# Faculty Project Name & Description Amount Awarded 5 FADA Responding to the stories and inspiration of the waste-reclaimers in collaboration with the African Reclaimers Organisation: Motivation for support for Photovoice and product development engaging Newtown and Brixton-based waste-reclaimers, through a partnership with African Reclaimers Organisation. This project motivation builds on the successful implementation of a project entitled Exploring socio-dynamic behaviour/s and its connectedness to waste reclaimers, supported by TIF in 2022. The success of the project established a valuable partnership with the African Reclaimers Organisation and the UJ network led by Prof Melanie Sampson. This project extends the findings of the different ways that UJ art and design students could respond to some of the needs identified by reclaimers, The premise of engagement is that the ideas are generated from the users directly and the students will then be tasked with designing products and designs for testing and feedback. R40 000,00 6 FEBE Gamification Implementation in undergraduate Chemical Engineering modules Gamification can be applied in higher education to incentivise students to learn autonomously and independently. It is noteworthy that one of the major authentic learning elements can be achieved through gamification: collaboration. Collaboration becomes achievable through gamification by building connections among members of an academic community. Gamification is one of the top trends in higher education, as a gamified learning process can immerse students in the curricular content and foster a positive attitude toward learning. Through gamification, learning is transitioned from being a laborious task to a fun and rewarding quest. This project aims to achieve gamification in four undergraduate Chemical Engineering modules R40 000,00 7 FEBE Educational Teaching Videos and Social Media Metrics, bringing the industry into the classroom: The Project now includes educational videos of industrial activities filmed in industry and Industry sponsorship. Educational teaching videos (short films) are evaluated using social media metrics as a measure of usefulness and quality. The innovation here is to use the already present social media metrics provided by YouTube to evaluate the impact and quality of educational videos. The teaching innovation of this project is that the University partners with the industry to make educational videos for skills that are needed in our economy. This brings the industry into the classroom. This can only be achieved if the videographer is a technically minded person who knows what to ask and what to film. The videos are indepth and provide the students with a deep sense of the knowledge required for this job. The footage collected is of the large-scale process providing the students with a level of immediacy never achieved before in our curriculum. R20 000,00 8 FEBE Develop and reinforce computational thinking through peer-to-peer collaboration in large classes The proposed computational thinking platform aims to develop crucial computational thinking and problem-solving skills based on the online peer-topeer, multi-level game-based environment using reinforcement neural networks. Online gamers rarely cheat and when someone does the social group is quick to exact retribution. We need to investigate methods of open and collaborative assessments where skills are effectively assessed per individual whilst ensuring that potential cheats are punished. The online gaming environment provides a potential model to emulate for online assessments, especially with large class sizes where online proctoring is not viable. R50 000,00 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 47
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