1 UNISA Science Foundation Courses Hentie Wilson ICLD, Unisa NADEOSA conference presentation 24 Aug 2006

2 Model Lecturers (16+) Tutor ( ) Peer-group learning facilitator (41) Literacy skills facilitators (14+)

3 Elements included in the model Critical cross-field outcomes Criteria for core subjects & subjects Role players Technology interventions Planned kinds of knowledge

4 Core subjects MODULE CODE MODULE MODULE CODE MODULE COS111-U Computer Science I: Introduction to programming ASA102-MAgriculture I: Animal nutrition CHE101-NChemistry I: General chemistry AAME101-5 Agriculture I: Production economics & financial management PHY104-9Physics I: Modern physicsPAH131-S Animal health I: Anatomy and physiology MAT111-NMathematics I: Precalculus BPSO141-Q Nature Conservation I: Plant studies MAT110-MMathematics I: Precalculus A (Bridging)ANS101-T Nature Conservation I: Animal studies MAT181-Q= WIM131-U Mathematics I: Mathematics for miningHBB121-R Nature Conservation I: Resource management GGH101-QGeography I: Know your world FDEBE3-G= BLG111-H Biology I: Basic biology: Animal and Plant MED161-Q Engineering I: Mechanical engineering drawing ZOL121-QZoology I: Animal diversity

5 Technologies Printed materials  tutorial letters, study guides, textbooks, journals, written assignments Presentations  Presentation software (i.e. Microsoft Presentations) Online web sites  Automated course web sites Wiki’s; Discussion forums; Online assessment management with uploading and MCQ answering sheet Videoconferencing  Via telephone ISDN, 3G cellphones, satellite. Satellite TV  Via dedicated satellite links and venues shared with television network of the University of Stellenbosch.

6 Technologies … Video or audio discs  Althought tapes are still used, the move is towards various disc formats. These could also be delivered via the web.  Case studies, examples and introductions. Cellphones  SMS, 3G videos, visual calls (videoconferencing) Computers with course-required software  Examples of software are database (Access), wordprocessing (Word), calculators, and programming (C++) in Computer Science.  Automated course ; Personalised Active learning laboratories  Equipment with small-group inquiry and discussion

7 Kinds of knowledge 1. Foundational 2. Application3. Experiencial 4. Reflexive Theory Practical Subjective Objective

8 RESULTS: Successes & limitations Management  Enrol students online, , print  Hand in assignments and track marks online  Accept and pay tutors via e-commerce  Accept and enrol students for PCL and SMS, (limited) Design  Course Workshops,  Tutoring workshops,

9 Development  Model & systems workshops, , listserv (not used), tele-conference, videoconfernce  Lecturer diagnostic test workshops, , listserv, tele-conference, videoconfernce  Tutor CPL/training workshops, , video examples, tele-conference, videoconfernce

10 Delivery  Course administration: Lecturer SMS/3G video/online intro, welcome, motivation (pending) Online course letters and study guides ALL SMS extension of assignment closing dates & system problems  Teaching: Tutor SMS/3G video/online intro, welcome, motivation (pending) Videos in Zoology practical preparation (pending) TV sessions in Agriculture VC examination preparation discussions (all, pending) Wiki’s for sharing & CoP (not done) Distributed laboratories & kits

11  Tutoring: Workshops (some cancelled - no attendance) SMS reminders of or notices regarding classes in all courses; Discussion forum in all courses TV sessions to build relationships and support conceptual understanding in Agriculture Tutor manual for generic tutoring skills to all tutors Good tutoring training examples on video to all tutors (in process) Assessment questions online or discs from publisher (Chemistry, Physics)  Building literacy skills: Workshops (selected students) SMS reminders of classes; Literacy computer programmes eg. Reading speed, Memory techniques Skill building games eg. Hangman, Word puzzles Student portfolios demonstrating skills (not done)  Peer-groups: 20 training workshops (selected students) SMS reminders of classes; Student portfolios demonstrating skills (not done)

12 Miracle  “Technology plays a key role in driving innovation and supporting all aspects in foundational provision in distance education” Myth “Technology cannot play any role in foundational skills or academic development, only people”

13 Myths  Technology is a fad and only people play a role Miracles –  Using technologies not considered before in a sustainable, theory-grounded, planned, quality-assured, cost-effective, institutionally integrated manner.

14 Myth:  Distance education cannot make a difference in academic development as the numbers are too big Miracle:  DE systems can support AD interventions  (extent and successes not yet measurable)

15 Recommendations Extend the technology use by collaborative dreaming big and empowering people Extend the research on results Extend mould-breaking research with additional funding and external partners