CPD


Continuous professional development
  • Design Thinking in Practice, 3-day workshop offered by the UCT d.school, 21-23 of January 2020
  • How to talk with your kids about race and racism, 5-week online course offered by the Kopanya Institute, November 2019.
  • Time to Think Foundation Course, offered by Maryse Barak, 18th and 19th of October 2019,  Cape Town.
  • Design Thinking and Biomimicry Masterclass,  offered by the Cambridge Institute for Sustanaible Leadership, 11th of October 2019, Cape Town
  • HERS-SA Academy, 15th-19th of September 2019, Cape Town
  • Intercultural Supervision (2 days), offered by the University of Stellenbosch, STIAS, August 2018
  • Vicarious trauma and resilience, offered by the Adonis Musati Centre (1 day), August 2018
  • The ethics of learning analytics (1 day), offered by CIET, July 2018
  • Thriving in the workplace in the face of historical woundedness, African Constellations workshop (1 day, May 2018)
  • Creating the Leading Edge – regional management development programme offered by CHEC (7 modules), April - September 2018: Group Dynamics (2 days, March 2018), The State of South African Higher Education (1 day, April 2018), Project Management (3 days, June 2018), completed in 2018.
  • Analytics4Learn (3 days), March 2018
  • Performance Management Leadership Training (3 days), September 2017
  • Analytics4Learn (3 days), April 2017
  • ECP writing retreat organized by Fundani CPUT (3 days), November 2016
  • NRF project writing retreat (5 days), November 2015
  • Participation in EdX MOOC: U.Lab: Transforming Business, Society, and Self, September - October 2015
  • Study visit at MIT focusing on Open Education Resources (3 days), September 2015
  • Design Thinking workshop (1 day), September 2015
  • Sketchnote workshop (2 hours), UCT, August 2015
  • Authentic assessment and evaluation, workshop facilitated by Tom Reeves, CPUT, February 2014
  • Writing retreat organised for RITAL presenters, CPUT (3 days, Feb 2014)
  • Writing retreat as part of the social justice project funded by Prof. Viv Bozalek, UWC (2 days, Nov 2013)
  • The 7Cs of Instructional Design, Heltasa pre-conference workshop facilitated by Grainne Connole (1 day, Nov 2013)
  • Difficult Dialogues, offered by Dr Van Jaarsveldt, UFS, 28 November 2013
  • Writing NRF proposals (1 day, Nov 2013), CPUT
  • Google in Education summit (2 days, Sept 2013), Parklands 
  • Developing 1 minute videos facilitated by MIMA Media (2 days, June 2013), CPUT
  • Communities of Practice – practice and research (1 day, May 2013), facilitated by Lave and Wenger, UCT.
  • Critical pedagogy in Education (1 day, April 2013), workshop facilitated by Prof. Rajendra Chetty, CPUT. 
  • Introducing  the community multimedia toolkit (1 day, March 2013), UCT Business School.
  • Writing for publication workshop (5 days, March 2013), facilitated by Prof Enid Schatz and Prof Rebecca Dingo from the University of University of Missouri, organized by Prof Bozalek from UWC.
  • Writing retreat organized by the ‘Emerging technologies in HE’ NRF project (4 days, October 2012)
  • Critical pedagogy for Education, workshop facilitated by Prof. Rajendra Chetty (2 days, August 2012)
  • Feminist facilitation techniques, workshop organized by UWC (1 day, May 2012)
  • Presentation on the development of social media guidelines (0.5 day, Jan 2012)
  • Virtual world workshop by Prof Denise Wood from UNISA, organized by UWC (3 days, Jan 2012)
  • Digital Storytelling Train-The-Trainer Workshop (4 days, August 2011) facilitated by Andre Daniels from UWC
  • Writing retreat Montfleur (2 days, June 2012)
  • CHEC short course on Citizenship, Social Inclusion and Difference, (Feb-March 2012)
  • SPSS training (2 days, May 2011)
  • Blackboard training (March 2010, 3 days)


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Towards an ethical pratice of digital storytelling in Higher Education

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Lecturers at CPUT have been using digital storytelling (DST) since 2010 across all faculties and many disciplines: for teaching and learning, in community engagement projects but also more and more as a research methodology. In our context we define digital storytelling as the process of creating a (personal) narrative that documents a wide range of culturally and historically embedded lived experiences, by combining voice, sound and images into a short video, developed by non-professionals with non-professional tools within the context of a digital storytelling workshop (Lambert, 2010; Reed & Hill, 2012). 
 Introducing DST at our institution has improved digital literacies and student engagement, provided a space for critical reflection and enhanced multicultural learning and engagement across difference. However, adopting this sometimes emotional and process-oriented practice into an educational context, with its constraints of course objectives, assessment regimes, ti
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The power of (online) communities of practice

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I have just come across this blog post W hat’s next for faculty development?   by Alexandra Mihai and it has strongly resonated with the journey we have gone through over the last few months: from offering webinars and training sessions on using Blackboard and other tools for remote teaching and learning, curating resources and finally creating guidelines / rubrics for lecturers to benchmark their online courses and organising good practice sharing sessions.  Image by Tim Marshall from www.unsplash.com  What caught my attention though is her suggestion around the importance of informal communities of practice to support academics in times of crisis. One of my roles as academic staff developer has been to create networks across the institution of colleagues with a passion for eLearning. We call these our eLearning champions and we have written before about their shared characteristics, what we called an eLearning mindset , very closely related to the design thinking mindset. When lockd
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I follow with huge interest how universities worldwide are moving their teaching and learning online. I am fascinated by how fast they move, how well prepared they seem (at least from afar) and mostly, how uncritical they are about issues of access and social justice when it comes to online learning. Here at in South Africa, and in particular at CPUT, any attempt to introduce online or even blended learning has to be mindful of our learners, often not able to access digital resources from home, or not necessarily digitally literate enough to follow this kind of learning. I see very little critical engagement at the moment from around the world, with the exception of articles such as shared a few days ago on Facebook: Please do a bad job of putting your courses online , by Rebecca Barett-Fox. So far she is the one of the few who considers how students might be differently positioned, as she writes: "They will be accessing the internet on their phones. They have limited data. They
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