Education Development Unit (EDU) of the Faculty of Health Sciences (FHS).

Carnegie Three Electrifies Poverty And Human Rights Debate

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Picture of Veronica MitchellWhat a fascinating metaphor Francis Wilson brought to the recent Carnegie 3 conference at UCT. He suggested that we ought all to become social electricians as we harness and bring together our energies towards developing strategies to address poverty and inequality – the theme of the week-long initiative that is the beginning of a three year process. The mix of people, disciplines and organizations enabled opportunities for delegates to make valued connections.
Trevor Manuel’s address at the opening ceremony was pithy. He explained the three “I’s” that impede development: Ideology, Ignorance and Inertia. I felt resonance for my presentation on women’s rights issues where videos showed students’ discussions and debates on hot topics such as Termination of Pregnancy promotion strategies and availability of emergency contraception.
As an educator keen on incorporating technology, my newly learnt skills (from Greg’s Faculty workshop the day before) enabled me to embed the video clips in the PowerPoint slides and to change the initial image.  My favourite slide in which I inserted an open source image is below:
Using the opportunity to market OER, I was able to showcase the Human Rights Key that has now been viewed by over 260 website visitors. It’s rewarding watching the numbers grow – something that is invisible in traditional journal and book publications.
Greg presented early in the conference explaining the affordances of OER to promote equality through education. A slide reused from Ted Hanss captures the concept well. What a pleasure for us all to lift our performance by scaffolding on each other’s work.

Donating Computers In Collaboration With Commercial Partner

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On behalf of the SEDI partners, SANGOCO Western Cape would like thank EDU and On the Ball Computers for assisting in identifying and donating five computers to the SEDI Programme.

SEDI is envisaged to be a cross-cutting programme which focuses and aligns entrepreneurial initiatives, employment creation, education, training, and skills development efforts of all the social partners involved, and bring them within reach of unemployed and underemployed young people in the Western Cape.

Only through support from other social partners will SEDI have the ability to be innovative, generate investment, support skills development, stimulate economic growth, grow revenue and create jobs by strengthening the learning-work continuum - in a way which is inclusive of all communities within the Western Cape - as the spectrum of needs and interests within this process is embedded across communities, institutions and organisations.

We appreciate your contribution and look forward to exploring further possibilities in the future

Yours sincerely




Assessment Workshop, Round Two

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Workshop 21 May 2012: Writing  summative examination questions

New Profile pciture of Lunelle PienaarParticipants explored frame works that could guide the construction of written questions for short or long answers.  In the workshop, participants used the Revised Taxonomy table (Krathwohl, 2002) to practice the application of different types of knowledge and the scaffolding of Levels of cognitive engagement.  This table can guide lecturer in deciding on the pitch of the questions posed.

Workshop 23 May 2012:  The construction and use of assessment criteria

The workshop was opened with a presentation by A/Prof Suellen Shay: Assessing complex performances: Gut-feel or criterion-based?  Participants identified challenges and excitements in the use of assessment criteria. An opportunity to practice the application of assessment criteria was offered in the workshop. From the discussion, the challenge of inter-rater reliability emerged.

Assessment of Group work 25 May 2012: Group assessment

Participants identified challenges and excitements in assessing group work. The practical application was to design a set of assessment criteria for a specific group task. The complexity of designing assessment criteria became evident as did the importance of discussing and clarifying assessment criteria between various markers and students. The importance of separating aspects of task and process was highlighted and strategies for managing this were explored. 

The presentations are available [Assessing complex performances:Gut-feel or criterion-based?] [Assessing Groups].

The video recordings (edited) of the workshop are here:

If you have trouble accessing them, contact Lunelle Pienaar

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