STAFF

Designing online teaching and learning activities (TLAs) for predominantly self-regulated, online learning requires lecturers to, for example:

• carefully consider their hybrid learning student’s context (ranging from their physical learning environment to their levels of digital literacy);
• allow for a paradigm shift, in terms of how and when they will facilitate learning for their students (given the pronounced differences between engaging with student on-campus, in real time, to enabling them to learn predominantly at their own pace in the virtual classroom);
• commit to a transformative professional learning curve, supported by the hybrid learning design team and/or other professional academic support staff as they identify new ways that digital learning technologies can help students achieve intended learning outcomes.

Fortunately, there is ample support for academic staff at SU to continually develop their teaching praxis to accommodate emerging modes of delivery, such as hybrid learning.

For departments and faculties, the hybrid learning design team offers workshops to help academic leaders think strategically about their hybrid course portfolio, over the next 3-5 years. 

For lecturers that are in the process of implementing hybrid learning offerings:
Please click here for an infographic of support mechanisms. 

Colleagues interested in applying for hybrid learning funding can contact the HL team for individual consultations. The Centre for Academic Planning and Quality Assurance can further offer guidance on all aspects related introduction of new academic programmes and changes to existing programmes at Stellenbosch University. 

For curriculum design and general learning and teaching support, please see the professional development opportunities and resources offered by the Centre for Teaching and Learning. For training and support related specifically to learning technologies, the Centre for Learning Technologies can be contacted.