TEACHING INNOVATION FOR THE 21STCENTURY SHOWCASING UJ TEACHING INNOVATION PROJECTS 2024
TABLE OF CONTENTS 32INTRODUCING ECOPEDAGOGY AS A RESPONSE TO TEACHING INTERNATIONAL ENVIRONMENTAL LAW IN THE TRIPLE PLANETARY CRISIS Hall, J. 36THE USE OF TECHNOLOGY TO KEEP A 21ST CENTURY STUDENT ENGAGED: REFLECTIONS OF A SOCIAL CONSTRUCTIVIST EDUCATOR Henrico, K. 42REIMAGINING CURRICULUM TRANSFORMATION: IMPROVING LEARNING OUTCOMES THROUGH CONTEXTUALISED GAME-BASED LEARNING IN HIGHER EDUCATION Hu, Z. 47ENHANCING EDUCATION AT A SOUTH AFRICAN UNIVERSITY: THE SYNERGY OF AI AND WHATSAPP Mackenzie, S. 51 WHAT WE KNOW ABOUT HUMANITIES STUDENTS AT UJ: IMPLICATION FOR TEACHING FOR INNOVATION IN THE 21ST CENTURY Makhoba, R., & McDonald, Z. 56ENHANCING UNDERSTANDING AND EMPLOYABILITY SKILLS FOR AUDITING STUDENTS IN DIPLOMA QUALIFICATION THROUGH A HYBRID ASSIGNMENT. Malatji, S.E., Matshika, C., & Khumalo, L. 1 Acronyms and Abbreviations 2Foreword Khan, S. 3Introduction Menon, K., Naidoo, K., & Castrillon, G. 5TEACHING INNOVATION IN THE FUNDA UJABULE (FUJS) MAKERSPACE Baloyi, K. 9INNOVATING ACADEMIC SUPPORT: THE SUCCESS OF THE ACCELERATED ACADEMIC MENTORSHIP PROGRAMME Bothma, R. 12INNOVATIVE TEACHING IN PRACTICAL KITCHENS AT THE SCHOOL OF TOURISM AND HOSPITALITY Daniels, T., Masina, M., & Mangwanatala, T. 16MY TIKTOK TEACHER: ACCOUNTING METHODOLOGY STUDENTS’ ENGAGEMENT WITH SOCIAL MEDIA Dasoo, N. 21 INNOVATIVE TEACHING PRACTICES IN DEVELOPING LEADERSHIP SKILLS AMONG RETAIL STUDENTS Frazer, M. 26COLLABORATIVE TEACHING, TRAINING AND LEARNING OF 3RDYEAR STUDENTS WITH SMMES – MOTOR MECHANICS WHO ARE OPERATING AROUND THE DOORNFONTEIN CAMPUS Gqibani, S.L. 29REFLECTIONS ON POSTGRADUATE SUPERVISION Graham, S. Compilation of articles by Mrs F. Raban Specialist at the Division of Teaching Excellence at UJ.
61 VIRTUAL AVATARS SUPPORTING A FLIPPED CLASSROOM APPROACH IN SCIENCE TEACHER EDUCATION Mdlalose, N., Ramnarain, M., & Myburgh, H. 64GAME-BASED BLENDED LEARNING TUTORIALS IN DIGITAL HUMANITIES TO TEACH ACADEMIC LITERACY TO FIRST-YEAR STUDENTS Meintjes, C., & Pritchard, M. 68DEVELOPING INDUSTRY READY ENVIRONMENTAL HEALTH GRADUATES Mokoatle, M.C., & Mayet, R. 71 TRAINING TEACHERS IN CODING AND ROBOTICS Molaodi, L., & Baloyi, K. 74THUTHUKACARE (TC) – A MOBILE APPLICATION TO AID DIAGNOSTIC RADIOGRAPHY STUDENTS’ COMMUNICATION SKILLS ACROSS LANGUAGE BARRIERS Myburgh, PH., Lewis, S., Manzana, L., Pillay, M., Bhayat, F., Vermeulen, L., & Gani, A. 77WHAT’S NOT WRONG WITH ‘GEN Z’? Naidoo, K., & Castrillón, G. 81 HARNESSING SOCIAL MEDIA FOR EDUCATIONAL PURPOSES IN HIGHER EDUCATION: THE STUDENT ONLINE SUCCESS INFLUENCERS AT THE UNIVERSITY OF JOHANNESBURG (UJ) Ngwenya, N., & Zitumane-Mokoena, K. 85TEACHING AND LEARNING INNOVATION REPORT: ENTREPRENEURSHIP MODULE, CREATING JOB CREATORS Nxumalo, J. 89EXTENDING PRE-SERVICE TEACHERS’ SPATIAL VISUALISATION OF SCIENCE CONCEPTS WITH 360-DEGREE VIRTUAL REALITY Penn, M. 93KNOWLEDGE [IS] NOT A SOLITARY ENDEAVOUR: AGAINST ALIENATION AND MOVING BEYOND ‘COLONIAL’ FORMS OF POST-GRADUATE SUPERVISION Qambela, G., & Siziba, T. 100A CAPSTONE RESEARCH APPROACH IN COMPLEMENTARY MEDICINE Razlog, R. 104TEACHING BASIC COMPUTATIONAL AND C PROGRAMMING CONCEPTS TO LARGE GROUPS OF STUDENTS: A PEDAGOGICAL APPROACH Rimer, S., & Sikhakhane, K. 109THE USE OF DIALOGUE IN COLLABORATIVE LEARNING OF TUTORS Robinson, R., & Frade, N. 113GAME-BASED LEARNING Roopchund, R., & Seedat, N. 117ENTREPRENEURSHIP EDUCATION Seseni, L. 120REMEMBERING MARIKANA AND THE YOUTH OF 1976: INFUSING TEACHING AND LEARNING WITH SOCIAL RESEARCH AND PUBLIC ART Sinwell, L. 123VR COURTROOM: INTRODUCING AFRICA’S FIRST VIRTUAL REALITY GAME FOR LEGAL EDUCATION Van Eck, M., Ade-Ibijola A., Letete, P., Rosenberg, W., Joubert, Y., Nel, W., Koen, L., Naidoo, N., Hart, E., & Zuba, F. 129FOSTERING INNOVATION: INTEGRATING THEORY U AND A2B PRINCIPLES IN TEAM COACHING FOR MASTER’S STUDENTS van Lill, D. 133INTEGRATING ACADEMIC PLANNING AND QUALITY PROMOTION FUNCTIONS: AN AGENDA FOR THE EXPANSION OF THE QUALITY TERRITORY AT UJ Vongo, M. 136BUILDING TOMORROW: CELEBRATING UJ’S CIVIL ENGINEERING TECHNOLOGY STUDENTS’ SUCCESS IN CAPSTONE DESIGN PROJECT Zondi, H.
