Academic Development Programme

Centre for Higher Education Development

Research Report 2006

Academic Development Programme


Director: Professor Ian Scott

Departmental Profile

Over the last decade the focus of the Academic Development Programme (ADP) has changed from primarily providing direct assistance to individuals from educationally disadvantaged groups to efforts to improve the effectiveness of mainstream academic programmes in catering for student diversity. This involves such means as curriculum restructuring, integrating AD approaches into mainstream courses, and seeking to enable regular academic teaching staff to refine their practice in accordance with the changing environment of Higher Education. The research interests of ADP staff are, in the main, focused on understanding and improving key aspects of learning, teaching and assessment in Higher Education, analysing conditions at institutional and national level that affect learning and teaching, and contributing to educational policy development and implementation. Many ADP staff members have a particular interest in the effects of prior educational development.

Departmental Statistics

Permanent and Long-term contract staff

Professors

Associate Professors

Senior Lecturers

Lecturers

Part-time Lecturers

Professional and Administrative Staff

1

3

13

14

7

11

Total

Research Fields and Staff

49

Associate Professor Saalih Allie

ADP Co-ordinator, Faculty of Science. Curriculum Development; Physics Education

Research

Ms Melanie Alperstein

Senior Lecturer; Curriculum Development Officer, Education Development Unit,

Faculty of Health Sciences. Curriculum and Staff Development

1

Dr Arlene Archer

Lecturer; Co-ordinator, Writing Centre, Language Development Group. Academic

Literacy; Multimodality; Cultural Studies

Ms Abongwe Bangeni

Lecturer, Language Development Group. Academic Literacy; Multilingualism;

Language Development; Writing and Identity

Ms Kate Bennie

Lecturer, Mathematics. Mathematics education research; Student learning on AD courses; Issues of transfer and language in the learning of mathematics

Associate Professor Andy Buffler

Physics; Acting ADP Co-ordinator, Faculty of Science. Curriculum Development;

Physics Education Research; Experimental Nuclear Physics

Dr Alan Cliff

Senior Lecturer; Co-ordinator, Alternative Admissions Research Project (AARP).

Academic Literacy and Student Learning; Students’ Conceptions of Learning;

Admissions Testing; Diagnostic Profiling of Students’ Academic Literacies and

Numeracies

Dr Bette Davidowitz

Senior Lecturer, Chemistry; Convener: General Entry to Programmes in Science

(GEPS). Chemical Education; Curriculum Design; Learning in Laboratories; Writing across the Curriculum; Improving Adjustment to Higher Education

Ms Carla Fourie

Lecturer, Accounting. Teaching Methodology; Prior/Non Prior Accounting; Cognitive

Development

Ms Ramona Francis

Senior Lecturer; Co-ordinator, SANLAM Business Science Extended Curriculum

Programme, Faculty of Commerce. The value of Matriculation and Alternative

Admissions scores in predicting academic success; Factors which influence academic success at university

Ms Vera Frith

Lecturer, Numeracy Centre. Quantitative Literacy in Higher Education curricula;

Teacher Education for Mathematical Literacy; Mathematics Education; Effective Use of Computers in Teaching and Learning; Excel as a Teaching and Learning Tool;

Assessment of Quantitative Literacy

Ms Nadia Hartman

Senior Lecturer; Director: Education Development Unit, Faculty of Health Sciences.

Curriculum and Institutional Development; Social Responsiveness; Health

Professional Development

2

Ms Cathy Hutchings

Lecturer, Language Development Group. Academic Literacy; Mentorship; Language and Diversity; Identity; Narrative theory; Reflective Literacy; English as a Second

Language

Mr Jacob Jaftha

Lecturer, Numeracy Centre. Online learning environments (supporting tutorial activities); Adaptive feedback; Operator theory and its applications

Mr Jeff Jawitz

Senior Lecturer, ADP Central Unit and Academic Staff Development Group. Staff

Development; Assessment of Student Learning; Curriculum Development; Women in

Engineering

Ms Kalpana Kanjee

Lecturer, ASPECT, Faculty of Engineering and the Built Environment.

Teaching and Learning in Mathematics and Physics Education; Disadvantage and

Support

Associate Professor Rochelle Kapp

Language Development Group. Academic Literacy; English as a Second Language;

Multilingualism

Mr Pierre le Roux

Lecturer, ASPECT, Faculty of Engineering and the Built Environment. Engineering

Physics Education; Teaching and Learning

Ms Pam Lloyd

Lecturer (part-time), Numeracy Centre. Curriculum Development

Mr Gideon Nomdo

Lecturer, Language Development Group. Academic Literacy; Language and

Curriculum Development

Dr Moragh Paxton

Senior Lecturer; Co-ordinator, Language Development Group. Language and Access to Economics; Literacy Practices in Higher Education; Multilingualism

Dr Howard Pearce

Senior Lecturer; Co-ordinator, ASPECT, Faculty of Engineering and the Built

Environment. Quantitative and Qualitative Learning in Physics; Assessment of student learning in Mathematics, Physics and Engineering; Curriculum development; the role of conversation in learning; Effective feedback as a key to learning

Mr Robert Prince

Senior Lecturer; Co-ordinator, Numeracy Centre. Algebraic Number Theory;

