# Faculty Project Name & Description Amount Awarded 18 SCI Game-based learning tool for Biochemistrycollabora This proposal seeks to design and develop an entertainment game, targeting undergraduate biochemistry concepts to enhance the learning of our students within and outside our Diploma programmes at the Department of Biotechnology and Food Technology. It is anticipated that this tool can engage students in meaningful learning while subsequently lead to improvement in assessment marks as well as pass rates. The aim is to develop a web-based multilevel game where students can practice, review, self-assess and develop critical thinking in fundamental biochemical concepts in a fun and interactive manner. R40 000,00 19 SCI Tagging trees and navigating to plants on the UJ campuses This project aims to extend the tagging of the trees with their names to include QR codes on each tag that will take students to a Tree project webpage, connected to the Botany and Biotechnology department on the UJ website. The website will give students information on how to interact even further with the trees on their campuses by giving them a list of the other species that they can see and how to navigate to each species. For students who would like to further their knowledge on plants and for those students who are actually enrolled in the Botany courses that will use the tree tags as a classroom resource; the website will also allow them to navigate to specific plant characters (bark, leaf, flower, fruit etc. characters). R25 000,00 20 SCI Enhancing Geology fieldwork teaching and learning: A proposal to incorporate innovative technology and site-specific petrographic results This funding application intends to improve teaching and learning in the GLG00A1 field module through the incorporation of innovative technology and site-specific petrographic data. It is envisaged that both will foster a change and improvement in pedagogical approaches and the formative assessments that promote learning over measuring it. The pedagogical approach for the GLG00A1 field module is still predominantly classic with formative and summative assessments combined through submission of a field notebook that the students have individually prepared by making observations and sketches in the field. During the past three years there was an introduction of a pre-field assignment and three guided formative assessments that were partly independent of the field notebook. In 2023, additional guided and stand-alone formative assessments will be developed and will include a seminar component where students will present their field observations and interpretations for self-regulated learning (Nicol and Macfarlane-Dick, 2006), which will promote assessment for learning and address one of UJ’s top teaching and learning challenges. R20 000,00 2023 ANNUAL REPORT DIVISION FOR TEACHING EXCELLENCE 51
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