References Abdelmalak, M. M. M. and Parra, J. L. (2016) ‘Expanding Learning Opportunities for Graduate Students with HyFlex Course Design’, International Journal of Online Pedagogy and Course Design, 6(4), pp. 19–37. doi: 10.4018/IJOPCD.2016100102. Beatty, B. J. (2007) ‘Hybrid classes with flexible participation options – If you build it, how will they come?’, in Simonson, M. (ed.) 30th Annual Proceedings, Association for Educatinal Communications and Technology. Anaheim: AECT, p. 346. Available at: http://search.proquest.com/ docview/61917117?accountid=14548. Beatty, B. J. (2020) Hybrid-Flexible Course Design Implementing student-directed hybrid classes. Provo, Utah: EdTech Books. Available at: extension://bfdogplmndidlpjfhoijckpakkdjkkil/ pdf/viewer.html?file=https%3A%2F%2Fjcu. edu%2Fsites%2Fdefault%2Ffiles%2F2020-07%2FE-Bo ok%2520Hybrid%2520Flexible%2520Course%2520De sign-by-Beatty.pdf. CAT (2022) ‘Suggestions for teaching and learning in hybrid context/s’. Corbera, E. et al. (2020) ‘Academia in the Time of COVID-19: Towards an Ethics of Care’, Planning Theory & Practice, 21(2), pp. 191–199. doi: 10.1080/14649357.2020.1757891. Csikszentmihalyi, M. (2014) ‘Play and Intrinsic Rewards’, in Csikszentmihalyi, M. (ed.) Flow and the Foundations of Positive Psychology. Dordrecht: Springer Netherlands, pp. 135–153. doi: 10.1007/978-94-017-9088-8_10. Department of Education (2001) Education White Paper 6. Special needs education. Building an inclusive education and training system. Pretoria. Available at: http://www. education.gov.za/LinkClick.aspx?fileticket=gVFccZLi/ tI=&tabid=191&mid=484. Durall Gazulla, E., Martins, L. and Fernández-Ferrer, M. (2023) ‘Designing learning technology collaboratively: Analysis of a chatbot co-design’, Education and Information Technologies, 28(1), pp. 109–134. doi: 10.1007/s10639-022-11162-w. Gutierrez, K., Rymes, B. and Larson, J. (1995) ‘Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education’, Harvard Educational Review, 65(3), pp. 445–472. doi: 10.17763/ haer.65.3.r16146n25h4mh384. Hong, W. H. et al. (2022) ‘Now You See Me, Now You Don’t: Exploring Medical Students’ Cognitive, Emotional and Behavioural Engagement with Emergency Remote Learning During the COVID-19 Pandemic’, Education in Medicine Journal, 14(3), pp. 109–122. doi: 10.21315/ eimj2022.14.3.8. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2022 67
RkJQdWJsaXNoZXIy MjU1NDYx