Commutative Algebra; Mathematics Education; Computers in Teaching Mathematics and Quantitative Literacy

3

Dr June Pym

Senior Lecturer; ADP Co-ordinator, Faculty of Commerce. Barriers to learning;

Effect of prior educational experience and context on student learning; the impact of the teaching and learning environment

Ms Kutlwano Ramaboa

Lecturer, Statistics. Multiple regression analysis; Data mining; Reliability and validity of tests

Ms Sheena Rughubar-Reddy

Lecturer, Numeracy Centre. Mathematics Education; Quantitative/Mathematics

Literacy; Curriculum Development; Student learning (Extended programmes);

Teacher development

Professor Ian Scott

Director, Academic Development Programme. Higher Education Policy and Funding;

Widening Participation in Higher Education; Curriculum Development; Professional

Development

Mr Leonard Smith

Lecturer, Economics. Economics Education

Mr Gary Stewart

Lecturer, Computer Science. Computer Education

Ms Lucia Thesen

Senior Lecturer, Language Development Group. Access to Academic Literacies;

Multimodality; Materials Development

Mr George van der Ross

Project Manager, Alternative Admissions Research Project (AARP). Educational

Assessment of Students versus Assessment in the Classroom; Developing and Using

Classroom Assessment

Dr Ermien van Pletzen

Senior Lecturer, Language Development Group. Academic Literacy; Critical

Literacy; Language in the Health Sciences

Mr Alvin Visser

Research and Administrative Officer, Alternative Admissions Research Project

(AARP). Admissions and Access; Assessment, Measurement and Testing

Contact Details

Postal Address: Academic Development Programme, Centre for Higher Education

Development, University of Cape Town, Private Bag X3, Rondebosch, 7701

Telephone: +27 21 650 2251

Fax: +27 21 650 5045

E-mail: iscott@ched.uct.ac.za

4

Web: http://www.ched.uct.ac.za

Research Output

ARTICLES IN PEER-REVIEWED JOURNALS

Archer, A. 2006. A multimodal approach to academic ‘literacies’: Problematizing the visual/verbal divide. Language and Education, 20(6): 449 - 462.

Archer, A. 2006. A multimodal approach to academic literacy practices. International

Journal of Learning, 12(3): 213 - 219.

Bowie, L.H. and Frith, V. 2006. Concerns about the South African Mathematical

Literacy curriculum arising from experience of materials development. Pythagoras:

Journal of the Association for Mathematics Education of South Africa, 64: 29-36.

Duncan, E.M., Alperstein, M., Mayers, P.M., Olckers, L.L. and Gibbs, T.J. 2006. Not just another multi-professional course! Part 1. Rationale for a transformative curriculum. Medical Teacher, 28(1): 59-63.

Frith, V. and Prince, R.N. 2006. Reflections on the role of a research task for teacher education in data handling in a Mathematical Literacy education course. Pythagoras:

Journal of the Association for Mathematics Education of South Africa, 64: 52-61.

Hutchings, C.M. 2006. Aspects of students’ learning that affects control of their texts:

The Writing Centre Experience. South African Journal of Higher Education, 19(4):

715-734.

Hutchings, C.M. 2006. Reaching students: Lessons from the Writing Centre. Higher

Education Research and Development, 25(3): 247-261.

Hutchings, C.M. 2006. Tracking identities in transition - using reflective literacy.

South African Journal of Higher Education, 20(2): 247-261.

Jaftha, J. 2006. The conjugate of a product of linear relations. Commentationes

Mathematicae Universitatis Carolinae, 47(2): 265-273.

Mayers, P.M., Alperstein, M. and Duncan, E.M. 2006. Not another multi-professional course! Part 2. Nuts and bolts of designing a transformed curriculum for multiprofessional learning. Medical Teacher, 28(2): 152-157.

Nolte, R., Dangendorf, V., Buffler, A., Brooks, F.D., Slabbert, J.P., Smit, F.D.,

Haney, M., Schmid, E. and Stephan, G. 2006. Determination of neutron fluence spectra inside a water phantom irradiated by 62 MeV neutrons. Proceedings of

Science, (FNDA2006)(082): 1-10.

Olckers, L.L., Gibbs, T.J., Mayers, P.M., Alperstein, M. and Duncan, E.M. 2006.

Early involvement in a multiprofessional course: An integrated approach to the development of personal and interpersonal skills. Education for Primary Care, 17: 1-9.

5

Prince, R.N. and Archer, A. 2006. Quantitative literacy as situated social practice in higher education. International Journal of Learning, 12(7): 227-234.

Visser, A. and Hanslo, M. 2005. Approaches to predictive studies: Possibilities and challenges. South African Journal of Higher Education, 19(6): 1160-1176.

BOOKS

Thesen, L.K. and Van Pletzen, E. (eds) 2006. Academic literacy and the languages of change: 212. London: Continuum.

CHAPTERS IN BOOKS

Archer, A. 2006. Change as additive: Harnessing students’ mutimodal semiotic resources in an engineering curriculum. In L.K. Thesen and E. van Pletzen (eds),

Academic literacies and languages of change: 224-251. London: Continuum.