ABBREVIATIONS AND ACRONYMS ADC Academic Development Centre ADS Department of Anthropology and Development Studies AI Artificial Intelligence AIC 3 Auditing and Internal Controls 3 AR Augmented Reality CALTSTEAM Science, Technology, Engineering, Arts and Mathematics CAPQP Centre for Academic Planning and Quality Promotion’s CAPS Curriculum Assessment Policy Statements CDL Career Development Learning COP Community of Practice COVID-19 Coronavirus disease 2019 CRT Culturally Responsive Teaching CSRP Centre for Sociological Research and Practice CV Curriculum Vitae DCE Department of Childhood Education DHET Department of Higher Education and Training EDO’s Employment Development Opportunities EQ Emotional intelligence FADA Faculty of Art Design & Architecture FUJS Funda UJabule Gen Z Generation Z HEIs Higher Education Institutions HEQC Council on Higher Education HEQSF Higher Education Qualifications Sub Framework HSRC Human Sciences Research Council ICE Internal Combustion Engines IP Intermediate Phase JBS Johannesburg Business School LoLT Language of Learning and Teaching MIRS Medical Imaging and Radiation Sciences MRU Metaverse Research Unit NPCs non-Player Characters PBL Project-Based Learning PGCE Postgraduate Certificate in Education PSTs Pre-service Teachers PsyCaD Psychological Services and Career Development PWG Programme Working Group QAF Quality Assurance Framework SAQA South African Qualifications Authority SCC Scratch Coding Club SLP Short-Learning Program SMMEs Small, Medium and Micro-sized Enterprises SOS Student Online Success SoTL Scholarship of Teaching and Learning SPSS Statistical Package for Social Sciences STEM Science, Technology, Engineering, and Mathematics STH School of Tourism and Hospitality TCC Thembelihle Crisis Committee TET Technology-Enhanced Teaching TPCK Technological Pedagogical Content Knowledge T&L Teaching and Learning UJ University of Johannesburg VR Virtual reality VRT Virtual Robotics Toolkit Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 1
FOREWORD Pioneering the Future of Learning: UJ’s Vision for 2025 and Beyond Innovation distinguishes between a leader and a follower. - Steve Jobs - In the realm of education, these words resonate with particular power. As we embark on the journey of teaching innovation for the 21st century, we are called not just to adapt but to lead. As we unveil this year’s Teaching Innovation showcase through this publication, we stand at the precipice of a new era in education. The words of Steve Jobs serve as both a challenge and an inspiration, reminding us that authentic leadership in academia is not about following trends but setting them. The University of Johannesburg (UJ) has always prided itself on being at the vanguard of educational excellence. Today, we reaffirm that commitment with renewed vigour and vision. The innovations presented in this publication are not mere adaptations to changing times but bold strides towards shaping the future of learning itself. This year, we have witnessed an unprecedented surge in creative pedagogies that transcend traditional boundaries. Our academics have embraced the role of educational architects, designing learning experiences that are responsive to current needs and predictive of future demands. The scope of innovation on display is truly awe-inspiring, from artificial intelligence (AI) integrated curricula to immersive virtual reality laboratories and cross-disciplinary problem-solving initiatives to global collaborative projects. However, innovation is more than just incorporating new technologies or methodologies. It is about fostering a mindset - a culture of curiosity, creativity, and courage. It is about asking questions that have not been asked before and seeking answers that challenge our preconceptions. We aim to instil this ethos in our students, equipping them with knowledge and the tools to create new knowledge. We aim to ensure that our academics are at the forefront of exploring new and exciting vistas that will shape teaching and learning. As we look towards 2025 and beyond, we envision a university that does not just respond to the future but actively shapes it. We see classrooms without walls, where learning happens everywhere and at any time. We envision a symbiosis of human expertise and AI, where technology amplifies rather than replaces human potential. We dream of an educational ecosystem where diversity of thought is not just welcomed but is the very fuel of innovation. Let this showcase serve not as a culmination but as a launching pad. Let it ignite conversations, spark collaborations, and inspire even greater innovations. In the dynamic world of education, standing still is moving backwards. We must lead, we must innovate, we must pioneer. As we forge ahead, let us remember: the future of education is not something that happens to us - it is something we create. Together, let us shape a future of learning that is as exciting as it is empowering and as inclusive as it is innovative. We aim to lead the way in educational innovation, not just for UJ but for the world. Professor Sehaam Khan Deputy Vice-Chancellor: Academic Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 2
We are called to evolve, anticipating and shaping the future of education continuously. “The first step in teaching students to innovate is making sure that educators have opportunities to be innovators themselves.” - Suzie Boss1 - INTRODUCTION Boss, S. (2012). Bringing innovation to school: Empowering students to thrive in a changing world. Solution Tree Press. As we stand at the crossroads of tradition and innovation, this quote reminds us that our mission goes beyond simply transmitting information. We are tasked with nurturing tomorrow’s innovators, problem-solvers, and visionaries. In an era characterised by rapid technological advancements and unprecedented global challenges, the pursuit of excellence in teaching has never been more essential. This booklet, Teaching Innovation for the 21st Century: Showcasing UJ Teaching Innovation Projects 2023, highlights how academics embrace the future by integrating innovative tools, methods, and mindsets. At this pivotal juncture where tradition meets innovation, we are called to evolve, anticipating and shaping the future of education continuously. This introduction explores the transformative potential of innovative teaching practices, emphasising the need to ensure that academic approaches remain relevant and impactful in meeting the demands of the 21st century. Prof Kirti Menon Senior Director in the DTE and a Research Associate in the Faculty of Education, University of Johannesburg. Dr Kibbie Naidoo Director of CASD, University of Johannesburg. Dr Gloria Castrillón Director of CAPQP and a Research Associate in the Faculty of Education, University of Johannesburg. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 3
