http://hdl.handle.net/11189/2899 Sun, 16 Aug 2026 22:30:15 GMT 2026-08-16T22:30:15Z http://hdl.handle.net/11189/9924 Title: Enabling inter-institutional co-design and co-facilitation of a postgraduate diploma module in educational technology: Uncovering sites of struggle, negotiation and accommodation among course facilitators Authors: Strydom, Sonja; Titus, Simone; Waghid, Faiq; Gachago, Daniela Abstract: The development of a curriculum for a diverse group of students is challenging, whether at the undergraduate or postgraduate level. Various social, organisational, political, cultural, and personal factors are at play in the process of designing a curriculum that is learning-centred and responsive to societal needs. The notion of learning-centred curriculum development has been addressed extensively in the literature; however, scant research focuses on the interests of agents, as well as the cultural and structural considerations at play, when designing a postgraduate module for participants from diverse and unequal backgrounds. Analysing written reflections and reflective conversations on the various events, mechanisms, and structures encountered during the process of curriculum development, we shed new light on the covert issues facilitators have had to acknowledge when designing a learning-centred curriculum for participants across vastly diverse higher education contexts in South Africa. Drawing on sociologist Margaret Archer’s research, we seek to provide insight into the interplay between structure, culture, and agency when course facilitators from different institutional backgrounds collaboratively designed and facilitated a postgraduate module in educational technology. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/11189/9924 2023-01-01T00:00:00Z http://hdl.handle.net/11189/7057 Title: An ending and a beginning: reflecting on reading the case studies on teaching in extended programmes [Conclusion] Authors: Naidoo, Kibbie (University of Johannesburg); Thesen, Lucia (University of Cape Town) Abstract: This chapter draws on a close meta-reflection and review of the different chapters in the book by two experienced higher education scholars. They tease out a series of overarching themes reflected in the different chapters in the collection. Through this thematic analysis they offer points of significance and lessons the wider university community might gain from the reflective inquiries and understandings of teaching presented by the authors in the book. Description: Conclusion Chapter in book Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/11189/7057 2018-01-01T00:00:00Z http://hdl.handle.net/11189/7056 Title: Building a community of practice in an extended curriculum: the intervention programme Authors: Abrahams, Amaal (University of Cape Town); Badenhorst, Elmi (University of Cape Town); Ige, Busayo (University of Cape Town) Abstract: This chapter describes how the pedagogic approach underpinning the extended curriculum offering in a Health Sciences faculty attempts to offset the discomfort students often feel when they have to join this intervention. Their reflective enquiry is able to shed light on the extent to which the internal pedagogic model, which is built around the notion of supporting a community of practice, has been effective in mediating and supporting students’ transition to this extended curriculum programme. Description: Chapter in book Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/11189/7056 2018-01-01T00:00:00Z http://hdl.handle.net/11189/7055 Title: 'Teaching differently takes a lot of planning’: shifting discourses of writing in a communication classroom Authors: Alexander, Megan Abstract: The central theme of this chapter is on creating opportunities for student participation in a Communications classroom at the university of technology extended curriculum programme. The author subjects a previous action research study to further critical review and in so doing interrogates the discourses of writing that informs her pedagogies. She is able to show how institutional discourse act as a barrier against more transformative approaches she wishes to introduce in her classroom. Such approaches would more readily recognize the linguistic and other resources students bring along to the learning environment. Description: Chapter in book Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/11189/7055 2018-01-01T00:00:00Z