[fusion_builder_container type=”flex” hundred_percent=”no” equal_height_columns=”no” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” parallax_speed=”0.3″ video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” border_style=”solid”][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ background_position=”left top” border_style=”solid” border_position=”all” spacing=”yes” background_repeat=”no-repeat” margin_top=”0px” margin_bottom=”0px” animation_speed=”0.3″ animation_direction=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” center_content=”no” last=”true” hover_type=”none” first=”true” min_height=”” link=”” background_blend_mode=”overlay”][fusion_text hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” animation_direction=”left” animation_speed=”0.3″]

Date: 24 August 2023
Time: 12h00 – 13h00 SAST
Platform: Microsoft Teams

[/fusion_text][fusion_text hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” animation_direction=”left” animation_speed=”0.3″]Have you ever delivered a fantastic learning experience, and still your students gape at you blankly? You are not alone. It happens to the best of lecturers. How can one make sense of why students are not making sense? Dr Hanelie Adendorff discusses legitimation code theory (LCT) as an analytical framework which gives academics entry into the discourse of scholarly teaching, learning and assessment.

Dr Hanelie Adendorff Bionote

Dr Hanelie Adendorff is a Senior Advisor in the Centre for Teaching and Learning at Stellenbosch University. She has a PhD in chemistry but has been working in professional development since 2002. Her career and professional development started with an interest in blended learning, but she has since included work in the areas of assessment, facilitation of collaborative learning, science education and, more recently, the decolonisation of the science curriculum. As a member of the Faculty of Science’s teaching and learning hub, she works with the Vice-Dean (Teaching and Learning) to enhance the status of teaching in the faculty. Since SU’s move to emergency and augmented remote teaching, she has been involved with institutional research on assessment.[/fusion_text][fusion_button link=”https://heltasa.org.za/wp-content/uploads/2023/08/HELTASA-PLP-Webinar-Invitation-24-August.pdf” target=”_blank” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” sticky_display=”normal,sticky” color=”default” linear_angle=”180″ stretch=”default” margin_bottom=”30″ icon_position=”left” icon_divider=”no” animation_direction=”left” animation_speed=”0.3″]DOWNLOAD THE WEBINAR POSTER[/fusion_button][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container]