Bangeni, A. and Kapp, R. 2006. 'I want to write about the Dalai Lama...':Literacies in transition. In L.K. Thesen and E. van Pletzen (eds), Academic literacy and the languages of change: 67-83. London: Continuum.

Clark, S.J. 2006. 'Use your own words' - impossible exhortations. In L.K. Thesen and

E. van Pletzen (eds), Academic literacy and the languages of change: 53-66. London:

Continuum.

Cliff, A., Frith, V., Prince, R.N. and Yeld, N. 2006. Test domains and constructs. In

H. Griesel (ed.), Access and entry level benchmarks: The National Benchmark Tests

Project: 17-34. South Africa: Higher Education South Africa.

Kapp, R. 2006. Discourses of English and literacy in a Western Cape township school. In L.K. Thesen and E. van Pletzen (eds), Academic literacy and the languages of change: 30-52. London: Continuum.

Mortimore, G., McLain, L., Hole, C., Way, D., Dearn, J., Wilson, S., Yeo, S. and

Scott, I.R. 2006. Change leadership: Questioning for engagement. In L. Elvidge (ed.),

Exploring good leadership and management practice in higher education: Issues of engagement: 41-62. Cambridge: Jill Rogers Associates Limited.

Nomdo, G. 2006. Identity, Power and Discourse: The socio-political selfrepresentations of successful black students at UCT. In L.K. Thesen and E. van

Pletzen (eds), Academic literacy and languages of change: 180-206. New York:

Continuum Publishers.

Thesen, L.K. 2006. Who owns this image? Word, image and authority in the lecture.

In L.K. Thesen and E. van Pletzen (eds), Academic literacy and the languages of change: 151-179. London: Continuum.

6

Thesen, L.K. and Van Pletzen, E. 2006. The politics of place in academic literacy work. In L.K. Thesen and E. van Pletzen (eds), Academic literacy and the languages of change: 1-29. London: Continuum.

Van Pletzen, E. 2006. A body of reading: Making 'visible' the reading experiences of first-year medical students. In L.K. Thesen and E. van Pletzen (eds), Academic literacy and the languages of change: 104-129. London: Continuum.

PEER-REVIEWED PUBLISHED CONFERENCE PROCEEDINGS

Frith, J.L., Frith, V. and Conradie, J.J. 2006. The assessment of prospective students’ potential to learn undergraduate mathematics. Proceedings of the 3rd International

Conference on the Teaching of Mathematics at the Undergraduate Level (ICTM3), 30

June – 5 July 2006, Istanbul, Turkey. Turkish Mathematical Society. ISBN

0471072709. [CD-ROM].

Frith, V. and Jaftha, J. 2006. The evolution and effectiveness of an interactive spreadsheet-based tutorial on the representation of functions in a pre-calculus foundation course. Proceedings of the 3rd International Conference on the Teaching of Mathematics at the Undergraduate Level (ICTM3), 30 June – 5 July 2006, Istanbul,

Turkey. Turkish Mathematical Society. ISBN 0471072709. [CD-ROM].

Lubben, F.E., Campbell, R.M., Buffler, A. and Allie, M.S. 2006. Judging the quality of experimental measurements: The influence of context. Proceedings of the 11th

Symposium of the International Science and Technology Education Organization,

"Science and Technology Education for a Diverse World: Dilemmas, Needs and

Partnerships", 25-30 July 2006, Lublin, Poland, 357-368. ISBN 83-227-2497-7.

Prince, R.N. and Frith, V. 2006. An approach to “Mathematical Literacy” teacher education at a South African university. Proceedings of the 3rd International

Conference on the Teaching of Mathematics at the Undergraduate Level (ICTM3), 30

June – 5 July 2006, Istanbul, Turkey. Turkish Mathematical Society. ISBN

0471072709. [CD-ROM].

Tredoux, M. and Rochford, K. 2006. An evaluation of the educational impact of the

EarthWise geoscience project on a disadvantaged rural community in South Africa.

Proceedings of the 5th Global Congress on Engineering Education, 17-21 July 2006,

Brooklyn, USA, 277-280. ISBN 0-7326-2295-6.

NON PEER-REVIEWED PUBLISHED CONFERENCE PROCEEDINGS

Bennie, K. 2006. From a broad research question to a researchable question: Using action research to study the development of a research question. Proceedings of the

13th Annual Meeting of the Southern African Association for Research in

Mathematics, Science and Technology Education, Pretoria, South Africa, 198-204.

Davidowitz, B., Schreiber, B. and Petersen, I. 2006. Skills for success in science:

Facilitating adjustment of first year students to university. Proceedings of the 14th

7

Southern African Association for Research in Mathematics, Science and Technology

Education (SAARMSTE), Pretoria, South Africa, 249-256.

Nomdo, G. 2006. A Reflection on the January 2006 Mellon Mays Undergraduate

Fellowship Program Coordinators Conference in Cape Town, SA. Proceedings of the

Mellon Mays Undergraduate Fellowship Program: 2006 Coordinators' Conference,

Breakwater Lodge, Cape Town, South Africa, 56-57.

