Page 84 - UniZulu Annual Report 2020

expert-guided and monitored design of materials across all modules was essential. This practice was guided by course outlines (content, teaching philosophies, assessment of effective learning and achievement of learning outcomes)
• Quality assuring learning materials produced for online consumption. The integrity of UNIZULU programmes and qualifications is an integral part of how curriculum content, teaching materials and assessment of competence • espouse the values and standards entrenched in accredited programmes of the University. Using multimodal learning platforms should not be seen to be compromising the academic integrity of University programmes. Accordingly,
the University engaged relevant experts in the quality
assurance of e-learning modalities •
• Further development of online modules for UNIZULU staff to enable them to take these courses as and when there is a need. The training of Deans, HoDs and academic staff in general on instructional design has become imperative. The University has already made good progress through continuous professional
development programmes
• Conducting learning analytics. Learning analytics and
evaluation of effective learning goes beyond presenting
statistics on who accesses the E-Learning platform. It establishes whether or not students go through the entire material and complete assessment tasks and activities embedded within the online material. It helped academics understand whether effective learning was taking place or not. Some of the advanced functionalities of the LMS support the conducting of learning analytics, and lecturers already engaged with these options Tracking of student performance and ‘at-risk’ students. This was done through the existing Student Performance Tracking System. Feedback was provided to lecturers and HoDs, and this informed the decision for special interventions, for example, the printing and delivery of hard-copy study material
Review of online materials. All e-Learning materials were to be reviewed periodically as part of quality enhancement and curriculum re-scoping. These reviews were performed through internal capacity and supported and monitored through externally acquired expertise. In transitioning from the traditional face-to-face approach to teaching and learning at UNIZULU, faculties were engaged and capacitated from the beginning of lockdown
Various workshops were conducted to provide academics
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