1. July 2015 Nadeosa, DUT, Durban Presented by Tony Mays (Saide) Slides by Christina Randell (NBA) Supporting tutors of the deaf

2. Why the HCE Programme? Alternative access pathway to enter accredited diploma and degree courses in teacher education. Improve current practices in working with the Deaf. Acquire Open Distance and eLearning skills (ODeL), higher education language and learning skills, information management skills and basic teaching skills to support ongoing professional development.

3. Intended Target Group HCE is primarily intended to offer Deaf persons an opportunity to enter the field of education and training. Teaching assistants NID students (NQF 4) People working with the Deaf and persons with hearing loss. Professional development for existing teachers in Schools for the Deaf.

4. What will students learn?

5. The supported e-learning environment in the HCE Programme

6. How will students learn? 1.Students get access to HCE Learning Pathway and Materials on the LMS on completion of registration. 2.Students attend a 1-week orientation to the Programme. 3.The bulk of the teaching and learning interaction is electronically mediated. The LMS platform allows for: Access to digital copies of the learning resources, Learning activities which students upload to the LMS Feedback on learning activities to consolidate learning. Email and Skype communication with the facilitator and fellow students, Asynchronous discussion forums, Submission and return of assessment tasks. 4.Students participate in fortnightly contact sessions at the main or any of the satellite student support centres. Well trained facilitators create a stimulating and supportive learning experience for students. Specific discussion topics are included in contact session agendas. 1.Students carry out teaching practice activities in designated schools. They receive support for teaching practice activities from the appointed school mentor.

7. The HCE design principles support learning that is: experiential reflective self-directed and collaborative. Learning from experience is a natural process in which we learn by doing. The focus in experiential learning is on individuals finding out things first-hand, reflecting on what they are discovering, and in the process building their knowledge base.

8. Teaching practice activities and the e-Portfolio An ePortfolio is completed over all four teaching practice tasks. It is a visual tool to illustrate the students’ professional and personal growth in the programme. It enhances the students reflective competence as an emerging professional teacher. Assessment Task 2.1 Assessment Task 2.2 Assessment Task 2.3 Assessment Task 2.4 Module 2 Summative Assessment Task Review of e-Portfolio of teaching evidence: self assessment + peer assessment + facilitator assessment.

9. Role of facilitators Facilitators facilitate a 5-day programme orientation workshop. Facilitators provide online and offline support to students.

10. Role of facilitators Facilitators provide helpful feedback on assessment. Facilitators facilitate 6 contact sessions per module.

11. Find out more … http://www.oerafrica.org/resource/higher- certificate-programme-educators-deaf-and- persons-hearing-loss-curriculum-framework http://www.oerafrica.org/resource/higher- certificate-programme-educators-deaf-and- persons-hearing-loss-curriculum-framework tonym@saide.org.za crandell@global.co.za (after mid October) crandell@global.co.za