PUBLISHED CONFERENCE ABSTRACTS

Archer, A. 2006. Exploring material and cultural landscapes through Symbolic

Objects. Crossroads 2006. Association for Cultural Studies Crossroads Conference at

Istanbul Bilgi University, 20-23 July: 172-173.

Davidowitz, B. and Rollnick, M. 2006. Understanding and improving teaching in an undergraduate organic chemistry course. Proceedings of 38th National Convention of the South African Chemical Institute, Durban, South Africa, L75.

Davidowitz, B., Potgieter, M. and Venter, E. 2006. How well-prepared are first-year students for chemistry at a tertiary level? Proceedings of 38th National Convention of the South African Chemical Institute, Durban, South Africa. Poster presentation.

Rollnick, M., Davidowitz, B. and Potgieter, M. 2006. A programme to assist physical science teachers with difficult topics in chemistry - co-operation between the

Department of Science and Technology and South African Chemical Institute (SACI).

Proceedings of 38th National Convention of the South African Chemical Institute,

Durban, South Africa. L78.

THESES AND DISSERTATIONS PASSED FOR HIGHER DEGREES

Coleman, L. 2006. Web design and access: a case study of student entry into a web design discourse in the multimedia technology programme at CPUT: 1-117. MPhil in

Higher Education Studies.

Draper, H. 2006. "A classroom of life" : A qualitative analysis of the reflections of medical students describing their entry into the Obstetric community of practice: 1-

113. MPhil in Education.

Pillay, S. 2006. The evaluation of a research-based curriculum for teaching measurement in the first year physics laboratory: 1-187. M.Sc.

Ibrahim, B. 2006. The relationship between views of the nature of science and views of the nature of scientific measurement: 1-178. M.Sc.

UNIVERSITY PUBLICATIONS AND WORKS OF A POPULAR NATURE

8

Davidowitz, B. 2006. Multiple choice or multiple guess, that is the question: reflections on assessment in a first year chemistry course. For Engineering Educators,

10(1): 15-17.

9

Academic Staff Development Group


Head of Department: Associate Professor Suellen Shay


The Academic Staff Development Group (ASDG), as one of CHED’s departments, has as its mission the professional development of academic staff and the development of institutional systems which support teaching and learning of traditional and non-traditional students. The central aim of the ASDG is to provide the university community, particularly its academic staff, with a range of resources and opportunities to professionalize in their role as facilitators of teaching and learning and in their role as managers of teaching and learning processes.

In addition to their disciplinary expertises in adult learning and higher education studies, staff in the ASDG bring a range of experiences to their work with academic staff: classroom teaching of traditional students and adult learners, curriculum development at course and programme level, development of quality systems for teaching and learning at institutional and national level, evaluation of courses and programmes, and policy development and implementation. Staff in ASDG has specialized in the areas of assessment, adult learning, recognition of prior learning, curriculum, evaluation, service learning and mentoring.


Permanent and long-term contract staff

Associate Professor

Senior Lecturers

1

4

Administrative and Clerical Staff 1

Total 6


Dr Linda Cooper

Senior Lecturer; adult learning inside and outside the academy; trade union education; workplace learning; recognition of prior learning (RPL); curriculum responsiveness

Dr Salma Ismail

Senior Lecturer; adult learning inside and outside the academy; adult education and development; social movements; gender; diversity and equity

10

Dr Kathy Luckett

Senior Lecturer; Higher education policy analysis, critical discourse analysis, curriculum studies in higher education, evaluation research

Ms Janice McMillan

Senior Lecturer; adult learning inside and outside the academy; university-community partnerships; curriculum responsiveness and innovation; workplace learning

A/Prof Suellen Shay

Senior Lecturer; Co-ordinator of ASDG, Convenor of Higher Education Studies; higher education; assessment and evaluation practices; sociology of assessment

Contact Details

Postal Address: Centre for Higher Education Development, North Lane 7 th

Floor

Hlanganani Building, Upper Campus, University of Cape Town, Cape Town

Telephone: +27 21 650 4073/3478

Fax: +27 21 650 5045

E-mail: suellen.shay@uct.ac.za

Research Output


Cooper, L.H. 2006. The trade union as a 'learning organisation'? A case study of informal learning in a collective, social-action organisational context. Journal of

Education, 39: 27-46.

Cooper, L.H. 2006. Trade union education then and now: Has it improved? South

African Labour Bulletin, 29(6): 10-13.

Jones, B., Cooper, L.H. and McMillan, J.M.E. 2006. Training for the future? A case study of emerging education, training and development practitioners in the South

African clothing manufacturing industry. Perspectives in Education, 24(3): 121-131.

Luckett, K. 2006. An assessment of the application of ‘critical systems heuristics’ to a policy development process. Systemic Practice and Action Research, 19(6): 503-521.

Shay, S.B. 2006. Anonymous examination marking at the University of Cape Town:

The quest for an 'agonizing-free zone'. South African Journal of Higher Education,

20(4): 528-546.


Cooper, L.H. 2006. How can we theorise pedagogy, learning and knowledge within informal, collective, social action contexts? A case study of a South African trade

11

union. In R.E. Edwards, J.G. Gallacher and S.W. Whittaker (eds), Learning outside the academy: 24-41. London: Routledge.

Cooper, L.H. 2006. Tools of mediation: An historical-cultural approach to RPL. In P.

