Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A dialogue with Italo Calvino: moulds for a new future - A r...A Global Intercultural Project Experience (GIPE)A TV Cabinet, of CuriositiesAdapting Practice-Based Learning in Transdisciplinary Teams ...Adaptive Design By MakingAfter-Care: A Cross-Cultural Classroom to Practice Empatheti...Analysis of the Impact of Acoustics on Students with Autism ...Are we Producing Teachers for the 4IR Digitized Classroom? -...Being CuriousBelow the Surface, Beyond IntentionBeta Mode: An Interdisciplinary Pedagogical Model for the 21...Can You Share Your Screen? Looking at Students' New Literaci...Children’s Poetry and L2 Studies in Japanese UniversitiesCommunity Engaged Learning: Addressing Real World Problems U...Connecting Environment and Community: Building Students’ C...Constructing Light – An Experimental Pedagogy in Three Env...Constructs of Local KnowledgeContributions of multimodal narratives for the construction ...Creating a Transformative Experience in the First Year of St...Creating Materials for Transformative Language Development i...Creative and Intellectual Resilience: a new agenda for Archi...Creative Parameters: Reimagining Film PracticeCreativity, Uncertainty and Social Responsibility in Educati...Critical Reflection and Painful Pedagogy: Students’ Reflex...Dare to Imagine: Creative Scaffolding for Transformative Tea...DC (in)Context: Connecting the Curriculum to the CityDesign Economies – Connecting the Academy to Creative Indu...Design Education for Sustainable Development through Hands-o...Digital Innovation in The Critical Geographies of EducationDiscovering Quandaries while Instituting [attempting to inst...Distributed Learning in Virtual SpaceDocumentation for Designers: Media-Based Self-Reflection Too...Education in Future Tense. A “Phigital” Experience in th...Embedding live client led engagement in undergraduate study ...Emerging Technology Collaborative Design StudioEnhance Design Undergraduates’ Entrepreneurship, Employabi...Epistemology of Praxis in Creation of ArtworksEstablishing and Evaluating a CSR Focused Corporate Partner ...Establishing Relevance of Traditional Indian Architecture in...Evaluating the Future: Capability and Knowing through Design...Exploring concepts of time in design through movement and re...Exploring Teaching Beliefs on Students’ Learning: a Case S...Flipped Out: Co-Constructing a Community of Inquiry Focus on Transformative Pedagogy: The Architectural Design ...Freedom, Choice, and the Psychology of Design’s Final Year...Future of Industrial Design Education from the student persp...Giving Way and Educational TransformationHuman-mediated Digital Simulations for Education Students: S...Inclusion of Children with Special Educational Needs in the ...Insta-education. Social media channels as an amplifier of th...Is the Music Education Paradigm Changing? Learning Through Freire: Applying Transformative Pedagogy to...Lessons from the Pandemic: the Entanglement of Architectural...Life Narratives as Sites of Architectural Learning and Teach...Making Matters: The Scope of Material Effects in the Transfo...Mismatch: Inclusive Design Strategies through Pedagogy and P...Multilingual Typography Class for Culture ExchangeNature-based Extended Reality LearningNeighbourhood: More Than Human CommunitiesOnline Learning Strategies for Designing A Playscape Perceptual Shift Rule as an Educational ToolProposal Investigating Creative Practices in Teaching Art an...Quick, Ridiculous and Low-Stakes Prototyping as a Spur to Cr...Re-imagined Connectedness: TREC in practiceReconfiguration of Pedagogical Practice: The Effect of Digit...Reimagining educational quality through transformative learn...Rethinking the Art History Curriculum for Art and Design Stu...Revitalization Of Design Education After Pandemic-Driven Shi...Shared Learning AgreementSocial Emotional Learning for Educational Equity: Teacher ca...Something Has Changed: Gauging the contemporary climate of s...Spatial pedagogy for directors of social institutions to und...Stories from the Hybrid StudioStrategies for Enhancing International EAL Students’ Virtu...Strengthening Education for Sustainable Development: A Digit...Students’ Perceptions of Blended Learning in University Ma...Support teams for innovative teaching practices in higher ed...Teaching in a VUCA WorldThe Application of Simulation Technology to Higher Education...The Black Box of Zoom – Transformative Facilitation for M...The Dewey Decimal Project - Meaning Inside the Event. The End of Human Dominance: a Transformative University Semi...The Impact of Virtual Reality on The Design Process: The Cas...The Rebel Tartan Project: Transformative Teaching: Cross Ins...The Syllabus Quiz: A Simple Tool for Familiarizing and Engag...The Thick Timeline as Method for Design-oriented EducationThe Traps of Creativity: The Solution of 3RPlay’s Educatio...The Use of VR in Task-Based Teaching for Mandarin ChineseThe Value of Art in Education, a Space to Perceive. Training Future Architects towards Energy Poverty ChallengesTransformational approaches to the delivery of business ethi...Transformative Learning, Activism and Reflexivity in Educati...Transformative Learning: Developing Community-based Particip...Transformative Teaching Online: an Examination of Online Tea...Transforming Outer/Inner Worlds through Reflexive Inquiry Welcome and Introduction What Does It Mean To Be a Student in a H.E. Setting Post-Pan...What is Hyperflexible Learning? Risks and Benefits in Post-C...What Matters Matters: Methods for Student EngagementWhere to land after the pandemic? Towards an amphibious wate...Working with First Australians
Schedule