The Power of Innovation The power of innovative teaching practices lies in breaking the cycle of mere repetition. Throughout this booklet, you will find examples of academics revitalising their pedagogies to foster creativity, critical thinking, and the ability to apply knowledge in new contexts. Articles such as Teaching Innovation in the Funda UJabule Makerspace by Mr K Baloyi and Introducing Ecopedagogy in Response to the Triple Planetary Crisis by Prof. J Hall showcase how traditional methods are being reimagined to foster meaningful engagement with real-world issues. These pioneering academics encourage their colleagues to rethink what’s possible in education. Innovative practices reimagine the educational landscape, inspiring academics to move beyond traditional teaching methods and create environments where creativity and critical thinking can flourish. By integrating cuttingedge technologies and methodologies, they design dynamic curricula that engage students more effectively, transforming learning into an immersive and interactive experience. Innovation pushes us from passive knowledge acquisition to active participation, driving academics to continuously refine their approaches to meet diverse student needs. Harnessing Student Potential At the heart of educational innovation is unlocking and harnessing student potential. These innovative strategies extend students’ learning experiences beyond the classroom. Personalised learning, experiential opportunities, and real-world coursework applications are just ways innovation enhances education. By providing tools and environments that encourage exploration and discovery, academics are equipping a new generation of students with the skills and knowledge to navigate an increasingly complex world. Articles such as My TikTok Teacher: Accounting Methodology Students’ Engagement with Social Media by Dr N Dasso and Collaborative Teaching, Training, and Learning of 3rd-year Students with SMMEs by Dr SL Gqibani highlight how these innovative practices broaden students’ horizons and foster a deeper understanding of the material. Academics as Positive Disruptors Academics play a pivotal role as catalysts for growth and change within the educational system. They challenge the status quo and act as positive disruptors who advocate for advancements promoting student engagement and success. Articles such as The Use of Technology to Keep a 21st Century Student Engaged: Reflections of a Social Constructivist by Dr K Henrico and Game-Based Blended Learning Tutorials in Digital Humanities by Prof. C Meintjes and Prof. M Pritchard showcase how leveraging digital tools fosters active learning environments, ensuring that academic practices remain relevant and effective. By embracing a mindset of continuous improvement, academics lead the way in implementing innovative solutions that address the evolving needs of their students. These initiatives drive systemic change, fostering a culture of collaboration and development that ensures educational practices keep pace with a rapidly changing landscape. Diverse Paths to Innovation The journey toward educational innovation encompasses a wide array of approaches. Articles such as Training Teachers in Coding and Robotics by Mr L Molaodi and Mr K Baloyi and Virtual Avatars Supporting a Flipped Classroom Approach in Science Teacher Education by Ms N Mdlalose et al. demonstrate how academics are using different methods to innovate their teaching. Whether integrating new technology or adopting interdisciplinary approaches, they continually refine their methods to meet the diverse needs of today’s students. The academic community fosters an inclusive environment that encourages experimentation and growth by recognising the many ways innovation can manifest. Collaborative projects flipped classrooms, and digital tools exemplify how academics redefine traditional practices. Super-charging the Learning Experience Innovative teaching practices can supercharge the learning experience, enhancing teaching and student outcomes. Articles such as Extending Pre-service Teachers’ Spatial Visualisation of Science Concepts with 360-Degree Virtual Reality by Dr. M Penn and VR Courtroom: Africa’s First Virtual Reality Game for Legal Education by Prof. M van Eck et al. demonstrate how immersive technologies make learning not only more engaging but also more effective, helping students retain information and deepen their understanding. Technologies such as virtual reality, gamification, and adaptive learning platforms provide new avenues for student interaction. These innovations lead to better academic performance and a richer learning experience, preparing students for future challenges. This publication celebrates how academics are innovating their teaching practices. From leveraging cutting-edge technology to reimagining traditional pedagogies, the diverse approaches showcased here reflect a shared commitment to nurturing the next generation of innovators. Together, we create transformative educational experiences that foster the ability to think and act in new ways. This booklet is more than a collection of best practices; it is a call to action for academics everywhere to see themselves as cultivators of new capabilities, not merely transmitters of existing knowledge. We invite you to explore, reflect, and be inspired by the innovative practices presented here. May this booklet serve as a springboard for your journey of educational innovation as we collectively strive to create learning environments that empower students to shape the future, not just inherit it. As a UJ collective, let us foster a new generation capable of creating what has never been done before. In doing so, we fulfil the true promise of education and pave the way for a future shaped by imagination and creativity. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 4
TEACHING INNOVATION IN THE FUNDA UJABULE (FUJS) MAKERSPACE By Baloyi, K Mr Kenneth Baloyi is a Lecturer in the Department of Childhood Education, Faculty of Education at UJ. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 5