Anderson and J. Harris (eds), Retheorising RPL: 221-240. Leicester: NIACE

Publishers.

Duncan, E.M. and McMillan, J.M.E. 2006. A responsive curriculum for new forms of practice education and learning. In T. Lorenzo, E.M. Duncan, H.A. Buchanan and A.

Alsop (eds), Practice and service learning in occupational therapy: Enhancing potential in context: 20-35. Chichester UK, New York: John Wiley Ltd.

Ismail, S. 2006. Learning in action - lessons from poor women in the South. In R.E.

Edwards, J.G. Gallacher and S.W. Whittaker (eds), Learning outside the academy - international research perspectives in lifelong learning: 149-161. London: Routledge.


Olckers, L. 2006. Judging essays: Factors that influence markers: 1-93. MPhil in

Education.

12

Centre for Educational Technology


Director: Laura Czerniewicz


The second year of the Centre for Educational Technology’s existence was marked by continued commitment to the research-teaching-development praxis. The new Sakaipowered institutional online learning environment was launched in 2006. In addition to local and international publishing, and continued work on Mellon-funded development and research projects, CET members laid the ground work for new projects including a Masters Programme in Education (ICTs), an NRF-funded national research project on ICT access and use, and work with the Partnership for

Higher Education on its new E-learning Initiative for Africa.


PERMANENT AND LONG TERM CONTRACT STAFF

Associate Professor 1

Senior lecturers

Lecturers

Support, administrative and technical staff

TOTAL

4

2

9

16

RESEARCH FIELDS AND STAFF

CHERYL BROWN

Lecturer and researcher: staff and students’ access to and use of information and communication technologies for teaching and learning in Higher Education.

TONY CARR

Senior Lecturer; Co-ordinator Staff Development; on-line collaboration, communities of practice, use of interactive computer-mediated approaches for teaching and learning.

GLENDA COX

Researcher: staff development, mentorship of lecturers who use online learning environments and research into staff development processes.

LAURA CZERNIEWICZ

Associate Professor, Director; educational technology models, policies and theories, access and technological inclusion.

ANDREW DEACON

13

Instructional Designer; learning environments, evaluation of interactive computer mediated approaches for teaching and learning.

GREG DOYLE

Educational Technology Consultant; promotion of and support for the use educational technologies among staff.

ROGER HOPE

Interactive Media Designer; the design, development and implementation of interactive learning resources in partnership with UCT academics and the CET curriculum project team.

DAVID HORWITZ

Online Learning Environments developer, design of interactive environments and the effective use of databases to support interactive computer-mediated approaches for teaching and learning.

SHAHEEDA JAFFER

Senior Lecturer; Co-ordinator Curriculum Projects; teaching and learning with technology, curriculum development; pedagogic designs.

DESIREE MCKIE

Information Technology Officer; technical support; web designer; faculty IT liaison.

STEPHEN MARQUARD

Senior Lecturer; Learning Technologies Coordinator: design, implementation and support of online environments for effective teaching and learning, group collaboration and personal workspaces and portfolios.

DR DICK NG’AMBI

Senior Lecturer; Coordinator Research/Learning Designer; Collaborative tools, knowledge sharing, mobile learning.

DR GUDRUN OBERPREILER

Lecturer; Coordinator: Computer Literacy Project, ICT proficiency training, assessment and integration into learning and teaching, ICT policy, multilingualism and technology.

STACEY STENT

Graphics and animation designer.

ANDREA RESSELL

Online Learning Environments Designer / Integrator; development, integration and usability of educational technologies.

SHIRLEY RIX

Office administrator.

STUDENTS

14

RAYMOND KEKWALETSWE

Doctoral student; Mobile learning

HONORARY RESEARCH ASSOCIATE

EVE GRAY

Holder of an International Policy Fellowship; researcher working with IPF of the

Open Society Institute (OSI) and the Center for Policy Studies, Central European

University (CEU), with a specific focus on open access issues.

Contact Details

Postal Address: Centre for Educational Technology, 36 Hlanganani Building, North

Lane, Upper Campus, University of Cape Town, Private Bag X3, Rondebosch 7701

Tel: +27 21 650 3841

Fax: +27 21 650 5045

E-mail: Shirley.Rix@uct.ac.za

Web: http://www.cet.uct.ac.za/

Research Output


Ng'ambi, D. and Johnston, K. 2006. An ICT-mediated constructivist approach for increasing academic support and teaching critical thinking skills. Educational

Technology & Society, 9(3): 244-253.

BOOKS

Czerniewicz, L. and Brown, C. 2006. The virtual Möbius strip: Access to and use of

Information and Communication Technologies (ICTs) in higher education in the

Western Cape: 148. Cape Town: Centre for Educational Technology.

Czerniewicz, L., Ravjee, N. and Mlitwa, N. 2006. ICTs and the South African Higher

Education Landscape: 74. Pretoria: The Council on Higher Education.


Lally, V., Carr, A.M., De Laat, M. and Cox, G. 2006. Computer-supported collaborative learning and the central research questions: Two illustrative vignettes. In

E.K. Sorensen, D.O. Murchu and G.O. Doghair (eds), Enhancing learning through technology: 203-226. Hershey, London, Melbourne and Singapore: Information

Science Publishing.

