The TEL CLC aims to provide a national platform for members to engage in an emergent Community of Practice, drawing on the strengths of its members to facilitate cooperation, collaboration and ongoing development in relation to teaching and learning strategies for integrating technology into curricula in a meaningful way. Key themes for discussion identified thus far include:
- contextually appropriate approaches to blended and online teaching,
- the need to go beyond solutionist approaches to TEL,
- fostering sound pedagogical approaches to T&L through the use of TEL initiatives,
- building capacity for digital teaching amongst lecturers and fostering digital fluency of staff and students,
- TEL initiatives and designs for learning that advance social justice, are ethical and inclusive, and take the decolonisation of knowledge into account,
- local approaches to the Fourth Industrial Revolution (4IR) and whether this is a realistic in our highly unequal society,
- fosters critical and scholarly perspectives and provides opportunities to generate and share case studies and research related to TEL that goes beyond ‘show-and-tell’ formats, and
- takes a theoretical stance and is informed by global and national research.
- This CLC is for lecturers, academic development practitioners, educational technology researchers and professionals (instructional or learning designers, etc.) working in South African higher education who are involved in or interested in TEL.
What you may want to approach the TEL CLC for:
- Professional development opportunities related to the above
- Opportunities for collaborative research and sharing local case studies
- Opportunities for sub-groups within the broader TEL CLC eg. Learning Management System (LMS) user groups, LO & IDs group, etc.
Technology Enhanced Learning (TEL) CLC: Announcement
Please complete this form to join the CLC and inform future activities
Belluigi, D., Czerniewicz, L., Khoo, S., Algers, A., Buckley, LA., Prinsloo, P., Mgqwashu, E., Camps, C., Brink, C., Marx, R., Wissing, G., & Pallitt, N. 2020. “Needs Must”? Critical reflections on the implications of the Covid19 ‘pivot online’ for equity in higher education. Digital Culture and Education. https://www.digitalcultureandeducation.com/reflections-on-covid19/needs-must
Czerniewicz, L.; Agherdien, N.; Badenhorst, J.; Belluigi, D.; Chambers, T.; Chili, M.; de Villiers, M.; Felix, A.; Gachago, D.; Gokhale, C.; Ivala, E.; Kramm, N.; Madiba, M.; Mistri, G.; Mgqwashu, E.; Pallitt, N.; Prinsloo, P.; Solomon, K; Strydom, S.; Swanepoel, M.; Waghid, F. & Wissing, G. 2020. A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00187-4
For further information or to add to the conversation, please reach out to Nomfundo at email@example.com.