Press Pause

A series of interactive webinars on remote teaching and a welcome reprieve from it.

Webinar Recordings

30
SEP
START
02
OCT
END

Proposal submission deadline
Friday 11 September, 12h00

It’s time “to rethink not only new digital, online, and pedagogical possibilities but also the basic purpose of education, and how renewed vision of education might be harnessed to develop more democratic and just societies” (EPAT Collective, 2020).

Series summary

From 30 September to 2 October , the School of Education in the Faculty of Humanities hosted an interactive webinar series on Emergency Remote Teaching (ERT) .

We invited contributions from colleagues in the Faculty of Humanities who, as a result of their direct involvement in ERT, had practices to share, pedagogies to think through, anf ideas and questions to explore.

This was a chance to press pause and reflect on the past few months of riding the ERT tsunami. Come and share insights with your esteemed colleagues. Register to attend by 29 September.

Series summary

Webinar Format:

A brief presentation of the topic

A brief presentation of the topic

Interactive sessions with respondents

Interactive sessions with respondents

Open discussion

Open
discussion

Step up to present

“As we plan for an uncertain future in the midst of the COVID-19 pandemic, what are the lessons we have learned that will help us to teach better in years to come?”

If you’d like to present your experience, vision, theory or question, please submit a brief proposal by 11 September by filling out this form .

The submission form will help you outline the main focus of your presentation. What about your ERT experience would you like to share and discuss with your colleagues? Whether it's a course, strategy, practice and/or pedagogy, please submit a short proposal about it.

Set up to present

Your proposal can consist of either:

  • a written explanation of about 200 words,
  • a maximum of five graphics,
  • a short video less than 3 minutes,
  • or a narrated PowerPoint also less than 3 minutes long.

You will be notified of your proposal’s acceptance by 14 September. All submissions, even those not selected for presentation during the webinar series, will be archived on this website and available as a helpful ERT resource going forward.

Topics may fall into, but need not be limited to, the following categories:

  • Online modalities for deepening thinking
  • Student access and engagement
  • Redesigning assessment for learning
  • Course design
  • Inclusivity and transformation
  • Group work and other forms of peer-assisted learning
  • Lecturer identity in ERT
  • Maintaining dialogue in online teaching

Programme & Recordings

You never know what to expect in interactive webinars, but our presenters and their pioneering insights made for a breakthrough series of events. As teachers, our actions have lasting consequences so stopping for a moment to learn from each other and give ERT the thought it deserves was a truly worthwhile endeavour.

30 September

12:00 | Supporting Learning, Capacity & Community During ERT

Welcome
Ana Ferreira

Opening Address
Prof Garth Stevens

Presentation 1:

Group Support for Improved Performance in Online Learning | Nokulunga Ndlovu - EDIET, Wits School of Education

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Presentation 2:

FVPA tutor training: pause briefly and quickly reflect | Joni Brenner, Masechaba Phakela, Sizwe Hlophe and Revai Boterere, IACS/FVPA Wits School of Arts

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Presentation 3:

From Embodied learning to WhatsApp - not quite what anyone imagined | Tshego Khutsoane, Alison Gitelson, Petro Janse Van Vuuren - Drama for Life, School of Arts

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Presentation 4:

Remote online practical training incorporating WI strategies | Anniah Mupawose, Khetsiwe Masuku - Speech Language Pathology, Wits School of Education, School of Human & Community Development

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Moderator:

Maria Prozesky and Theresa Giorza

Discussant:

Professor Laura Czerniewicz
Discussant Bio

25 min Q&A

01 October

12:00 | Rethinking Teaching & Assessment Online

Presentation 1:

Is learning in an online environment better than in a face-to-face environment? Why this is a bad question to ask | Priscilla Gerrand - Social Work, School of Human & Community Development

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Presentation 2:

At the heart of the practice: a reimagining of theatre as activism assessments | Ms Cheraé Halley - Drama for Life, School of Arts

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Presentation 3:

When More is Less: Juggling Content & Judgement Creep in Emergency Remote Assessments | Rajohane Matshediso - Sociology, School of Social Sciences

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Moderator:

Laura Dison and Thanesha Rajoo

Discussant:

Dr Sherran Clarence
Discussant Bio

25 min Q&A

13:30 | Authentic Learning

Presentation 1:

Hope, health and Wellbeing Course during Covid 19 | Roshini Pillay - Social Work, School of Human & Community Development

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Presentation 2:

How Covid-19 impacted on the authentic assessment of a masters writing intensive course– reflections from the field | Avril Joffe - Cultural Policy & Management, School of Arts

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Presentation 3:

Heightened Text, Embodiment and Verbatim Performance: An intersectional and interdisciplinary trauma Informed approach to living and learning in catastrophic times | Warren Nebe - Drama for Life, School of Arts

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Moderator:

Tony Essien and Maria Prozesky

Discussant:

Associate Professor Cathy Kell
Discussant Bio

25 min Q&A

02 October

12:00 | (Im)possibilities of Critical or Dialogic Pedagogies Online

Presentation 1:

