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DISTANCE EDUCATION IN A FULLY ONLINE ENVIRONMENTLoading...
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BOOK OF ABSTRACTSLoading...
14th and 15th October 2021Loading...
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Welcome Note
Table of Content
Keynote Speaker
Presentation abstracts
Workshop abstracts
Presentation abstracts
Workshop abstracts
Welcome to FODES
The Fully Online Distance Education Symposium (FODES) is a virtual symposium created to bring academics, learning designers, instructional designers, e-learning specialists, and others that design, develop and facilitate Fully Online Distance Education modules or short courses together. It is an exclusive networking opportunity for like-minded individuals to share, contribute and reflect on theory and practice. It focuses on the innovative use of e-learning tools, pedagogical approaches, online facilitation, student experience, retention and attrition rates, design, and development in the online environment. If you are involved in any form of Fully Online Distance Education, this is the right event to enhance your knowledge at the comfort of your desk.
Table of Content
Keynote Speaker
Presentation abstracts
Workshop abstracts
Presentation abstracts
Workshop abstracts
Creating online escape room
Creating online scavenger hunt
Where design thinking fits into learning design
Going beyond the screen: Augmented reality and online learning
Developing Formative Assessments for Sustained Student Engagement
From remote teaching to quality online education and digital learning
Creating online scavenger hunt
Where design thinking fits into learning design
Going beyond the screen: Augmented reality and online learning
Developing Formative Assessments for Sustained Student Engagement
From remote teaching to quality online education and digital learning
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Keynote Speaker
this and that
Prof Norman Duncan
University of Pretoria
Norman Duncan holds a professorship in Psychology and is the DVC: Academic at the University of Pretoria. He previously served as the Head of the School of Human and Community Development at the University of the Witwatersrand. His research and publications are primarily in the fields of human development, racism and community psychology. He has co-edited a range of volumes, including ‘Race, Memory and the Apartheid Archive (Palgrave/WUP). His current research interests are focused on teaching and learning in higher education. He is a former President of the Psychological Society of South Africa (PsySSA) and currently serves on the Council of the Academy of Science of South Africa.
The students of the future will demand the learning support that is appropriate for their situation or context. Nothing more, nothing less.
- Marcus Specht
- Marcus Specht
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ABSTRACT INFORMATION
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Playing catchup: Design principles for rapid emergency remote teaching and learning - Heinrich Prinsloo & Jani Prinsloo
Abstract
Mr Heinrich Prinsloo is an Instructional Designer at the Centre for Teaching and Learning at the North-West University. He has a demonstrated history of working in the Basic and Higher Education industry. He is skilled in using technology to facilitate classroom management, lecture planning, differentiated instruction and curriculum development. He is passionate about creating student success and access through transformative curriculum practices.
We investigated how rapid transitions from face-to-face courses to fully online have impacted staff in particular. Our presentation is derived from a design-based research study to gauge the impact, challenges and stories as a 2020 and 2021 South African lecturer.
Showcasing design principles elicited in this study can be introduced and refined to help guide design principles that lecturers can apply at their institutions. Six main draft design principles can be prompted when redesigning content and assessment. Emphasis on the course structure, practice activities and gauging student needs all contribute to better communication between the lecturer and the students. The study contributes to understanding how South African higher education institutions can prepare lecturers to design their courses to create student success while also keeping capacity and institutional complexities at bay.
Showcasing design principles elicited in this study can be introduced and refined to help guide design principles that lecturers can apply at their institutions. Six main draft design principles can be prompted when redesigning content and assessment. Emphasis on the course structure, practice activities and gauging student needs all contribute to better communication between the lecturer and the students. The study contributes to understanding how South African higher education institutions can prepare lecturers to design their courses to create student success while also keeping capacity and institutional complexities at bay.
Mrs Jani Prinsloo is currently employed as a Senior eLearning and Change Management Consultant at Eiffelcorp. Jani has been teaching part/full time for 17 years in schools and universities in both blended and online modalities. She has nine years’ experience in Instructional/Learning design and development and managed a team of highly competent learning designers, multi-media, and graphic designers for three years at the University of the Free State