UFS Publications Platform (Univ. of the Free State)
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The role of artificial intelligence in decolonising academic writing for inclusive knowledge production
Get PDFThis conceptual article delves into the integration of Artificial Intelligence (AI) in academia, focusing on its potential to decolonise academic writing for inclusive knowledge production. The paper begins with an overview of decolonisation in academic discourse and introduces AI\u27s emerging role in this field. It then reviews the literature on decolonial perspectives in academia, the challenges faced by non-native English speakers in academic writing, and previous AI research in education, highlighting gaps that necessitate a decolonial and critical approach. The theoretical framework combines decoloniality and critical theory, linking these to empower non-native English-speaking academics. Using a theory synthesis design, the discussion explores this group\u27s unique challenges in academic writing and how AI, specifically applications like ChatGPT, can be a transformative tool for inclusivity in publication spaces. It critically examines how AI can contribute to decolonising academic knowledge writing. However, it also addresses potential challenges and ethical considerations in merging AI with decolonial perspectives. The article forecasts future AI developments and their implications for decolonising academic experiences, emphasising the need for inclusive technological advancements. In conclusion, the article stresses AI\u27s potential role in decolonising academic practices and calls for further interdisciplinary dialogue and exploration. Recommendations for universities, academics, policymakers, and curriculum designers, as well as implications for decolonial and critical discourses, are provided
Web metrics and key performance indices of the Villagemath instructional content repository
Get PDFThis study presents the outcomes of common web metrics and key performance indices of VillageMath, an online culture-based Instructional Content Repository for STEM learners and teachers. The study adopts a developmental research design. The developed intervention is accessible at (https://villagemath.net). Data collection on common web metrics and key performance indices (KPIs) was handled using standard web performance assessment tools such as WP Statistics, Pingdom Tools, Google PageSpeed Insights, GTmetrix, and WebPage Test. The metric platforms were chosen based on their industry standing, ease of use, and the wide range of KPIs that they measure. The metrics provide a median run performance result accounting for Time to First Byte (when did the content start downloading?), Start Render (when did pixels start to appear?), Speed Index (how soon did the page look usable?), Cumulative Layout Shift (how much did the design shift while loading?), Page Weight (how many bytes downloaded?), speed (from 7 different locations on five continents strategically placed around the globe), total page size, and suggestions for improvement. The data collected was analysed using descriptive statistics such as tables, charts, and averages. The analysis of results obtained from the web performance assessment tools indicated that the web-based VillageMath Repository appeals to a wide range of highly engaged users. Key performance indicators such as speed index, page size, and last painted hero for the VillageMath Instructional Content Repository were above industry averages and affirmed that the platform is robust, elegantly designed, and fast
Artificial Intelligence as an opportunity or a curriculum trajectory in the 21st century? Towards embracing unfamiliar discourses
Get PDFThis theoretical paper contributes to the ongoing debate on Artificial Intelligence (AI) in relation to curriculum and implementation in post-colonial South Africa. We contend that AI, as perceived, conceived, and implemented within the curriculum space, presents an ambivalent terrain marked by fear, uncertainty, and anxiety among stakeholders, as its presence has interfered with the everyday work of educational practitioners. Cognizant of this problem, we locate our theorisation within the framework of Sustainable Learning Environments and address two questions: (1) What are the opportunities of AI in relation to the curriculum in post-colonial South Africa? (2) What challenges are faced in the implementation of AI, especially in rural contexts where technological opportunities are not equivalent to those in urban areas? In this paper, we highlight that while AI tools like ChatGPT may appear daunting for integration into teaching and learning—potentially undermining educators\u27 authority and raising ethical concerns—there is an urgent need to rethink and restructure teacher education. This restructuring should align with the evolving demands of an AI-enhanced curriculum and address the shifting expectations in educational contexts
Human resource development practices and job performance of academic staff of Bishop Stuart University
Get PDFThis study examined human resource development practices and their impact on academic staff performance. Specifically, it investigated whether training, promotion, job enrichment and organisational policies significantly influence the job performance of academic staff. The study surveyed 158 academic staff members at Bishop Stuart University in Uganda using a quantitative approach and a correlational research design. Data were collected through self-administered questionnaires and analysed using partial least squares structural equation modelling (PLS-SEM). The findings revealed that job enrichment and organisational policies had a positive and significant impact on academic staff performance. In contrast, training had a negative but significant influence on academic staff performance, and promotion had a positive but insignificant influence on the job performance of academic staff. The study concluded that effective human resource practices, specifically job enrichment and organisational policies, play a crucial role in enhancing academic staff performance. However, limited training opportunities hindered the performance of academic staff. Furthermore, unsatisfactory promotion practices minimally contribute to the job performance of academic staff. The study recommended that university managers implement human resource development practices, namely job enrichment, organisational policies, training, and promotion, to promote job performance
Chapter 3: Problem-posing teaching in classroom
Get PDFTeaching and learning are activities that occur in a formal school setting between the teacher and the learners. Traditional classroom activities are often dominated by the teacher, a method termed the pedagogy of oppression, which has been criticised by educators and researchers as an unproductive method of instruction. Therefore, a new pedagogy of freedom has been advocated, where classroom activities are democratic and collaborative, with the teacher acting as a facilitator. This chapter discusses problem-posing teaching (pedagogy of freedom), an active teaching approach in which the teacher poses questions and the whole class collaborates to find solutions through critical thinking. This method emphasises motivation, creativity, collaboration, and critical thinking in the acquisition of knowledge and skills within the classroom. The chapter outlines the six cyclic steps that teachers must follow in problem-posing in the classroom, techniques involved in problem-posing teaching, and the benefits and drawbacks of this approach. It also addresses teachers\u27 preparation for problem-posing teaching, the expected roles of the teacher, and what the teacher is not expected to do in a problem-posing teaching classroom. Finally, the chapter concludes with two case studies of problem-posing teaching, a summary, reflective questions, and references