Introduction This article focuses on the establishment and innovative use of the Funda UJabule (FUJS) Makerspace for initial teacher education at the University of Johannesburg’s (UJ) Faculty of Education. In this article, I will highlight makerspace development, educational impact, and integration into teaching programmes, showcasing how it shapes pre-service teachers (PSTs) innovative pedagogies. Background to the Makerspace The Faculty of Education at the UJ stands at the forefront of educational innovation by establishing a makerspace at the heart of initial teacher education in the Department of Childhood Education (DCE). This initiative responds to the growing demand on teacher educators to prepare students for a rapidly changing world, equipping them with essential 21st-century competencies such as creativity, collaboration, communication, critical thinking, as well as computational thinking to teach for learning, as highlighted by researchers like Afandi et al. (2018) and Gravett (2022). The DCE makerspace is not merely a room filled with tools and resources but serves as an environment where meaningful learning is cultivated through playful, hands-on, and mind-on experiences. Our makerspace is crucial in promoting teacher development and revolutionising how we teach. It allows PSTs to explore various teaching strategies to improve instruction quality and learning environments. These strategies can support meaningful learning experiences (Guerriero, 2017). This aligns perfectly with the idea that carefully crafted teaching strategies directly impact student learning outcomes (Van Damme, 2017). History of the FUJS Makerspace The FUJS Makerspace owes its inception to Professor Sarah Gravett, who envisioned the project in 2022. She aimed to transform a disused space located at the back of the FUJS lecture halls and turn it into a makerspace focused on fostering innovation in initial teacher education and day-to-day teaching and learning at the school. The space is also used for research to advance teaching and learning methodologies in teacher education. Image 1: Entrance to the FUJS Makerspace The official launch of the makerspace was held in April 2023. This event was graced by a range of delegates from various educational sectors. Distinguished guests, including Dr. Phumzile Mlambo Ncuka, the Chancellor of UJ, Prof. Letlhokwa Mpedi, the Vice-Chancellor, and Deputy Vice-Chancellors Prof. Surab Sinha and Prof. Sehaam Khan, attended the launch. The event included an opening address by Prof Mpedi, comments from Mrs Antoinette Nicolaai of the Gauteng Department of Education, and remarks from Mr Tsekiso Maneli, the FUJS SGB Chairperson. Executive Dean of the Faculty of Education, Prof Nadine Petersen, welcomed the attendees, while Professor of Education, Prof Sarah Gravett, gave the vote of thanks. Since its launch, the makerspace attracted local and international visitors. Delegates from UNESCO, the LEGO Foundation, and African leaders, among others, paid a visit. More recently, PSTs from the University of Cincinnati had the opportunity to spend time in the makerspace. These visits highlight the makerspace appeal as an environment for demonstrating educational innovation at UJ. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 6
Makerspace Integration in Teacher Education Programmes The growing interest in makerspace research, as highlighted in Sharma’s (2021) bibliometric review, points to the relevance of incorporating environments such as makerspace into curricula. Recognising the potential of makerspace to enhance creativity, innovation, and handson learning, we sought to directly weave the makerspace into the fabric of what we do. This is not altogether a strange concept because integrating makerspace into teacher education programmes is emerging as a trend in higher education, offering unique opportunities to prepare future teachers. Inspired by the findings of Weiner et al. (2018), we see the educational value in merging the principles of maker education with teaching and learning. Our incorporation of the makerspace aims to address the evident gaps in the existing literature on incorporating makerspace within teacher education. Despite initial explorations by researchers such as Corbat (2018) and Dousay (2017) into the potential benefits of makerspace for teacher preparation, the question of effectively integrating them into formal education programmes remains largely unanswered. This notable lack of targeted research on embedding makerspace into the curriculum of initial teacher education programmes presents a significant opportunity. Through our initiative, we aim to pioneer this integration, ultimately contributing to a better understanding of how makerspace can be effectively utilised in educational settings for teacher preparation. The Makerspace as a Teaching Innovation A pilot course has been developed based on the pedagogy of making, which is central to my PhD study. My research focuses on how courses on the pedagogy of making can be designed and implemented within makerspace settings. I hope to provide principles for best practices when integrating makerspace into teacher education programmes. Recognising the potential of makerspace to enhance creativity, innovation, and hands-on learning, we sought to directly weave the makerspace into the fabric of what we do. Engineering Concepts During the Course “Making as a pedagogy” is an educational approach emphasising the creation of experiences for learning through the hands-on process of making and tinkering. This concept draws from the constructionist theory of learning championed by Seymour Papert. The theory, further detailed by Ackermann (2001) and explored by Papert and Harel (1991), advocates that the most effective learning occurs when individuals are actively involved in the hands-on and minds-on creation and sharing of useful artefacts. The “Making as a Pedagogy” course covers essential areas such as the educational significance of making, understanding the pedagogy of making, effective facilitation in maker-based learning tasks and integrating maker principles into curricula. The course prepares PSTs to re-imagine the classroom as a maker environment. Thus, innovative pedagogies are used to Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 7
education, making it a model of excellence and creativity at UJ and in higher education. References Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of Learning Group Publication, 5(3), 438–448. Afandi, A., Sajidan, S., Akhyar, M., & Suryani, N. (2018). Pre-service science teachers’ perception about high order thinking skills (HOTS) in the 21st century. International Journal of Pedagogy and Teacher Education, 2(1), 107-114. Corbat, J. (2018, March). Teacher Education in the Makerspace: What Might Makerspaces Afford for Teacher Education Programs? In Society for Information Technology & Teacher Education International Conference (pp. 12551259). Association for the Advancement of Computing in Education (AACE). Dousay, T. (2017). An evolving makerspace for teacher education. International Journal of Designs for Learning, 8(1), 69-81. Gravett, S. (2022). Teaching for learning: Insights from the science of learning. In Gravett, S. (Ed). Teaching for learning in a fast-changing world (pp. 1-23). University of Johannesburg. Guerriero, S. (2017). Teachers’ pedagogical knowledge: What it is and how it functions. In Guerriero, S. (Ed.), Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession (pp. 99–118). OECD Publishing. Ndabezitha, L. B., & Gravett, S. (2024). Guided play as a pedagogical tool for the early grades. South African Journal of Childhood Education, 14(1), 1345. Papert, S., & Harel, I. (1991). Situating constructionism. In Harel, I., & S. Papert (Eds.), Constructionism (pp. 1–11). New York, NY: Ablex Publishing Company. Sharma, G. (2021). The makerspace phenomenon: A bibliometric review