Supervision


2018

Ziyanda Mwanda: Social-media enhanced boundary crossing: exploring distance students’ ecosystems of learning support. Masters in Education in Educational Technology, School of Humanities, University of Cape Town. Role: Co-supervisor. Graduation date: December 2020.

2019

Nicole Lewis: Co-creating soft skills - towards a mobile application blueprint design for young children in the Western Cape. Masters in Graphic Design, Faculty of Informatics and Design, Cape Peninsula University of Technology. Role: Supervisor. Graduate date: April 2021.

Rose Mizon: Buckle-Up Baby: the potential of fashion design activism regarding children’s seat belt safety in the Western Cape. Masters in Fashion Design, Faculty of Informatics and Design, Cape Peninsula University of Technology. Role: Co-supervisor.

Alex Noble: (Re)configuring socially just pedagogies with posthumanism and decoloniality: Experimenting with processual learning in the Architectural Technology extended curriculum programme in the Western Cape, South Africa. PHD in Education, Institute of Post-School Studies, University of the Western Cape. Role: Co-supervisor.


 2020

 Caroline Magunje: Integration of technology for teaching and learning at a higher education institution: An Actor Network Perspective. PHD in Education, Cape Peninsula University of Technology. Role: Co-Supervisor.

 Cheri Hugo: From Surviving to Thriving: Strategies to navigate postgraduate education for academic womxn of Colour, in the Design field. PHD in Women and Gender Studies, University of the Western Cape. Role: Co-Supervisor.

2021

Sarel Havenga: Beyond touch: an educational design intervention to investigate the affordances of embedded tactile and sensory technology. Doctor of Applied Arts in Design, Cape Peninsula University of Technology. Role: Co-supervisor.

2022

Vali Issufo: Factors motivating lecturers’ uptake of blended learning at Eduardo Mondlane University. Masters in Educational Technology, School of Education, University of Cape Town. Role: Main supervisor.

Lungile Mdanyana: Lecturers’ perceptions on enhancing student engagement through anonymous engagement strategies in blended learning courses. Masters in Educational Technology, School of Education, University of Cape Town. Role: Main supervisor.

Khona Khuzwayo: Factors that promote the culture of Online Learning Design in an institution of higher learning. Masters in Educational Technology, School of Education, University of Cape Town. Role: Main supervisor.

Ghawa Latib: Towards a humanising pedagogy in online learning design: A Case Study of a university accredited short course for Municipal Public Accounts Committee’s in South Africa. Masters in Adult and Community Education, School of Education, University of Cape Town. Role: Co-supervisor.

Ziyanda Mwanda: Towards a student support ecosystem model for postgraduate Public Health distance education programme in a South African University. PHD in Education, University of Cape Town. Role: Co-supervisor.




Comments

Post a Comment

Popular posts from this blog

Towards an ethical pratice of digital storytelling in Higher Education

Image
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
Read more

The power of (online) communities of practice

Image
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
Read more

Teaching in times of disruption and the ethics of care

Image
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
Read more