Developing clinical critical thinking skills on an online platform | Kim Coutts - Speech Pathology, School of Human & Community Development

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Presentation 2:

Possibilities for Critical Literacy in Large Group Online Teaching in South African Higher Education | Grant Andrews - Languages, Literacies & Literatures, School of Education

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Presentation 3:

(Anti) dialogic teaching during ERT | Sarah Godsell - Social & Economic Sciences, School of Education

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Presentation 4:

Can narrated PowerPoint videos support a critical dialogic pedagogy in ERT? | Ana Ferreira - Languages, Wits School of Education, Literacies & Literatures, School of Education

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Where to from here?
Laura Dison & Maria Prozesky

Moderator:

Thanesha Rajoo and Nokulunga Ndlovu

Discussant:

Dr Navan Govender, Strathclyde University, Scotland
Discussant Bio

25 min Q&A

Format of this Webinar series

It is indisputable that the threat of COVID-19 has presented some extraordinary challenges for lecturers who have been required to abandon face-to-face teaching and transition to Emergency Remote Teaching (ERT) . The format of this short webinar series arises directly from the conditions we have found ourselves working in over the past 6 months and our desire to reflect meaningfully on these experiences . The aim of this series is to use our shared reflections to highlight the learning affordances and constraints of ERT , and to determine whether we have learned lessons from ERT that will help us to teach better in years to come.

There are two phases to the overall event.

ONE: Flexible online engagement

Lecturers who have stepped up to present their experiences of ERT have constructed online presentations in various formats to convey the kinds of teaching activities they have been engaged in since April this year. They are online for colleagues to visit and view ahead of the webinar series. Most of these online presentations are in video or PowerPoint format and each is a maximum of 20 minutes viewing time.

Attendees can peruse the programme , identify presentation topics of interest to them and then find these online and view them in their own time. This flexible, asynchronous format is designed to fit in around lecturers’ ongoing ERT and other commitments, and provides them with the ability to pick and choose what to focus on.

TWO: Deepening the conversation

A live plenary format has been selected in order to rekindle the kinds of collegial conversations that have been snuffed out by working remotely over several phases of lockdown. The format of the webinars themselves has been designed to generate maximum interaction across presentations and between attendees and presenters. At each plenary, presenters will speak to the work they have showcased on the website and a discussant will provide a composite response to the presentations.

In order to recreate online the feeling of a panel, presenters have been encouraged to speak with their cameras on and, where possible, to limit themselves to 1-2 slides, if necessary. Because respondents – and some attendees — will have viewed the online presentations in advance of the plenaries, the effect should be one of deepening the conversation. At the end of the final plenary, two colleagues have been tasked with synthesising insights and questions, and assisting us to map out a way forward.

Learn more

This collection of articles is available to offer examples, inspiration and provocation for your thinking about your online teaching.

Toolbox or trap
Renowned educator Paulo Freire would have questioned how we are schooling our kids in the age of COVID-19

The late education philosopher Paulo Freire would have argued that online schooling further entitles those in positions of power.

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Toolbox or trap
Toolbox or trap?

Course Management, Systems and Pedagogy Lane

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A Wake-Up Call
A Wake-Up Call

Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning

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BOYD 2016 on Freire
BOYD 2016 on Freire

A (pre-COVID) reflection on the challenges and opportunities for using online teaching for socially just ends.

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Reimagining the new pedagogical possibilities
Reimagining the new pedagogical possibilities

An impassioned statement by Arundhati Roy about the COVID rupture as a 'portal' to a new world serves as a provocation for multiple authors to rethink the possibilities of education.

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Open discussion
The difference between ERT and online learning

A useful outline of the differences between ERT and online teaching.

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Exams under lockdown
Exams under lockdown

Universities should learn from assessment methods used during the pandemic

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Going online
Going online

What we learnt from "going online" during university shutdowns in South Africa

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Learning and teaching reimagined
Learning and teaching reimagined

An interim report that explores changing student needs, changing staff needs and emerging best practice in response to COVID-19

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How a course was converted for remote learning
How a course was converted for remote learning

Giving Students an Individualized Experience in Online Learning: Staying Connected while Disconnected

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How COVID-19 has changed student assessment for good
How COVID-19 has changed student assessment for good

Explores how 6 UK universities have updated assessments because of Covid-19

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6 Tips for Teaching Online and In Person Simultaneously
6 Tips for Teaching Online and In Person Simultaneously

Strategies to promote meaningful engagement for online students while at the same time providing a rich face-to-face learning environment.

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Some colleges planned early for online
Some colleges planned early for online

Here's what they learned.

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Covid-19 inspires renewed empathy for our students
Covid-19 inspires renewed empathy for our students

Several weeks ago, we shifted rapidly from on-campus teaching to emergency remote teaching.

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Register to attend

Gain insight and come together to learn and discuss.

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Contact Us

For queries, please reach out to a member of the coordinating committee: