Workshop+1

=OUT= Refreshments from 09h00 Venue: Cape Peninsula University of Technology, New Library Extension, Seminar Room 1
 * Day 1/workshop 1: 26 February 2014 **

Elective convenors to make brief Pecha kucha (5 mins) presentations on the four electives: 1) ITCs for Teaching and Learning; 2) Work and Learning (incl. Service Learning), 3) Postgraduate Supervision and 4) Academic Leadership. There will be 20 min for Q&A. CW to give brief overview of TALHE (10 mins). || KC
 * **Time** || **Events** || **Facilitators** ||
 * 10h00 – 11h00 || **Introductions, welcome and overview of the PGDip (HE) (T&L)** (10 mins).

VB, JG, AST, NH

CW || (See manual on how to use Google Drive on the TALHE Google Drive Folder!) || RK || __Q&A__ 1. Do you think the flexible curriculum approach as described in the CHE document is appropriate in your institutional context – why/why not? 2. Do you think a flexible curriculum would improve student throughput and success in your context? __Resources__ CHE (2013) //A proposal for undergraduate curriculum reform in South Africa: the case for a flexible curriculum structure.// [] Soudien, C. (2013). Bearding the capability deprivation machine: the pedagogical deal for apartheid young South Africa. //Critical Studies in Teaching and Learning//, 1: 1 [] ||  || __Resources__ Southern African Regional Universities Association (SARUA) (2012) Building higher education scenarios 2525: a strategic agenda for development in SADC. SARUA Leadership Dialogue Series 3 (2) Special issue of //Paradigms// All resources on the TALHE Google Drive – Workshop 1 Folder). || CW || Reflect on the presentation by Professor Ian Scott, from the perspective of your own higher education context, and the needs of your own students. Use the scenario building approach to predict what a course or a different way of doing things in your institution might look like. Upload this brief reflection onto your Google Drive Group folder in order for the facilitators (and others!) to give feedback. //An alternative task – could be to discuss the MIT ‘Strategic Teaching’ approach, and explore some of their tools…// ||  || Your Homework task could feed into the (part) teaching portfolio/conference or journal paper (i.e., Assignment 2). = =
 * 11h00-11h30 || **A brief introduction to Google Drive**
 * 11h30-12h00 || Refreshment break (at Fundani – up one flight of stairs) ||  ||
 * 12h00 – 13h00 || **Guest Presentation: Professor Ian Scott: ‘Higher Education is failing our students’**
 * 13h00 || LUNCH ||  ||
 * 14h00 – 14h30 || **An introduction to scenario planning**
 * 14h30 – 15h30 || Group work (could be continued as a homework task)
 * Note **
 * || [[file:Teaching and Learning with Technologies 0.2.pptx]]

media type="youtube" key="ZokqjjIy77Y" height="315" width="560"

media type="youtube" key="6AWYIit1uNk" height="315" width="560" || DG ||

Biggs, J. (1999) What the student does: teaching for enhanced learning. //Higher Education Research & Development,// 18(1): 57 – 75. Available: [|www.tcd/vpcao/academic-development/assets/pdf/Biggs_1999_Teaching_for_enhanced_learning.pdf] (Accessed 22 June 2011)

Paulsen, D. R. & Faust, J. L. (n.d) Active learning for the college classroom. Available: [] (accessed 16 November 2009)