Page 149 - Innovative Professional Development Methods and Strategies for STEM Education

Introducing Educational Technology into the Higher Education Environment

The various Deans subsequently nominated the lecturers representing their Faculties. Once the nomi-
nations were received, the Directorate for Teaching and Learning with Technology (TLT) arranged an
introductory lunch to which the Dean, the relevant HODs and the new nominees (also known as Partners)
were invited. At this occasion, approximately 3 months prior to the commencement of the programme,
the Partners@Work concept was explained in detail, and all parties were informed of their distinct roles
and responsibilities. Contracts were signed, and after the HODs had the opportunity to introduce their
‘candidate’ to the audience, a celebratory lunch was offered.
After the lunch, the selected lecturers had to undergo a 2 hour long computer skills assessment that
tested their computer fundamentals, essential word processing skills, typing speed and accuracy, and
basic Internet browsing and searching skills. Afterwards, each lecturer received a report indicating pos-
sible areas for further training. Training opportunities (presented in-house) were also highlighted. This
activity managed to raise the lecturer’s awareness of the skills that they needed and most of them made
a concerted effort to improve these before their official Partners@Work programme started.
Lecturers (the new Partners) were also given the outline of a typical project plan, and were requested
to draw up a draft plan for the project they intended to work on. The plan profiled the subject area that
the Partner were to develop and provided background information with regards to the profile of their
students, the number of lecturers involved in teaching the programme involved, mention of the campuses
where the subject was offered, previous pass rates, and other illuminating facts about the programme.
Unique challenges and problems experienced in the programme were also highlighted. During the first
week of the Partners@Work programme, these documents then served as a starting point for a thorough
needs analysis.
In the mean time, the HOD and the Dean had to find and appoint a replacement for the seconded lec-
turer from their faculty. Financial support for the replacement was made available to replace the lecturers
in the form of seed funding. These funds were provided by Top Management in support of the Univer-
sity’s strategic vision to lead through innovative teaching practices that include the use of technology.
It was agreed that the Partner would be replaced in totality for the first six months on the programme.
During this time they would be seconded to the Directorate for Teaching and Learning with Technol-
ogy (TLT). Since they were substituted in their Faculties, and as a result ‘lost’ access to their offices,
alternative arrangements had to be made to accommodate the lecturers on the programme. They were,
therefore, provided with a laptop, pre-loaded with all the necessary software and drivers, and Internet
connectivity. During the initial offerings of the Partners@Work programme, fixed line broadband Internet
connections were provided at lecturer’s homes, however in later programmes, these were replaced with
wireless connections.
The abovementioned provisions enhanced mobility and made it possible for lecturers to work wher-
ever they wished. The TLT classroom was often used as a social gathering space, and some Partners
preferred working there rather than at their own homes. They benefited from the close proximity of the
instructional designers who were close by to assist if needed. Others preferred to work in the comforts
of their own homes and kept in touch by means of online instant messaging, email and the telephone.
For the last six months on the programme, Partners returned to their departments on a part-time
basis. Partners had to be in a position where they could implement their technology-enhanced materi-
als in an authentic environment, and still have enough time left to rework or expand sections based on
student feedback. Partners also spent time on their research projects during this time and as such Deans
and HODs were advised to limit the Partners’ lecturing load to the subject they were working on only.

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