15

Ng'ambi, D. 2006. Influence of individual learning styles in online interaction: A case for Dynamic Frequently Asked Questions (DFAQ). In D. Kumar and J. Turner (eds),

Education for the 21st century: Impact of ICT and digital resources: 125-134. United

States: Springer.


Czerniewicz, L. and Brown, C. 2006. Gendered access to and uses of information and communication technologies (ICTs) in South Africa: Higher education experiences in the Western Cape. In E. Pearson and P. Bohman (eds), Proceedings of EdMedia 2006,

World Conference on Educational Multimedia, Hypermedia and Telecommunications,

26-30 June 2006, Orlando, Florida, USA, 31-38. ISBN 1-880094-59-2.

Jaffer, S., Ng'ambi, D. and Czerniewicz, L. 2006. The role of ICTs in higher education in South Africa: One strategy for addressing teaching and learning challenges. In B. Nhlanhla and B. Mlitwa (eds), Proceedings of the e/merge Online

Conference: Learning Landscapes in Southern Africa, 10-21 July. [Online].

Available: http://emerge2006.net

. ISBN 0-620-36467-X.

Kekwaletswe, M. and Ng'ambi, D. 2006. Ubiquitous social presence and context awareness for mentorship (social support). Proceedings of the International

Association for Development of the Information Society (IADIS) Conference on

Mobile Learning, 14-16 July 2006, Dublin, Ireland, 283-287. ISBN 972-8924-15-1.

Kekwaletswe, M. and Ng'ambi, D. 2006. Ubiquitous social presence: Contextawareness in a mobile learning environment. Proceedings of the IEEE International

Conference on Sensor Networks, Ubiquitous, and Trustworthy Computing, 5-7 June

2006, Taichung, Taiwan, 90-95. ISBN 0-7695-2553-9.

Ng'ambi, D. 2006. Assessing quality of an interpretive educational technology research. Proceedings of Advances in Engineering Education, 2-5 December 2005,

Tenerife, Canary Islands, 139-147. ISSN 1790-1979.

Ng'ambi, D. 2006. Collaborative questioning: A case of short message services (SMS) for knowledge sharing. In R. Koper, P. Kommers, P. Kirschner, D.G. Sampson and

W. Didderen (eds), Proceedings of the 6th IEEE International Conference on

Advanced Learning Technologies (ICALT 2006), 5-7 July 2006, Kerkrade, The

Netherlands, 350-351. ISBN 0-7695-2632-2.

Ng'ambi, D. 2006. Influence of individual learning styles in online interaction: A case for Dynamic Frequently Asked Questions (DFAQ). In D. Kumar and J. Turner (eds),

Proceedings of the International Federation for Information Processing (IFIP) 19th

World Computer Congress in Education for the 21st Century – Impact of ICT and

Digital Resources, 21-24 August 2006, Santiago, Chile,125-134. ISBN 0-387-34627-

9.

Ng'ambi, D. 2006. SMS collaborative questioning: Convergence of task, interactivity and outcomes. Proceedings of the International Association for Development of the

16

Information Society (IADIS) Conference on Mobile Learning, 14-16 July 2006,

Dublin, Ireland, 26-33. ISBN 972-8924-15-1.

Wynsculley, C.M. and Deacon, A. 2006. Learning from the rhetoric of academics using educational technology. In B. Nhlanhla and B. Mlitwa (eds), Proceedings of the e/merge Online Conference: Learning Landscapes in Southern Africa, 10-21 July.

[Online]. Available: http://emerge2006.net.

ISBN 0-620-36467-X.


Cox, G., Czerniewicz, L. and Carr, A.M. 2006. A Multifaceted Staff Development

Approach to Integrating Technology into University Courses. Proceedings of eLearning Africa 2006, Addis Ababa. [CD-ROM].

Ng'ambi, D. 2006. ICT and Economic Development in Africa: the role of higher education institutions. Commissioned paper. In Proceedings of the Frontiers of

Knowledge in Science and Technology University Leaders’ Forum, November 19-21,

2006, Cape Town. Available at: http://www.foundationpartnership.org/pubs/leaders/assets/toc.html.

CONSULTANCY AND OTHER ACTIVITIES BASED ON EXPERTISE

DEVELOPED IN RESEARCH

Marquard, S. and Carr, A.M. 2006. Using ICTs to support research collaboration in

South Africa. Commissioned by the NRF, submitted April 2006, 20 pages

(unpublished).

17

Centre for Information Literacy


Head of Department: Professor P.G. Underwood


The work of the Centre consists of assisting in the development of information literacy throughout the University, liaising with the Library over the running of

Knowledge Commons, developing a consultancy service for the use of personal bibliographic software and delivering the Library and Information Science

Programme within the Faculty of Humanities. The primary focus of the Centre for

Information Literacy is on research and intervention through the inculcation of information literacy as a key life skill. Within the domain of its professional education programmes its emphasis is on information management: fundamental to both concerns is a recognition that access to information can empower people and guide the process of social transformation. The research activity of the Centre emphasises information needs analysis and information literacy in response to both staff interests and the transformation of society. In addition, consultancy is undertaken, largely concerned with information systems design and design of information literacy programmes. Work is also being done on library performance measurement and evaluation.



