text:
Cybercitizenship awareness module targeting University of Johannesburg students
- Van den Bergh, Maureen, Pretorius, Erica
- Authors: Van den Bergh, Maureen , Pretorius, Erica
- Date: 2017
- Subjects: Cybercitizenship , Netiquette , Cybersecurity
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/240878 , uj:24789 , Citation: Van den Bergh, M. & Pretorius, E. 2017. Cybercitizenship awareness module targeting University of Johannesburg students.
- Description: Abstract: These days, ordinary people have become cybercitizens, or inhabitants of cyberspace, and they are more connected than ever. Unfortunately with this connectedness, comes serious cybersecurity risks. It is therefore important that as cybercitizens, people follow proper Cybercitizenship when online, and develop good cybersecurity habits. Especially digital natives such as university students, who grew up with technology, and are comfortable using it in all aspects of their life. They are deemed heavy users, but seem to ignore basic information security, which result in 40% of them experiencing cybercrime (Norton Cyber Security Insights Report, 2016). For this reason, the Centre for Academic Technologies at the University of Johannesburg launched (January 2017) their online Cybercitizenship module (UJCYBER). It is an awareness programme with the objective to support students in their journey of understanding, appreciating and reacting to the dangers that loom in cyberspace, in order to proactively create a positive cyber footprint. This paper presents the UJCYBER awareness module.
- Full Text:
- Authors: Van den Bergh, Maureen , Pretorius, Erica
- Date: 2017
- Subjects: Cybercitizenship , Netiquette , Cybersecurity
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/240878 , uj:24789 , Citation: Van den Bergh, M. & Pretorius, E. 2017. Cybercitizenship awareness module targeting University of Johannesburg students.
- Description: Abstract: These days, ordinary people have become cybercitizens, or inhabitants of cyberspace, and they are more connected than ever. Unfortunately with this connectedness, comes serious cybersecurity risks. It is therefore important that as cybercitizens, people follow proper Cybercitizenship when online, and develop good cybersecurity habits. Especially digital natives such as university students, who grew up with technology, and are comfortable using it in all aspects of their life. They are deemed heavy users, but seem to ignore basic information security, which result in 40% of them experiencing cybercrime (Norton Cyber Security Insights Report, 2016). For this reason, the Centre for Academic Technologies at the University of Johannesburg launched (January 2017) their online Cybercitizenship module (UJCYBER). It is an awareness programme with the objective to support students in their journey of understanding, appreciating and reacting to the dangers that loom in cyberspace, in order to proactively create a positive cyber footprint. This paper presents the UJCYBER awareness module.
- Full Text:
Professional development of science teachers:the A-team hybrid ecology of learning practice
- Pretorius, Erica, De Beer, Josef, Lautenbach, Geoffrey
- Authors: Pretorius, Erica , De Beer, Josef , Lautenbach, Geoffrey
- Date: 2014
- Subjects: Science - Study and teaching (Graduate) , Science teachers - Training of , Science teachers - Inservice training , University of Johannesburg - Science and Technology Education
- Type: Article
- Identifier: uj:6151 , http://hdl.handle.net/10210/13721
- Description: Professional development interventions in South Africa do not always address teachers’ needs or necessarily result in better realisation of outcomes in science. South African teachers’ learning of science and their emerging science pedagogy need urgent attention and this issue can be addressed through focused continuing professional teacher development (CPTD) programmes. The University of Johannesburg launched a unique CPTD project named the A-team project – Excelling in Science Education in October 2010. This project focused mainly on developing the science teachers’ inquiry-based teaching approaches, advancing scientific process skills and enriching their pedagogical content knowledge in CAPS themes. The aim of this longitudinal empirical qualitative study was to introduce both primary and secondary school teachers to new (and exciting) science experiences in hybrid ecology of learning practice. In this intervention the hybrid group of science teachers experienced a wide range of different activities. As the project progressed, we tapped into the overwhelming social capital resources of scientists, professors and the Natural Sciences, Life Sciences and Physical Sciences teachers themselves sharing a wealth of experience and information. The findings of this study revealed that hands-on activities in real laboratories not only improved the science teachers’ technological pedagogical content knowledge but also motivated teachers to include inquiry-based teaching strategies in their classroom practices.
- Full Text:
- Authors: Pretorius, Erica , De Beer, Josef , Lautenbach, Geoffrey
- Date: 2014
- Subjects: Science - Study and teaching (Graduate) , Science teachers - Training of , Science teachers - Inservice training , University of Johannesburg - Science and Technology Education
- Type: Article
- Identifier: uj:6151 , http://hdl.handle.net/10210/13721
- Description: Professional development interventions in South Africa do not always address teachers’ needs or necessarily result in better realisation of outcomes in science. South African teachers’ learning of science and their emerging science pedagogy need urgent attention and this issue can be addressed through focused continuing professional teacher development (CPTD) programmes. The University of Johannesburg launched a unique CPTD project named the A-team project – Excelling in Science Education in October 2010. This project focused mainly on developing the science teachers’ inquiry-based teaching approaches, advancing scientific process skills and enriching their pedagogical content knowledge in CAPS themes. The aim of this longitudinal empirical qualitative study was to introduce both primary and secondary school teachers to new (and exciting) science experiences in hybrid ecology of learning practice. In this intervention the hybrid group of science teachers experienced a wide range of different activities. As the project progressed, we tapped into the overwhelming social capital resources of scientists, professors and the Natural Sciences, Life Sciences and Physical Sciences teachers themselves sharing a wealth of experience and information. The findings of this study revealed that hands-on activities in real laboratories not only improved the science teachers’ technological pedagogical content knowledge but also motivated teachers to include inquiry-based teaching strategies in their classroom practices.
- Full Text:
- «
- ‹
- 1
- ›
- »