Page 24 - Teaching Innovation for the 21st Century

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Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
interest, passion and networking abilities to deal with the challenges lockdown and online teaching presented. We held several meetings during and after the various stages, wrote our own observations in reflective reports and reported on the project at departmental and/ or faculty meetings. We also met with various internal and external stakeholders during and after the project to get their feedback. Some of the feedback includes:
More law students were able to participate as legal advisors to prospective clients via the virtual platforms. With courts going digital, we need to capacitate our students with the necessary skills to use technology effectively and efficiently. The project helped with overcoming spatial barriers and various other constraints that sometimes limit students’ access to valuable Learning-to-be opportunities.
Public Relations students were able to develop interviewing and storytelling skills while demonstrating their own understanding of local communities. They were also able to develop strategic communication knowledge and skills in that they developed strategies that are relevant, solution focused and measurable. They further benefitted from the multi-disciplinary learning which happened within the teams. They were able to develop and further their own networks in their respective groups and in their communities and with different local structures and or leaders.
The AIS students in return acquired communication knowledge and skills from PR students and developed their understanding of various legal requirements such as the application of the POPI Act in IT and business. External partners involved with the project included the Public Relations Institute of Southern Africa (PRISA) and Brand South Africa, providing awareness of national initiatives and organisations that may need the services of skilled AIS students.”
Some aspects to keep in mind when embarking on an innovative project such as this include:
Shared interest and commitment between the various lecturers is essential as this type of project demands additional planning and coordination.
Management on departmental and faculty levels needs to be involved for support of the project.
Student briefs and requirements should be clear, relevant and continuously evaluated.
Support must be available to students in cases where they are uncertain of specific actions in the communities they represent.
Creativity in addressing problems and co-designing solutions between the various students should be encouraged.
External partners need to have a clear understanding as to their role and involvement with the project.
Regular deadlines and milestones need to be included in student communication. The timeframe is an important factor as students need to be given enough time to develop their teams, address the issues, learn from each other and present their work.