INDUCTION FOR PART TIME LECTURERS (4)

OUTCOMES-BASED EDUCATION AND TRAINING: OUR APPROACH TO CURRICULUM PLANNING AND DEVELOPMENT

Please note that the curriculation process is dealt with in detail in an additional unit further on in this induction document. This is only the introduction part of the first theme to familiarise the reader with what is still to come.

Embedded within our OBET approach is the notion of learning centeredness.

Learner- and learning-centeredness

As implied with an outcomes-based education and training approach, CUT follows a learner-centered learning approach. The dimension of learner-centeredness has been defined as emphasising the importance of learners' active participation in their learning: building on previous learning in developing new skills and understandings: fostering the desire and skills to continue learning: and taking responsibility for self-directed learning. Learner-centeredness also implies that approaches to curriculum design and delivery will be informed by learners' learning needs rather than the convenience and preferences of academics.

CUT follows an Outcomes-based education and training (OBET) approach in the development of all teaching and learning endeavours. At CUT a learner-centred approach is at the heart of OBET. Therefore curriculum development at CUT has become a design-down process, starting with exit level outcomes, which are often determined by the future-driven demands of a rapidly changing technological world. CUT views the following aspects as very important in its teaching and learning processes:

• Active learners.
• Assessment on an ongoing basis.
• Critical thinking; reasoning.
• Reflection and action.
• An integration of knowledge.
• Learning relevant and connected to real-life situations.
• Learning-centeredness.
• The lecturer as a facilitator.
• Group work and teamwork.
• Open learning programmes allowing lecturers to be innovative and creative in designing programmes.
• Learners responsible for their learning.
• Emphasis on what the learner becomes and understands.
• Flexible time-frames allowing learners to work at their own pace.
• Comment and input from the wider community.


In OBET the role of the lecturer changed to learning facilitator and instrument of change to promote the professional implementation of the learning process. The lecturer has the role of identifying the learning need, planning an experience to meet that need, assisting the learner to comprehend and learn from experience, and to work in collaboration with the learners to assess the learning that has been achieved. It can be deducted that a distinctive difference exists between the role of the facilitator and that of the lecturer. It is also evident that the facilitator is within a learner-centred approach where the emphasis is on learning rather than teaching.

Developing key skills

The acquisition, development, and use of key skills should become explicit components of all learning programmes. Key skills serve two goals: the advancement of intellectual qualities; and helping to ensure successful learner entry into employment. On the other hand, academic staff will be concerned to enhance effective learning, while learners will wish to develop their ‘marketability’. There are thus both internal and external reasons for the development of an explicit skills strategy. Much of the current emphasis seems driven by employers’ needs and the contribution that graduates should be able to make to the wider community while at the same time, the encouragement of skills development will also help to achieve an approach focusing on the promotion of learners’ learning.

4 CUT graduate attributes

In all its academic offerings CUT wishes to develop the following graduates within our students.

“SAQA critical outcomes”

• Organise and manage oneself and one’s activities responsibly and effectively;
• Collect, analyse, organise and critically evaluate information;
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation;
• Use science and technology effectively and critically, showing responsibility towards the environment and the health of others; and
• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

CUT graduate qualities:

• operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice;
• is prepared for lifelong learning in pursuit of personal development for excellence in professional practice;
• is an effective problem solver, capable of applying logical, critical and creative thinking to a range of problems, and is capable of conducting research;
• can work both autonomously and collaboratively as a professional;
• is committed to ethical action and social responsibility as a professional and a citizen;
• communicates effectively in professional practice and as a member of the community;
• demonstrates international perspectives as a professional and as a citizen;
• demonstrates competence in the application of computational quantitative skills;
• possesses a developed awareness of the dynamics of a culturally diverse society and an understanding and appreciation of cultures other than his/her own; and
• Is prepared to work as a team member in co-operatively identifying problems and solutions in the learning environment, the community and the workplace.

Faculties will develop plans to ensure that the CUT graduate attributes can be demonstrably taught and assessed within each of their award courses. It is to be expected that many courses will also have discipline-specific graduate attributes that will be defined within their course objectives. We will ensure that a CUT context can be brought to bear on those specific requirements.

5. METHODS OF TEACHING AND LEARNING

One of the most important modes of teaching has been, and will continue to be, face-to-face teaching, especially in the first year. Face-to-face teaching will therefore continue as the prime mode of teaching throughout CUT. The choice of teaching will continue to be based on the convergence between the programmer’s outcomes and the learners’ needs. The different programme types offered by CUT are delivered by a number of teaching and learning methods, such as conventional methods (e.g. face-to-face); e-learning based methods; problem-based learning; distance learning; etc. or by a mix of these.