of literature (2012–2020). International Journal of Innovation and Technology Management, 18(03), 2150006_1-16. DOI: 10.1142/S0219877021500061 Van Damme, D. (2017). Foreword. In Guerriero, S. (Ed.), Educational research and innovation pedagogical knowledge and the changing nature of the teaching profession (pp. 3-4). Paris: OECD Publishing. Weiner, S., Lande, M., & Jordan, S.S. (2018). What have we” learned” from maker education research? A learning sciences-based review of ASEE literature on the maker movement. Review & directory-American Society for Engineering Education. Image 2: Pre-service Teachers Working on an Artefact Involving Image 3: Pre-service Teachers Working on an Artefact Involving Robotics and Recyclable Materials teach and learn in the ever-changing world. Another example of using the makerspace for teacher education is the pedagogy of guided play led by Dr Lerato Ndabezitha. Dr Ndabezitha’s research focused on the importance of guided play in children’s development and how it can be integrated into pre-service teacher courses (Ndabezitha & Gravett, 2024). Initially, her research was conducted outside of a makerspace setting, but she intends to apply her findings in the FUJS makerspace. The aim is to provide PSTs with handson experience in using guided play for educational purposes. The makerspace, with its array of recyclable materials and tinkering tools, offers an ideal setting for implementing these teaching methods. This approach bridges the gap identified in her study and equips future teachers with the practical skills necessary for fostering learning through play in their classrooms. Conclusion The FUJS makerspace is a groundbreaking teaching innovation within the Faculty of Education at UJ. Infusing it in courses exemplifies a forwardthinking approach to initial teacher education. This initiative positions the Faculty of Education as a leader in educational innovation and prepares PSTs to meet the challenges of teaching in the future effectively. The makerspace is a testament to the faculty’s commitment to revolutionising teacher Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 8
INNOVATING ACADEMIC SUPPORT: THE SUCCESS OF THE ACCELERATED ACADEMIC MENTORSHIP PROGRAMME By Bothma, R Ms R Bothma is an Administrative Assistant in the DTE at UJ Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 9
The Accelerated Academic Mentorship Programme (AAMP) is designed to provide mentorship, support, development opportunities and focused advice to a nominated group of permanent academic staff, thereby creating an enabling environment for these candidates to advance their academic career trajectories by forging national and international connections and cultivating their research and leadership abilities. The nominated group is divided into three levels. Level 1: Academic staff working towards a doctoral degree, Level 2: Academic staff with a doctorate who are seeking promotion to Senior Lecturer or Associate Professor, Level 3: Academic staff seeking promotion from Associate Professor to full Professorship. AAMP supports its participants by providing financial assistance for teaching relief, attending local and international conferences, helping with publishing their work and fostering international partnerships. Financial support has been provided to over 100 participants across the three levels. AAMP also hosts online workshops offering guidance and support on different topics such as research, promotion, supervision, improved teaching methods and the academic journey. These workshops are an excellent platform for academics to gain wisdom and understanding from highly experienced academics who can assist in advising academics in their teaching and c areer progression. Some participant feedback from AAMP workshops: “It was a wonderful and powerful session with an inspiring life story shared by the presenter. Her vulnerability about her journey as an academic, navigating the challenges of the different aspects of a woman’s life, created a safe space for us and made her relatable. It created a sense of community, with the female participants feeling that they are not alone in their various internal struggles and external trials.” “The speaker was exceptional, very patient and explained things very clearly. She explained the basic and more complicated aspects of grant proposal writing. One doesn’t feel intimidated to ask questions at all.” AAMP also provides writing retreats to assist academics, providing mentorship and support in developing their academic writing. The retreat offers a safe space with guidance from experts in the presence of academic peers who provide constructive feedback and constructive criticism. In this way, academics are supported to move past writing hurdles and produce quality research outputs. AAMP also provides writing retreats to assist academics, providing mentorship and support in developing their academic writing. The retreat offers a safe space with guidance from experts in the presence of academic peers who provide constructive feedback and constructive criticism. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 10
As we look to the future, AAMP is poised to play an even more crucial role in shaping the next generation of academic leaders. Some participant feedback from the writing retreats: What I valued most was the active learning through writing activities. This makes the learning more engaging, which sticks with you, compared to just listening to a presentation. Secondly, the engagement with and criticism from group members brings different insights and new perspectives, making the learning experience more holistic. AAMP is a testament to our university’s commitment to innovation in teaching and learning. By providing targeted support across three academic levels, AAMP has created an enabling environment for hundreds of participants to date, fostering their research, teaching, and leadership growth. The programme’s multifaceted approach - combining financial support, workshops, and writing retreats - has proven invaluable to nurturing academic talent. Participants consistently report increased confidence, improved writing skills, and a stronger sense of community within academia. These outcomes align perfectly with the university’s mission to be at the forefront of changing the educational landscape. As we look to the future, AAMP is poised to play an even more crucial role in shaping the next generation of academic leaders. Plans are underway to expand the programme’s reach, incorporating more diverse mentorship opportunities and exploring innovative ways to support academics in an ever-evolving higher education environment. The success of AAMP underscores the importance of investing in our academic staff at all stages of their careers. It is a model for other institutions seeking to enhance their educational development programmes. We encourage all eligible academics to seize the opportunities AAMP offers and contribute to this thriving community of scholars. By continuing to innovate and adapt, AAMP will remain a cornerstone of the university’s commitment to excellence in teaching, research, and academic leadership. Together, we are not just adapting to the changing educational landscape – we are actively shaping it. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 11
