Academics from UKZN and other institutions attended an Extended Learning workshop recently titled: Assessing Learning in Higher Education.
The workshop facilitated by Dr Saras Reddy, Senior Lecturer and Discipline Leader in the Discipline of Higher Education Studies at the School of Education, was part of the University Education Induction Programme and was held at the Innovation Centre on the Howard College campus.
Dr Andrisha Beharry registered for the module although having graduated with a Diploma in Higher Education and a PhD in her Discipline of Management Studies. She was impressed by the rich learning environment that was created by Reddy as well as the fact that participants were able to interact freely during the sessions.
Reddy’s democratic approach to enhance student learning was appreciated by participants who learned how to constructively align the learning outcomes of the modules they teach to teaching and learning methods as well as to the module assessments.
Beharry was so inspired that she has now applied to register for the Master’s in Higher Education degree through the School of Education.
Another participant Mrs Shereen Revashunkar described the workshop as engaging and interactive, saying Reddy is adding value to Higher Education and motivating others to do the same. Revashunkar said working in groups with lecturers from a variety of disciplines, enhanced the enriching learning experience of the module.
Ms Nomzamo Mzolo of the Durban Institute of Technology says she learned new ways to deal with challenges she faces regarding assessments of students at her institution. Mzolo added that she enjoyed the way Reddy created a fun learning environment for all.
Dr Moses Okpeku of UKZN’s Discipline of Genetics said Reddy had impressed him to the extent he would now “revolutionise” the way he prepares his assessments in future.
Mr Sibusiso Senzani of the School of Laboratory Medicine and Medical Sciences at the College of Health Sciences appreciated the importance of aligning module outcomes with different forms of assessments.