Transformative Teaching

Focus on Pedagogy 2022
Are we Producing Teachers for the 4IR Digitized Classroom? - A Case Study of the School of Education at the University of Kwazulu-Natal
O. Arek-Bawa & S. Reddy
9:00 pm - 10:30 pm

Abstract

At the start of the COVID19-induced lockdown, academics in traditional contact institutions like the University of KwaZulu-Natal (UKZN) had to engage digital technologies commensurate with the Fourth Industrial Revolution (4IR) to prepare students for the world of work. Besides facilitating the development of disciplinary expertise, academics, including those in the School of Education (SoE) at UKZN, were expected to engage students with technological and other cross-functional skills needed to succeed as global citizens in a digitized society. Cross-functional skills such as critical thinking, innovative and creative thinking, analysis and problem-solving abilities, and interpersonal skills enable tomorrow’s transformed workforce to create a more cohesive and productive world amid exponential technological advancements. However, the extent to which academics in the SoE are developing teachers with requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills remains largely uncertain. Premised on the theories of connectivism and TPACK, a mixed-method research approach using data from questionnaires distributed to all 130 academics in the SoE will be employed to understand how academics prepare future teachers for the digitized 4IR classrooms. Thereafter, zoom recordings from class observations of six undergraduate courses representing each disciplinary cluster of the SoE will be analysed thematically to assess academics’ online pedagogical practices in developing tomorrow’s teachers. The sampled courses will include discipline-specific content modules and teaching method modules. The outcome of this research will provide valuable insights to academics, especially those in teacher education regarding their pedagogical pursuit, the SoE in their quest to produce teachers fit for the 4IR classroom, and the scholarship of digital transformation in general.

Biography

Dr. Orhe Arek-Bawa – With over fifteen years of experience in corporate Accounting, Dr. Orhe Arek-Bawa is currently a post-doctoral fellow in the School of Education of the University of KwaZulu-Natal. Her research pursuit, which draws from her doctoral studies, dwells in the fields of assessment, cognitive demand, and textbooks within the domain of Accounting education. More recently, her research focus has expanded and now includes Digital Transformation in Higher Education in the light of the 4th industrial revolution; the development, use, and adoption of electronic textbooks; and virtual learning.

Prof. Sarasvathie Reddy is an Associate Professor in the discipline of Higher Education Studies and the Academic Leader of the Education and Development Studies Cluster at the School of Education, University of KwaZulu-Natal. Her research and teaching focus on diversity in higher education, curriculum development and design, doctoral education, academic staff and student development and assessing learning in the higher education context. She has graduated 10 Masters and 4 PhD students to date and has more than 25 peer- reviewed publications. In 2019 she received the UKZN College of Humanities Teaching Excellence Award as well as the School of Education Teaching Excellence Award.