INNOVATIVE TEACHING IN PRACTICAL KITCHENS AT THE SCHOOL OF TOURISM AND HOSPITALITY By Daniels, T, Masina, M & Mangwanatala, T Dr Tracy Daniels is the Academic Head in the Department of Hospitality, CBE at UJ. Mr Mxolisi Masina is a lecturer in the School of Tourism and Hospitality, CBE, at UJ. Mr Theo Mangwanatala is a Chef in the School of Tourism and Hospitality, CBE at UJ. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 12
These practical lessons are rooted in Kolb’s (1984) experiential learning model, which encompasses a complete learning cycle involving four stages: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. This model spans two dimensions: the nature of the experience (ranging from abstract to concrete) and the transformation of experience (progressing from reflective observation to active experimentation). The primary purpose of this experiential learning is for the students to gain concrete and authentic experiences in an environment simulating the real world so that they may internalise their learned experiences through reflection, develop a deeper theoretical understanding and use this to inform their actions (Nyanjom, Goh & Yang, 2023). This ‘learning by doing’ (Lin, Kim, Qiu & Ren, 2017) encourages active engagement. It promotes the employability of graduates while at the same time creating opportunities for lecturers to address issues of decolonising the curriculum by teaching students to understand indigenous cooking methods and develop their kitchen vocabulary. Du Plessis (2021) highlights the importance of decolonising the curriculum in the South African context so that the experiences and knowledge of formerly colonised can be placed at the forefront, with their traditions shaping and informing practice in education. This challenges issues of social injustice and creates space for previously silenced voices to be heard (Luckett, 2016). In the kitchen environment, lecturers can implement culturally responsive teaching (CRT), identifying students’ cultural needs, familiarising themselves with the sociocultural contexts of their students and integrating student cultural values and beliefs into the curriculum (De Jager, 2019; Hernandez, Morales & Shroyer, 2013). CRT also allows for the inclusion of different perspectives, cultural validation, and challenging dominant Western narratives, all crucial to decolonising the curriculum and the classroom. From the first year of study, the scaffolding approach is implemented in the kitchens by determining what students already know. This is then aligned with the module learning outcomes so that appropriate teaching and learning strategies can be applied, lessons implemented, student progress monitored, and relevant feedback provided (Margolis, 2020). Using the scaffolding approach, first-year students are introduced to basic culinary skills and techniques within the context of indigenous cooking. Students are guided to build on their skills and knowledge of the kitchen environment and their understanding of kitchen processes. Students need to understand French and other European culinary skills to succeed in the food and beverage industry in South Africa and abroad. Students are taught French knife skills, focusing on various meat cuts and their dimensions, and then compare these techniques with South African examples. This approach helps them identify commonalities and connections with Indigenous practices. A further example of this fusion between global culinary practices and African influence is the preparation of traditional desserts such as pannacotta but infusing this with rooibos. The decolonisation of the curriculum at this stage relates to the techniques taught and the movement away from convenience products to the use of locally sourced indigenous ingredients, products, and spices. An example of this is that students are required to make their curry spice blends using ‘C spices’ including cloves, cardamon, cumin, cinnamon, chillies and coriander. Although historically imported, these spices are now a central part of South African and African cuisine, such as a traditional Durban curry. This allows students to tap into their creativity, boosts their kitchen problem-solving skills, stimulates independent thinking and instils an innovative mindset. Further building on the scaffolding approach, in their second year of study, students are given complete control of developing their menus in the kitchen under the guidance and coaching of the chefs. This allows them to learn the basic principles of menu development, writing portfolios and costing. Guest lecturers specialising in Indigenous cooking, local ingredients and traditional cooking methods are invited to work with students during practical classes to bring an industry perspective and boost their confidence. Students must also participate in daily practicals during their second year, transferring their theory into practice. Students are tasked with organising and hosting an event in the Ngeyethu Training Restaurant at the STH using these skills. The Ngeyethu Training Restaurant, which translates as ‘Ours’, is a training facility within the STH which was established to train students to facilitate a smooth transition between the university and the workplace in the African context. Within the restaurant, students can simulate the restaurant experience by interacting with both their peers and reallife guests. Within the School of Tourism and Hospitality (STH) at the University of Johannesburg, students pursuing a Diploma in Food and Beverage Operations are required to participate in practical lessons conducted in teaching kitchens. During these practical lessons, students work in a training kitchen environment alongside lecturers who are trained chefs, allowing them to apply their theoretical knowledge and gain firsthand experience in a professional kitchen setting Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 13
Image 2: These simulations provide students with an authentic restaurant experience, mimicking the real world where they can refine their skills, make mistakes and learn from them in a safe environment, have authentic experiences and receive immediate feedback from lecturers. They can also actively participate in the learning process and fully immerse themselves in their learning. The innovative teaching methods implemented in the training kitchens and restaurants – emphasising curriculum decolonisation, scaffolding of learning, and interactive teaching techniques – have significantly influenced teaching and learning practices in the practical kitchens of the STH. These methods have enhanced teaching and learning by improving student engagement and fostering active learning. Image 3: STH personalise the learning experience, enhance students’ critical thinking and problemsolving skills, and provide opportunities for real-world application. Additionally, they promote greater student collaboration and communication, boost academic performance and motivation, stimulate creativity and innovation, better prepare students for the workplace, and support professional growth for educators in these environments. In the future, the kitchen and training restaurant spaces will continue to be used as living laboratories. The learning environment is transformed into a dynamic and interactive space where innovations can continuously be implemented so that students can engage with their surroundings actively, applying theoretical knowledge to real-life practical situations. As these innovations continue to be implemented, it is envisioned that there will be further growth in these spaces regarding interdisciplinary learning, community collaboration, research and the development of innovative sustainable practices. Image 1: Students and Lecture Chefs in the kitchen Image 2: Ngeyethu Restaurant Set-up Image 3: Plating for Service at the Ngeyethu Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 14
References De Jager, T. (2019). Millennial science student teacher’s views on decolonization and culturally responsive teaching. Journal of Education, 76, 185-201. http://journals.ukzn.ac.za/index.php/joe. Du Plessis, P. (2021). Decolonisation of education in South Africa: Challenges to decolonize the university curriculum. South African Journal of Higher Education, 35(1), 54-69. https://dx.doi.org/10.20853/35-14426. Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8(4), 803–820. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. Lin, P., Y. Kim, H., Qiu, X. & Ren, L. (2017). Experiential Learning in Hospitality Education through a ServiceLearning Project. Journal of Hospitality & Tourism Education, 29 (2): 71–81 Luckett, K. (2016). Curriculum contestation in a post-colonial context: A view from the South. Teaching in Higher Education 21(4), 415-428. Margolis, A. (2020). Zone of Proximal Development, Scaffolding and Teaching Practice. Cultural-Historical Psychology, 16(3), 15-26. https://doi.org/10.17759/chp.2020160303. Nyanjom, J., Goh, E. & Yang, E.C.L. (2023). Integrating authentic assessment tasks in work integrated learning hospitality internships. Journal of Vocational Education & Training, 75(2), 300-332. https://doi.or g/10.1080/13636820.2020.1841821. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 15
MY TIKTOK TEACHER: ACCOUNTING METHODOLOGY STUDENTS’ ENGAGEMENT WITH SOCIAL MEDIA By Dasoo, N Dr Nazreen Dasoo is the Head of Department, Department of Education and Curriculum Studies, Faculty of Education at UJ. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 16
Introduction If there is one positive encounter we could take away from COVID-19, it is that we require more creative approaches to involve students with the module content they are expected to learn. Moreover, we have developed an acute understanding that the characteristics of the 21st-century student (Generation Z and subsequent generations) necessitate a shift in teaching and learning methods from traditional approaches. This, along with the requirement to guarantee student retention and engagement in a module, presented an opportunity to implement stimulating and unconventional teaching methods, one of which was utilising the social media platform known as TikTok. Background TikTok was used as an instructional tool due to its attractiveness as a social media platform for Generation Z (Gen Z) consumers, primarily because of its focus on concise video content. Moreover, this cohort is a heterogeneous group of students born into the digital era, possessing a unique understanding of social and cultural matters and a powerful inclination towards innovation and artistic expression. A technologydependent environment implies the need for changes in the curriculum and demands both social and technological innovation. Students have now become the driving force behind transforming the methods and content of education. Higher education institutions must recognise that students are inherently familiar with digital technology and should view this as a valuable opportunity to continue teaching and learning despite disruptions. Gen Z students can utilise the internet and various devices, such as smartphones, laptops, or tablets, to articulate their thoughts and ideas. This characteristic of a Gen Z student, coupled with the need for student retention and engagement in a module, presents an opportunity to incorporate stimulating and unconventional teaching methods, such as social media (Dasoo, 2022). Social media enables students to quickly, enjoyably, and conveniently acquire essential instructional information. Social media can enhance communication skills, offer instant access to up-to-date information, and establish social networks for educational purposes. Despite its physical limitations, Gikas and Grant (2013) propose that social media offers a valuable e-learning platform for students to collaborate academically, access course materials, and interact with their peers and tutors. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 17
The Investigation and its Findings The primary objective of the investigation was to examine the impact of introducing the social media platform TikTok on students’ knowledge acquisition and creative ability to teach a section of work from the high school Accounting curriculum. My underlying assumption, echoed by other experts, was that social media does not hinder successful teaching methods but supports learner-centred teaching; TikTok was utilised as an educational tool. TikTok is presently experiencing rapid growth worldwide and has amassed a user base of over 1 billion individuals. Most users spend at least one hour on the app every day. Moreover, this platform is often regarded as an attractive social media platform for Gen Z, whose primary demographic falls from 14 to 30. Its main allure is its concise video content, typically 60 seconds. The straightforward and rapidly paced “microlearning” videos, as described by Jaeger (2020), are highly appealing to the current generation of digitally savvy individuals who possess a keen social and cultural awareness and a strong inclination towards creativity. The research inquiry presented in this study was: “What are the students’ experiences producing TikTok videos based on Accounting content?” TikTok is a social media platform that enables users to produce and modify videos ranging from 15 to 60 seconds in length in any desired style (Edwards, 2020; Jaeger, 2020; Su et al., 2020). The platform is commonly used by individuals between 10 and 30 (Tutt, 2021; Roderick, 2020). TikTok is a costless mobile application