Infusing service learning in curricula: a theoretical exploration of infusion possibilities
- Authors: Hlengwa, Amanda I
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70765 , vital:29727
- Description: In South Africa one result of the appeal for greater social responsiveness from Higher Education institutions has been for service-learning, a component of Community Engagement, to be infused into curricula in higher education. This paper suggests that infusion of service-learning into curricula is based on broad assumptions which need to be researched further. There are complexities which need to be considered regarding the potential of service-learning to bridge the gap between the university and society, and the extent to which it is the most appropriate pedagogic tool for this purpose. This paper argues that Basil Bernstein’s theory of classification and framing as well as his work on vertical and horizontal discourses is potentially useful for understanding the factors that could impact on infusing service-learning into curricula. Thus, the potential of Bernstein’s work to provide insights into the possibilities and constraints of infusing service-learning into the curricula is explored.
- Full Text:
- Date Issued: 2010
- Authors: Hlengwa, Amanda I
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70765 , vital:29727
- Description: In South Africa one result of the appeal for greater social responsiveness from Higher Education institutions has been for service-learning, a component of Community Engagement, to be infused into curricula in higher education. This paper suggests that infusion of service-learning into curricula is based on broad assumptions which need to be researched further. There are complexities which need to be considered regarding the potential of service-learning to bridge the gap between the university and society, and the extent to which it is the most appropriate pedagogic tool for this purpose. This paper argues that Basil Bernstein’s theory of classification and framing as well as his work on vertical and horizontal discourses is potentially useful for understanding the factors that could impact on infusing service-learning into curricula. Thus, the potential of Bernstein’s work to provide insights into the possibilities and constraints of infusing service-learning into the curricula is explored.
- Full Text:
- Date Issued: 2010
Introducing a learning management system in a large first year class: impact on lecturers and students
- Snowball, Jeanette D, Mostert, Markus
- Authors: Snowball, Jeanette D , Mostert, Markus
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68631 , vital:29297 , https://hdl.handle.net/10520/EJC37639
- Description: Publisher version , The challenges of teaching large classes are well documented in the literature on teaching in higher education. Information and communication technologies (ICTs) have the potential to address some of these challenges, but, used inappropriately, technology can perpetuate entrenched practices and simply support performance models of teaching that encourage transmission approaches to learning. This article reports on the impact of implementing a learning management system (LMS) in a first year introductory macroeconomics course with 600 students in a blended learning context. Experiences of the course coordinator, lecturers and an educational technologist are discussed and data was also collected on student perceptions via a course evaluation questionnaire. Results show that the LMS was successful in a number of areas, particularly in improving the lecturers' accessibility to students and in encouraging interaction and participations in online discussion forums.
- Full Text: false
- Date Issued: 2010
- Authors: Snowball, Jeanette D , Mostert, Markus
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68631 , vital:29297 , https://hdl.handle.net/10520/EJC37639
- Description: Publisher version , The challenges of teaching large classes are well documented in the literature on teaching in higher education. Information and communication technologies (ICTs) have the potential to address some of these challenges, but, used inappropriately, technology can perpetuate entrenched practices and simply support performance models of teaching that encourage transmission approaches to learning. This article reports on the impact of implementing a learning management system (LMS) in a first year introductory macroeconomics course with 600 students in a blended learning context. Experiences of the course coordinator, lecturers and an educational technologist are discussed and data was also collected on student perceptions via a course evaluation questionnaire. Results show that the LMS was successful in a number of areas, particularly in improving the lecturers' accessibility to students and in encouraging interaction and participations in online discussion forums.
- Full Text: false
- Date Issued: 2010
Shark fishing effort and catch of the ragged-tooth shark Carcharias taurus in the South African competitive shore-angling fishery
- Dicken, Matthew L, Booth, Anthony J, Smale, Malcolm J
- Authors: Dicken, Matthew L , Booth, Anthony J , Smale, Malcolm J
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/126944 , vital:35937 , https://doi.10.2989/18142320609504209
- Description: In South Africa, Carcharias taurus is commonly known as the ragged-tooth shark or raggie. The species is also referred to as the sand-tiger shark in North America and as the grey-nurse shark in Australia. It is a long-lived species with an estimated longevity of up to 40 years (Goldman 2002). Female sharks reach sexual maturity at approximately 10 years (Goldman 2002), and they exhibit a biennial reproductive cycle (Branstetter and Musick 1994, Lucifora et al. 2002, G Cliff, Natal Sharks Board, unpublished data). Intra-uterine cannibalisation results in a maximum fecundity of two pups per litter after a gestation period of approximately 9–12 months (Bass et al. 1975, Gilmore et al. 1983). These life-history characteristics make this species particularly susceptible to overexploitation.
- Full Text:
- Date Issued: 2010
- Authors: Dicken, Matthew L , Booth, Anthony J , Smale, Malcolm J
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/126944 , vital:35937 , https://doi.10.2989/18142320609504209
- Description: In South Africa, Carcharias taurus is commonly known as the ragged-tooth shark or raggie. The species is also referred to as the sand-tiger shark in North America and as the grey-nurse shark in Australia. It is a long-lived species with an estimated longevity of up to 40 years (Goldman 2002). Female sharks reach sexual maturity at approximately 10 years (Goldman 2002), and they exhibit a biennial reproductive cycle (Branstetter and Musick 1994, Lucifora et al. 2002, G Cliff, Natal Sharks Board, unpublished data). Intra-uterine cannibalisation results in a maximum fecundity of two pups per litter after a gestation period of approximately 9–12 months (Bass et al. 1975, Gilmore et al. 1983). These life-history characteristics make this species particularly susceptible to overexploitation.
- Full Text:
- Date Issued: 2010
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