Page 158 - Teaching Innovation for the 21st Century

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Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
The example shared above provides practical insights into how this assessment meets the requirements delimited by Boud and Falchikov (2006: 408–410), which they claim illustrates teaching, learning and assessment practices (in italics) that are aligned with life-long learning:
Engages with standards 1. and criteria and problem analysis (the assignment
required students to explore a trending issue in education leadership in relation to 4IR)
Emphasises importance of context (leading education during uncertain times was catalysed by the pandemic, hence the trending issue has direct relevance to 4IR imperatives)
Promotes transparency 5. of knowledge (all tweets were online and are still
Promotes seeking 9. appropriate feedback (the online responses
accessible under the #FutureTrends for all student engagement)
Fosters reflexivity (the
infographic design and
content required a deep
engagement with the 10. Twitter activities and
what was personally meaningful for each student)
Builds learner agency and constructs active learners (the minimum of 50 tweets, 20 retweets, five threads and an untold number of interactions from respondents and experts meant active learning over a period
of time required for the assignment and in the case of this class beyond the module)
Considers risk and
8. confidence of judgement
(students were
putting themselves
as researchers and leaders into an online interactive space. Confidence to interact with others and putting out their thoughts
and findings requires embracing discomfort. Some students directly engaged with Prof Marwala, the vice- chancellor of UJ)
and gallery responses from peers as well as the formal feedback from the teaching team provided appropriate feedback)
Requires portrayal of outcomes for different purposes (the assessment began as a prompt for discovering trending leadership issues for a 4IR world but has ended up being something
that at least 64% of the students in this cohort have embraced as on- going practice. We still observe interaction online on leadership issues and predict that those who continue the practice have found value in the exercise. In addition, AI machine learning has been prompted to enable further engagement by students. They are ‘living’ a 4IR linked experience which could continue indefinitely)
6.
2.
7.
3.
4.
Involves working in association with others (Twitter enabled research through engagement with peers and wider networks of experts, responders, and contributors online)
Involves authentic representations and productions (each infographic was derived from a different body of knowledge stimulated, accessed and further research by individual students. No output
was the same, no engagement was the same providing evidence of access to a larger research database
and resources beyond the usual academic resources)