Chapter 8: Modelling in classrooms
Get PDFChapter 8, titled “Modelling in Classrooms,” presents the concept map for modelling in classrooms. It discusses various types of modelling, namely step-by-step, whole process, and sport modelling. On the one hand, these modelling techniques promote learner engagement, the internalisation of knowledge and skills, critical problem-solving thinking, curiosity, and enhanced psychomotor and cognitive abilities. On the other hand, they can be costly, may not be suitable for large mixed-ability classes, and are inappropriate when using dangerous tools and chemicals. The chapter outlines effective modelling techniques such as thorough preparation, arranging learners in a horseshoe formation, clearly stating objectives to learners before commencement, being inclusive, and allowing learners to replicate. It recommends that educators set specific, measurable, attainable, realistic, and time-framed (SMART) objectives, consider the safety of learners, and use precise instructional language. Additionally, it advises educators not to omit important steps in the modelling process and not to be exclusionary in the execution of the modelling strategy
Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics
Get PDFThis paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the creation of engaging and inclusive learning environments underpinned by teachers’ pedagogical responsiveness to the diverse needs of learners. We investigated pedagogical responsiveness, focusing on the Ukuqonda Institute’s mode of engagement in mathematics. We specifically pursued two research questions: 1) What are the key elements of the Ukuqonda Institute’s mode of engagement in mathematics? and 2) What characterised the pedagogical responsiveness of mathematics educators at the Ukuqonda Institute? We adopted collaborative autoethnography and used two data sets generated from audio recordings captured by the authors. We employed narrative analysis and organised the findings using the characteristics of pedagogical responsiveness as heuristic devices. The findings show that the participants’ pedagogical responsiveness was stimulated by the iterative process of team planning, deliberate implementation, and reflection. The prevalent characteristics were learner interactions, learner focus, inclusivity, dialogue and relationality, knowledge work, social justice, and equity. We recommend that similar studies be conducted targeting pedagogical responsiveness with a focus on other mathematical themes. Furthermore, this study suggests that, to remain pedagogically responsive, there should be constructive alignment among the types of tasks, questions, classroom interactions, and targeted content that underpin mathematics teaching and learning across different educational levels
Assessment Practices Fit for a Fast-changing World: A South African Perspective
Get PDFIn the face of global uncertainties and pressing local inequalities, education systems worldwide are prioritising the development of competencies to equip learners with the skills necessary for the 21st century. In South Africa, the Department of Basic Education (DBE) has initiated a Curriculum Strengthening process that emphasises the integration of social, emotional, and cognitive competencies into teaching, learning, and assessment. This study addresses the central question: How can the assessment of competencies be integrated into national assessment policy and practice? Adopting a mixed-methods approach, this study draws on a literature review, 15 semi-structured expert interviews, and primary research with 43 teachers and 118 learners across diverse school contexts. The thematic analysis of qualitative data is complemented by quantitative survey results to provide a comprehensive understanding of current assessment practices. Key findings highlight challenges such as over-reliance on summative assessments, resource constraints, and limited professional development for teachers. Nevertheless, opportunities exist in leveraging formative assessments and performance-based evaluations as key approaches to the assessment of competencies, as part of the broader national assessment regime. The study concludes that systemic changes are needed, including phased implementation, tailored teacher support, and flexible, context-appropriate assessment strategies. Recommendations emphasise aligning national assessment frameworks with the Basic Education Competency Framework (BECF), fostering inclusive and equitable classroom assessment practices, and supporting professional development to build teacher capacity
Chapter 9: Focus-group teaching in classrooms
Get PDFChapter 9, titled "Focus-group Teaching in Classrooms," introduces focus-group teaching as an innovative, learner-centred strategy to engage students actively in learning through structured group discussions. This approach encourages collaborative learning by fostering open dialogue, allowing students to share perspectives on various topics while the teacher acts as a facilitator rather than a director. Focus-group teaching aims to develop students\u27 communication, problem-solving, and critical-thinking skills. The chapter details both the advantages and limitations of focus-group teaching. Benefits include improved engagement, the development of interpersonal skills, and insightful feedback for teachers, which can refine instructional methods. Challenges include managing group dynamics, time constraints, and the need for teacher proficiency in facilitation and classroom management. The chapter provides guidance on lesson preparation, including establishing goals, creating an inclusive environment, and setting ground rules. Effective techniques, such as the use of prompts and the incorporation of feedback, are recommended for successful implementation. Case studies are also discussed to illustrate the application of focus-group teaching in diverse subjects, demonstrating its potential to transform traditional classrooms into interactive learning environments. The chapter concludes by highlighting the importance of training and preparation for teachers to address the challenges of the method and maximise its educational benefits
Chapter 13: Experiential learning in classrooms
Get PDFChapter 13, titled "Experiential Learning in Classrooms", presents the concept of experiential learning, which is a process in which new information is comprehended by the learner and transformed through experience. In the context of learning through experience, this process is triggered by learners’ authentic experiences. Experiential learning is, therefore, ‘situated’ in a context relevant to the learners’ future careers. In experiential learning, the teacher creates a learning atmosphere that enhances the capacity of the learner. Drawing from Kolb’s experiential learning model, which posits that the learner will have a new “concrete experience” with continuous learning, reflection, and improvement, the teacher can expect to see higher retention of knowledge and the natural refinement of soft skills. The chapter covers techniques for preparing for productive experiential learning, as well as the advantages and disadvantages of this approach. Additionally, it offers guidance on the do\u27s and don’ts of lesson preparation informed by experiential learning. The chapter also provides practical case studies that exemplify the application of experiential learning in classrooms