Professors

Associate Professor

Senior Lecturers

Lecturer

Administrative and Clerical Staff

TOTAL

Students

Doctoral

Masters

Honours

Postgraduate Diploma

Undergraduate

TOTAL


Permanent staff

2

14

5

8

25

54

1

2

1

0

0

4

18

Professor Peter G. Underwood

Head of Department; soft systems analysis; systems management; information systems design; change management; strategic management, information literacy.

Associate Professor Karin de Jager

Library performance measurement and evaluation in academic and public libraries; establishing benchmarks for information literacy; databases

Associate Professor Mary Nassimbeni

Information society, information literacy; national library and information policy; performance measures for public libraries in South Africa

Mrs J. Gretchen Smith

Communication of information; information need and use; subject analysis and control; indexing, classification and thesaurus construction; knowledge management.

Contact Details

Postal address: Hoerikwaggo Building, University of Cape Town, Private Bag X3,

Rondebosch 7701, South Africa

Telephone: +27 21 650 3090

Fax: +27 21 650 4545

E-mail: cil@ched.uct.ac.za

Web: http://www.ched.uct.ac.za/cil/dils/

Research Output


Masango, C. 2006. South African scholars’ and commercial publishers’ perceptions of open access sources. Mousaion, 24(2): 249-268.

Masango, C. 2006. The future of the first sale doctrine with the advent of licences to govern access to digital content. The Southern African Journal of Information and

Communication, 7: 64-73.

Nassimbeni, M. and May, B. 2006. Adult education in South African public libraries:

A profile of activities. South African Journal of Library and Information Science,

72(1): 12-19.

Nassimbeni, M. and May, B. 2006. Adult education in South African public libraries:

Enabling conditions and inhibiting factors. Innovation, 32(June): 29-40.


19

De Jager, K. 2006. Referencing, citation and avoiding plagiarism. In E. Clarke (ed.),

Professional communication: How to deliver effective written and spoken messages:

39-54. Cape Town: Juta.

De Jager, K. and Nassimbeni, M. 2006. The research journey: An introduction to research methodology. In E. Clarke (ed.), Professional communication: How to deliver effective written and spoken messages: 285-327. Cape Town: Juta.

Lister, M.E. and Nassimbeni, M. 2006. Research methods: Libraries and the Internet.

In E. Clarke (ed.), Professional communication: How to deliver effective written and spoken messages: 1-37. Cape Town: Juta.

Matizirofa, L. and Smith, G. 2006. The power of information: Can NGOs in

Zimbabwe take up the gauntlet and wield this weapon in the war against HIV/AIDS?

In V.P. Guerrero-Bote (ed.), Current research in information sciences and technologies: Multidisciplinary approaches to global information systems: 502-506.

Merida, Spain: Open Institute of Knowlege.

Underwood, P.G. 2006. Automatic indexing. In J.A. Kalley, E. Schoeman and M.

Burger (eds), Indexing for southern Africa: A celebration of ASAIB's first decade

1994-2004: 111-116. Johannesburg: Unisa Press.


Matizirofa, L. and Smith, G. 2006. Information management and dissemination of

HIV/AIDS information by NGOs in Zimbabwe: An exploratory study. In A.

Bytheway and C. Strumpfer (eds), Proceedings of CIDC2006: Community

Informatics for Developing Countries: Understanding and Organising for a

Participatory Future Information Society, 31 August – 2 September 2006, Cape Town,

South Africa. [Online]. Available: http://www.tisi.za.org/cidc2006/ . ISBN 0-620-

37058-0.


De Jager, K. 2006. Towards establishing an integrated system of Quality Assurance in

South African Higher Education Libraries. Proceedings of World Library and

Information Congress, 72nd Annual Conference of the International Federation of

Library Associations and Institutions (IFLA), Seoul, Korea. [Online] http://www.ifla.org/IV/ifla72/papers/105-Jager-en.pdf

.


Dilebanye, O.N.P. 2006. An investigation of the role played by the Botswana

Technology Centre (BOTEC) Library in supporting the engineer's information requirements: 107. M Bibl, University of Cape Town.

20

Mariti, L. 2006. An evaluation of information literacy of postgraduate students of the

National University of Lesotho: 142. M Bibl, University of Cape Town.

Smith, J.G. 2006. Longitudinal study of the information communication process among a defined group of basic and applied scientists in South Africa: 289. PhD,

University of Cape Town.

CONSULTANCY AND OTHER ACTIVITIES BASED ON EXPERTISE

DEVELOPED IN RESEARCH

De Jager, K. 2006. Quality Assurance in Higher Education Libraries: towards a guide to self-review of HE Libraries. Council for Higher Education Librarians in South

Africa (CHELSA), 29-30 March 2006. Available: http://www.ched.uct.ac.za/cil/dils/resources.html

.

Smith, J.G. and Underwood, P.G. 2006. GAELIC Institutional Members survey 2005, conducted by the Centre for Information Literacy, University of Cape Town, on behalf of the Gauteng and Environs Library Consortium (GAELIC). Unpublished.

21

Centre for Open Learning


Director: Mr Adrian Strydom

Centre Profile

The Centre for Open Learning facilitates and administers three divisions within the

University, namely the Third Term division, Public and Continuing Education and

Extra-mural Studies.

The Third term Division offers University of Cape Town accredited courses to local and international students during the University’s winter and summer vacations. This division draws on UCT academic resources across the institution.

The Centre, through the Extra-mural studies division, is also responsible for the

University of Cape Town’s adult education provision in the form of the annual

Summer School. The Summer School programme encourages a diverse community of students to enjoy adult study by making recent University research available to the general public, by drawing on different disciplines and by stimulating debate about important issues. The Extra-mural Studies division also makes focused interventions in the adult education and cultural sector, working with other partners.

The Centre’s research focuses on curriculum and development, adult education, heritage studies, extended and continuing education provision, cultural studies

(investigating the intersection between educational, literary and cultural discourses) and creative writing.

Centre Statistics


Associate Professor

Senior Lecturer

Technical and Support Staff

Administrative and Clerical Staff

1

2

1

9

Total


13

Dr Mark Abrahams

Monitoring and evaluation research in curriculum and development programmes.

Associate Professor Ingrid Fiske

Adult education provision; adult education practices at cultural institutions such as museums; contemporary South African literary practices; poetry writing

22

Ms Medeé Rall

Adult education and lifelong learning with a focus on adult literacy and non-formal education; museum studies

Contact Details

Postal address: Centre for Open Learning, Hoerikwaggo Building,

University of Cape Town, Private Bag X3, Rondebosch, 7701

Telephone: +27 21 650 2318

Fax: +27 21 650 5497

E-mail: col-ched@uct.ac.za

Web: www.uct.ac.za/students/continuinged

Research Output

BOOKS

Fiske, I.J. (Writing as de Kok). 2006. Seasonal Fires: Selected and New Poems: 190 pages. New York City: Seven Stories Press.

Fiske, I.J. (Writing as de Kok). 2006. Seasonal Fires: Selected and New Poems: 160 pages. South Africa: Umuzi, Random House.

CREATIVE OUTPUT

Poems Published in Journals

Fiske, I.J. (Writing as de Kok). 2005. Four poems in The Capilano Review: 2/46: 21-

28

Poems published in anthologies

Fiske, I.J. (Writing as de Kok). 2006. Poetry in Writing Light: A collection of poems.

Edited by C. du Toit and S. van Straaten, Nasou via Afrika, Cape Town.

Fiske, I.J. (Writing as de Kok). 2006. Poetry in Lovely beyond any singing:

Landscapes in South African writing: 83. Edited by H. Moffett, Double Storey Books,

Cape Town.

Fiske, I.J. (Writing as de Kok). 2006. Poetry in Birds in Words: 42 & 28. Compiled by G. Ferguson and T. Morphet, Umuzi Random House, Cape Town.

Fiske, I.J. (Writing as de Kok). 2005. Poetry in The Art of Truth-telling about

Authoritarian Rule. Edited by K. Bilbija et al, University of Wisconsin Press, USA.

Fiske, I.J. (Writing as de Kok). 2006. Poetry in Halala Madiba: Nelson Mandela in

Poetry: 136-137. Aflame Books. United Kingdom.

23

Translated Poems (Newspaper publication)

Fiske, I.J. (Writing as de Kok). 2006. Turkish translation of poems in KITAP: 38-39.

24

Dean’s Office


Office Statistics


Associate Professors

Lecturer

2

1

Total 3


Associate Professor Mbulungeni Madiba

Language policy and planning, Sociolinguistics, Terminology and terminography,

Corpus Linguistics, Politics of Language, Phonology

Ms Nolubabalo Tyam

Second Language Acquisition, Second Language Teaching, Intercultural

Communication, Code-switching

Associate Professor Nan Yeld

Admissions, Large-scale Assessment, Academic Literacy, Higher Education Policy

Contact Details

Telephone: +27 21 650 4158

Fax: +27 21 650 5045

E-mail: nan.yeld@uct.ac.za

Research Output


Burch, V., Sikakana, C.N.T., Yeld, N., Seggie, J.L. and Schmidt, H.G. 2006.

Performance of academically at-risk medical students in a problem-based learning programme: A preliminary report. Advances in Health Sciences Education, doi:

10.1007/s10459-006-9006-6: 1-14.

Madiba, M. 2006. The role of the language professions in the promotion of African languages. Muratho, 6(2): 50-52.


25

Cliff, A., Frith, V., Prince, R.N. and Yeld, N. 2006. Test domains and constructs. In

H. Griesel (ed.), Access and entry level benchmarks: The National Benchmark Tests

Project: 17-34. South Africa: Higher Education South Africa.


Yeld, N. 2006. Keynote: Looking backwards: A way to take diagnostic testing forward? Proceedings of the 13th International Symposium on Improving Student

Learning, 5-7 September 2005, London, United Kingdom, 32-52. ISBN 1873576730.


Madiba, M. 2006. The role of the language professions in the promotion of African languages. Proceedings of the SATI International Translation Day Seminar, Cape

Town, 61.

26

Academic Development Programme

Centre for Higher Education Development

Research Report 2006