Teaching and learning
Ensuring inclusivity and fairness in teaching and assessment Pienaar et al., 2020
It is not an easy task to consider anything else at this moment of crisis but the pressure to convert relevant parts of the standard curriculum for online learning. This context cannot be ignored and may be an all-consuming task for many educators at traditional face to face universities. Alongside the demand to transition at short notice to remote teaching the current circumstances provide valuable opportunity to think through what we do currently to be educationally inclusive and fair to all students. Read more here.
Curriculum
The three readings Brauer, D. G., & Ferguson, K. J. (2015), Bandaranayake, R. (2000) and Newble, D., Stark, P., Bax, N., & Lawson, M. (2005) offer some suggestions as to
- who should participate in developing a core curriculum
- how a core curriculum can be developed (various methods)
- assessing criteria for developing a core curriculum
- understanding the importance of periodic reviews of what is core
Given the current pressures we are all working under, we have distilled from these 3 readings key criteria and questions to guide our selection of ‘what is core’. Read more here (Vula link, you may need to log in to view this content).
Curriculum alignment tool (Vula link, you may need to log in to view this content)
Other remote teaching resources
https://sway.office.com/PQdzzdscmcEdIIxN
https://sway.office.com/JHAc1NjJ5ljKgewl?ref=Link
Email edu-helpdesk@uct.ac.za if you need further assistance with any of the following topics:
- How to engage students remotely
- How to replicate students going into communities and interview participants
- How to teach online
- How to make a clinical skills examination an interactive online assessment
- How to translate small group teaching which involves role playing, online
- How to create a Vula site for Clinical Teaching
- How to include vulnerable students in the planning and design