E-learning

In the context of CUT e-learning technologies are used to enhance the process of learning and are therefore integrated in the mainstream curriculum and supplementary to it. It is thus not an aim in itself, but a vehicle that is used to create a learning centered environment at CUT. E-learning at CUT should thus not be viewed as a replacement of staff or conventional learning and teaching methods, such as face-to-face methods as this is expected to continue.

We must also expect more changes in the use of technology to support learning and teaching, as new technologies emerge and as yet unexpected opportunities to enhance learning by the use of technology become apparent. CUT will be well positioned to make rational, well informed strategic decisions to adopt or reject new technologies related to learning and teaching.

The desirable outcomes of technologically supported learning can only be achieved if the staff of the university are supported and rewarded for participating in the introduction and establishment of best practice innovation in ICT-supported learning. We will support and offer appropriate professional development for staff in technology supported learning and we will develop appropriate recognition and rewards for staff who engage in innovations in the development or implementation of technology supported learning.

It is probable that in the short to medium term, applications of the Internet will dominate IT-based educational technology. These applications may well cause substantial changes in patterns of learner work and in relationships among and between staff and learners. For example, learners are likely to access teaching materials and academic papers directly via the Internet, to communicate with one another and with staff via e-mail and, in time, to use desktop videoconferencing for tutorial activities. In addition, IT skills among learners and staff must continue to be actively developed. Academic development and IT skills programme must continually take into account changes in technology and the methods of its use.

Problem-based learning

The aim of problem-based learning is to stimulate active learning which it is believed leads to deep learning more likely to be retained by learners. In problem-based learning, ownership of the learning process rests with the learners rather than the staff, staff being used only as facilitators and not lecturers in the group-based sessions. Learners, for example, agree among themselves who will chair sessions, who is the scribe, etc., and are given approximately one hour to consider a scenario-based problem. These scenarios can be presented to them in written form, by video, etc., and learners are required to discuss the medical terminology used, the underpinning knowledge they require to make a full assessment of the scenario, etc.

Learners are encouraged to brainstorm their ideas, and to share their own experience with other learners in order to help the group create its learning goals. The group is required to discuss the issues involved in the case study presented, requiring them to take an inter-disciplinary approach covering, for example, the structure of blood, the bleeding process, the molecular biology of the healing process, etc. The group will develop its learning goals and discuss how these can be achieved. The group will also discuss how it is proceeding, and how well the chair, scribe, etc., are performing. The facilitator is present to help guide progress, and to explain why any diversions from the ‘correct’ path are inappropriate; however he or she is not present to act as a lecturer in the traditional sense. Following this initial hour discussing the problem, learners are given two or three days to undertake their own learning based on the goals identified by the group. They have access to the Internet, to the Library, to other learning resources, peers and other identified resources and are suppose to present their findings in class or in other forms.

Work-based and experiential learning

Work placements share a duality of purpose : first, they can complement the delivery of key skills within degree programmes and help develop skills not easily promoted within degree courses while at the same time enhancing learner interest in coursework; and second, they can have an important place in helping learners to obtain employment after graduation. The National government stresses the potential value of work experience within higher education for learners ‘who are not undertaking a vocational degree... in promoting enterprise, innovation, self-motivation and job creation’. The promotion of work placements may also bring added benefits for CUT itself in strengthening links with employers and helping strengthen the perception that learners are highly ‘marketable’. Work-based learning is learning attained during periods of employment which forms part of a course or programme.

Experiential learning, on the other hand, is learning which has already taken place in a learner’s employment or in a voluntary situation prior to entry to a course or programme. In both cases the learning should be such that it can be assessed and given credit in recognition of the achievement of some or all of the learning objectives of a particular course or programme. Work-based learning can include significant work-based projects/placements integrated into courses or programmes and can involve work in a voluntary capacity rather than paid employment.

CUT is aware that different ‘models’ of placements exist, reflecting a variety of academic and vocational goals. Work placements can be a compulsory part of a programme; a recognised and named option of equal weight within a traditional programme; optional but credit-bearing; and voluntary ‘add on’ (that is, not credit-bearing). Considerable numbers of work placements are already offered across degree programmes. The following aspects regarding work based learning are important to ensure that CUT learners gain the maximum advantage: finding placement opportunities and clarifying mutual expectations with learners and employers; screening and placing applicants; providing learners with prior training; on-placement ‘mentoring’; and promoting learner reflection and personal assessment (and if appropriate, providing summative assessment).

Resource-based learning

Resource-based learning (RBL) is a flexible learner-centred approach to education, seeking to increase access to educational opportunities by removing all unnecessary barriers to learning. This involves using the full spectrum of available resources to ensure quality and cost-effectiveness in meeting diverse educational needs. Traditionally, the responsibility of learning has been with the lecturer, but a much more fruitful approach in RBL places the responsibility on both the lecturer and the learner. The task of the lecturer can now be regarded as that of planner, evaluator and change agent.


6. Service learning

At CUT service learning is viewed as a teaching approach that provides the institution with the obligation to prepare good citizens. It is regarded as an effective strategy for enhancing learning, improving the quality of our learners’ experiences, and to increase our visibility and responsiveness to the local community. CUT endorses the attributes service learning promotes – e.g. The development of cognitive complexity, citizenship skills, social responsibility and active learning while responding to pressing issues and needs in the community.

In its service learning modules the following elements are endorsed:

• The service activity must be connected to classroom learning and theory.
• Learners should learn and develop through active participation in thoughtfully organised service learning experiences that is conducted in and meets the needs of the community and should be co-ordinated between the communities and CUT.
• The learning experience should include structures time for the learners and community participants to reflect on and analyse the service experience.

In addition, lecturers who plan to teach service learning courses by integrating it into the design of academic programmes need to contemplate the following questions:

• How can service learning be integrated into the programme and used to enhance understanding of that particular discipline? It is important to think about the service component of any class not as an add-on requirement, but as integral to the teaching of subject content and achieving subject/programme objectives.
• How will the programme be structured to integrate theory and practice?
• What strategies will be used to help learners relate the service experience to the academic subject and focus on the course?
• How will learners engage with the community and identify appropriate sites?
• How will learner experiences in the community be monitored?
• What are the goals for learning outcomes in the service learning class?
• What are the goals for community outcomes?

CUT acknowledges its responsibility to orientate learners to the community partners.


7. ASSESSMENT

A number of principles for assessment inform assessment methods and procedures within CUT. The following appear to be primary:

• assessment, in the context of CUT is an academic judgement of a learner’s learning outcomes in respect of a specific course and a specific programme in which the learner is engaged;
• from the learner’s perspective assessment has a primary purpose - to make a direct, positive and appreciable contribution to the formation or attainment of learning outcomes (a formative purpose) - and a secondary purpose - to effect a summary judgement of the standard of achievement of these learning outcomes (a summative purpose) and so validate the making of an award to the learner;
• from CUT perspective summative assessment has a primary purpose - to uphold and enforce the academic standards of the courses and programmes to which the assessment relates - and a secondary purpose - to help indicate the extent of attainment of institutional teaching aims;
• assessment should systematically (e.g. by means of continuous assessment) elicit appropriate evidence from which a learner’s learning may be inferred, for impartial comparison against the learning objectives of the course or programme in which the learner is engaged;
• assessment should be conducted in relation to clearly stated and meaningful learning outcomes which is appropriate for the level on which the qualification is pegged;
• the assessment scheme of every course should include some exclusively formative elements in addition to the continuous and summative elements required for the qualification;
• the assessment scheme of every course should include a variety of methods of assessment;
• an assessment scheme should allow learners adequate learning time;
• the assessment process should involve reasonable arrangements to confirm learners’ individual ownership of the work being assessed, without hindering the use, where appropriate, of group assessment methods.

Whatever teaching model is used, assessment is a process of collecting information about learner learning. It is also important to recognise it as a communication process and it is crucial that lecturers and learners share ideas, interpretations and information about subjects and courses. No single assessment indicator provides the information necessary to make an informed judgement about the skills, knowledge and attitudes learners develop as they learn.

Additional assessment strategies may include:

• reflecting learning logs related to both academic and practical context;
• criterion-referenced peer presentations;
• peer assessment;
• project work;
• reports on research and practical work; and
• Self assessment.

CUT has a commitment to maintaining high academic standards sustained by quality learning and teaching. In order to be assured that we are achieving these commitments, it is vital that we have assessment processes that are reliable, appropriate, valid and practical. Approaches to assessment must aspire to measure the learning outcomes that units and courses expound.


8. QUALITY ASSURANCE AND ENHANCEMENT OF OUTCOMES

The part time lecturer must always subconciously be aware of the fact that the Higher Education Quality Committee (HEQC) expects Higher Education Institutions (HEIS) to build in their own quality assurance meganisms into their academic infrastructures.

CUT reaffirms its ongoing commitment to quality learning and teaching. We will further develop our strategies to systematically improve the quality of learning and teaching. This outcome will be attained by identifying and implementing measures of quality and performance in order to facilitate the quality process). We will also further develop robust, reliable and valid instruments for assessing high quality teaching and learning.

The adoption of appropriate performance indicators and benchmarks will become an increasingly important part of learning and teaching. Developing ways of using that information to inform the necessary feedback process required for quality improvement will be a major priority. We will also provide support and rewards to our staff to encourage an improvement in learning and teaching, and at the university level, we will share the information about successes and good practice across the institution.

The strategies and actions are identified in the Academic Plan of the CUT (please refer to Appendix A: Academic Plan of the Cut or consult www.cut.ac.za ) Some of the strategies may be revised from time to time, however, some of the outcomes of the plan will be ongoing activities. The University Education Committee will have a central role in the coordination and monitoring of the implementation of the Plan. Faculties will be expected to include strategies in their own operational plans that will allow them to achieve the relevant objectives from the Learning and Teaching Plan. (Cf. www.cut.ac.za).


9. ACADEMIC STAFF DEVELOPMENT

Educational literature in the last decade has built a convincing argument about the role of professional development in promoting teaching quality and increasing learner achievement. Simply put: What lecturers know and do impacts what their learners know and do. Deeper content knowledge, more content-specific instructional strategies, and greater understanding about how learners learn enable lecturers to meet group- and individual learner needs.

Staff training and development alone will not produce results. To produce greater results for learners, professional learning must be embedded into a system of comprehensive reform. Such reform must include rigorous standards, assessment programmes that inform teaching and measure learner progress toward standards, policies that recognise the importance of and provide support for quality teaching, and leadership that advocates for high quality professional learning.

However, curriculum changes, assessment programmes, policies and leadership are still insufficient in the classroom, if not accompanied by professional academic staff training and development initiatives. Thus, by ignoring ways to assist lecturing staff develop their skills and knowledge, ignores the critical link between learner performance and teaching; not surprisingly, studies show that learners with better lecturers learn more.

Staff development helps prepare academics for the complexities of educating a new generation with the advanced skills and knowledge they will need for the unknown future. It helps academic staff enhance their knowledge of content so they are better able to answer learners questions, enliven class presentations, and help learners solve problems. It expands lecturers’ repertoire of facilitation skills, to determine the best method to match an individual’s specific learning needs. The most effective way, therefore, to improve the achievement of learners is to improve the quality of facilitation/teaching. No effort to improve the quality of education for all learners, especially for the most disadvantaged, can succeed unless it changes the way in which lecturers facilitate/teach and learners learn. Improving academic staff training and development requires empowering lecturers to develop new models for integrating learning into all aspects of the school. Effective academic staff development at the CUT should thus be:

• Results-driven and job-embedded.
• Focused on helping lecturers become deeply immersed inter alia in subject matter, modes of facilitation/teaching, modes of assessment and curriculum development.
• Curriculum-centred and standards-based.
• Sustained, rigorous and cumulative.

The Management of CUT believe that their staffs are their most valuable resource. Their commitments to develop themselves are fundamental to the successful achievement of the CUT’s current and future goals. Academic staff development is a crucial element of the CUT’s strategic planning in the areas of teaching, research, community service, administration and management. They also contribute to the enhancement of quality. Staff training and development is viewed as having three major foci:

• to enable CUT to improve its institutional performance;
• to enable academic staff to make an effective contribution to the achievement of faculty/school/departments goals; and
• To enable all academic staff to achieve, where possible, individual work and career goals.

CUT management acknowledges that it has a management responsibility to encourage and support personal training and development and regards it as an investment both in its future and that of its individual academic staff members.

Purpose of academic staff development

The Teaching and Learning Development Plan (TLP) will provide a focused response to the implementation of a learning-centred approach to education at the CUT. The TLP will be a practical plan that will guide faculty managers, academic staff and other organisational units, with responsibility for promoting quality in teaching and learning in their work plans to ensure that the CUT achieves its long term strategic goals. The principles and values that support the TLP are as follows:

• Clear training and developmental goals and objectives which are commonly understood and accepted by academic staff.
• Ensuring that the teaching and learning environment values cultural diversity fosters mutual respect and is responsive to diverse needs.
• Giving high priority in the integration of new multimedia and related educational technologies in training and development initiatives.
• Provide high quality professional training and development and support to assist academic staff to improve the quality of their teaching/facilitation.