that allows users to share concise movies on any subject of their choice (Ruiz, 2020; Wang, 2020). Presently, this app is seeing rapid growth, boasting a user base of more than 1 billion, with 800 million users actively engaging with it every month (Mishra, 2020; Tandberg, 2022). Studies show that teenagers and preteens quickly embrace new technology, spending approximately 82 minutes daily using TikTok. This makes it a precious platform for lecturers and teachers to consider (Tutt, 2021). According to Mishra (2020) and Roderick (2020), video has emerged as a popular learning platform among teenagers and pre-teens, indicating its potential as an educational tool. According to Klein (2019), the TikTok video-sharing platform is gaining popularity among preadolescents and adolescents, and a few educators have begun using it in their teaching. The platform is designed to facilitate the creation of music videos, lip-syncing, dancing, and comedy shorts. However, it offers users the flexibility to engage in any desired activity and is user-friendly. (Edwards, 2020; Escamilla-Fajardo et al., 2021) Social media enables students to quickly, enjoyably, and conveniently acquire essential instructional information. Social media can enhance communication skills, offer instant access to up-to-date information, and establish social networks for educational purposes. Students were tasked with selecting a specific topic from the school Accounting Curriculum Assessment Policy Statements (CAPS) documents and producing a TikTok video centred around that topic. The students were given explicit assessment criteria against which their TikTok would be judged. The assessment criteria were based on engaging and innovative design and delivery, the precision of module content, and a narrow time limit of one to three minutes. A further aim of this project was to crowdsource a resource using the TikTok app for future use with learners at school. This research utilised a qualitative design. Information was collected via an online survey completed by 98 Postgraduate Certificate in Education (PGCE) and BEd Accounting methodology students. The students were asked to provide feedback on their experiences while creating TikTok videos and explain their choice of a particular section of Accounting. They also reflected on the technical aspects of using the TikTok app. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 18
An overarching trend observed in the data was the students’ general enthusiasm when creating their TikTok videos. They discovered that it facilitated their creativity and, as a result, was enjoyable or, as they expressed it, “entertaining and captivating”. According to Mishra (2020) and Roderick (2020), students shared comparable opinions in their studies. Most students view TikTok as having a beneficial impact on education and learning. Additionally, they were able to enhance their understanding of the module content. Upon being assigned the responsibility of creating their TikTok videos, students were already inclined to do so due to the inspiration they derived from the TikTok videos generated for the module material. Most individuals commented on TikTok’s capacity to harness their creativity. Klein (2019) argues that TikTok allows learners to express their creativity and provides an enjoyable platform for demonstrating their knowledge. TikTok was believed to integrate students’ learning into 21st-century education and promote the development of technology skills. They discussed their training in using social media as future teachers in technologically advanced classrooms, preparing for the needs of 21st-century students in the future. Tutt (2021) asserts that TikTok can engage and resonate with modern learners, unlike traditional teaching methods. TikTok offered an alternative educational option to conventional methods of teaching and learning. For example, the chance for a hands-on interaction to take place, to stimulate or ignite students, and for the students to revisit and review the taught material. Edwards (2020) concurs with the notion that TikTok allows students to review and revisit the knowledge shared during the learning process by providing the ability to watch videos numerous times. Several learners also experienced initial difficulties when developing their TikTok videos. For example, they commented: “This task seems more challenging than simply reading the module’s content and answering the questions.” However, once they began the task and watched examples of other students’ work, creating and achieving success became effortless. Insufficient data and unpredictable internet connections were frequently stated as causes for students experiencing distress when designing their TikTok videos. In contrast, others had selfdoubt and commented, “I had reservations about acquiring the skills necessary to utilise TikTok to produce video clips.” This was also a consequence of their reluctance to present themselves (self-consciousness) in the video clip they produced. Although not mandatory for the task, some students expressed relief when they could use other imaginative ways of making their videos. Some individuals believed that the technological aspect of TikTok was constraining because it imposed a strict 60-second time constraint for creating video clips. This caused apprehension among students, who perceived this social media platform as a hindrance to effective teaching methods rather than an enabler. Conclusion According to the findings of this experiment, TikTok had a beneficial impact on the teaching and learning process. Integrating social media in Education 4.0 requires reconsidering teaching methods and poses challenges to the current techniques of curriculum creation, delivery, and assessment. According to Chawinga (2017, p. 10), integrating social media into teaching benefits teachers and students by complementing traditional face-to-face instruction. According to Barczyk and Duncan (2011, p. 27), social media tools should be used in the curriculum as a supplementary resource to enhance student engagement and education. This investigation also confirmed earlier investigations that lecturers and students demonstrated the ability to respond effectively during a crisis by employing creative methods to ensure that teaching and learning continued without interruption. Students exhibit enthusiasm for utilising social media as a means of education and are proficient in its practical use. Their engagement with creating their own TikTok videos allowed them to add a valuable resource to their repertoire of teaching strategies. This investigation also confirmed earlier investigations that lecturers and students demonstrated the ability to respond effectively during a crisis by employing creative methods to ensure that teaching and learning continued without interruption. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 19
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