Transforming Digital Curriculum: A Strategic Initiative of UKZN

The University’s Teaching and Learning Office (UTLO) recently convened a meeting with stakeholders to explore the Digital Curriculum Transformation Project – an initiative funded by the University Capacity Development Programme (UCDP).

This ambitious project aims to conceptualise, develop and implement effective learning design strategies that enhance the teaching and learning experience.

Led by UKZN’s Instructional Designers, numerous academic leaders, lecturers, module co-ordinators and academic development officers took part in the project.

In his opening remarks, Mr Zwelisha Mfishi, UTLO Instructional Designer, emphasised that the project goes beyond simply incorporating digital tools. ‘The initiative aims to empower Higher Education teachers and enable students to understand the why, what and how of their education, and incorporate their feedback into the design of their teaching philosophy,’ he explained.

‘By utilising innovation, technology and approaches that focus on learners and data, together we can shape the future of teaching and learning,’ Mfishi explained. ‘Whilst we will inevitably face challenges on this digital journey, it promises to be exciting not only for the students but also for the lecturers who will gain new knowledge, techniques and skills.’

He emphasised the crucial importance of the expertise, support and commitment of lecturers ‘to make the digital transformation at UKZN a reality.’

The Digital Curriculum Transformation Project is aligned with UKZN’s Strategic Plan, specifically Goal 1 (Excellent Teaching and Learning) and Goal 2 (Excellent Student Experience). The project targets high-impact “gatekeeper” or “gateway” modules characterised by high enrolment and significant attrition rates.

A central component of the project is Design Sprints, a 10-week online programme tailored for academic staff to modernise their teaching practices. These sprints consist of five two-week categories:

• Aligning learning objectives and context
• Developing engaging content and lectures
• Designing effective assessments
• Creating a coherent module aesthetic and experience
• Evaluating and improving the module

Mr Melikhaya Noqamza, the College of Humanities Instructional Designer, explained that a sandbox environment will be set up where academics can test the functionality of the module without disrupting students’ ongoing learning. ‘We will develop a sandbox with different sections for different users. As participants progress through the design sprints, they will move to personalised sandbox environments,’ he explained.

Noqamza encouraged extensive team participation in the modules integrated into the curriculum redesign project, emphasising its collaborative nature.

Instructional designers presented several curriculum and instructional design frameworks, including Ralph W Tyler’s model, Backward Design, Hilda Taba’s model, Gagné’s Nine Instructional Events, D K Wheeler’s model, David Kern’s model and the Successive Approximation Model (SAM).

They also presented various “gatekeeper” modules within their respective Colleges and explained the selection criteria used.

During an interactive group exercise, participants applied the SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse) technique to transform modules within their Colleges.

At the conclusion of the session, participants thanked the Instructional Designers for their informative presentation and acknowledged their dedication and contributions.

Words: Hlengiwe Khwela

Photograph: Nduduzo Duma