Grace Ndeke

BACKGROUND 

As a lecturer, I mainly employed lecture method of teaching which was face to face. Learner participation was minimal, mainly group assignments, asking and answering of questions. With the COVID-19 outbreak and intervention measures directed by the government, face to face learning could not continue, forcing the use of technology in learning despite the inadequacy of skills possessed during that time. The course outlines were provided at the department with no input from the lecturer and were not constructively aligned. Therefore the learning outcomes, teaching learning activities and assessment were not in alignment.  

INTERVENTION 

Pedal training provided the skills that enabled me to constructively align my course outlines, a variety of facilitation methods for both asynchronous and synchronous learning and a variety of innovative assessment methods. Each of these areas was provided separately as modules, though the linkage was clearly indicated. Through the training, hands on activities were provided as well as the facilitators keeping us on our toes and ensuring we get assistance whenever needed. The programme was quite tight since the attendees are engaged in other activities, so sometimes I was not able to meet the deadlines. In this regard I would recommend a more flexible schedule and more time provided for various activities wherever possible. 

RESULTS 

Pedal training empowered me as a lecturer to prepare constructively aligned course outlines, integrate technology in my teaching, employ new approaches in teaching which increased learner participation in the learning process, hence making learners responsible for their learning. This led to retention of learnt concepts for a longer time and also application of learnt concepts in new situations. I also acquired skills on the use of learning management systems allowing for interaction with learners’ wherever they were especially during this era of COVID-19. 

LESSON LEARNT 

The training effectively changed my approach to teaching because it emphasized that am not the holder of knowledge. Instead I am a facilitator and that learners should search for it hence maximum learner participation in the process of learning. I also learnt that assessment is not just paper and pen but using innovative ways like technology there are many ways of assessing learners. For example discussion forums can be used to assess learner’s level of understanding and participation. The use of E portfolios can be used to track learners work as they build on their training has been one of my AHA moments. I also learnt the importance of preparing rubrics and providing them to the learners to guide them in their work. I would encourage others to join but need to create extra time to engage in all activities provided in order to enhance their skills. 

AHA MOMENTS 

The skills gained in Pedal have enabled me to prepare a constructively aligned course outline, though this is an ongoing process. This has enabled me to come up with appropriate learner activities that would ensure the set learning outcomes are achieved. Also, have been able to include different assessment methods throughout the learning process to track learners’ conceptualization of concepts learnt and not just at the end of the learning process. 

Due to high levels of learner engagement during the learning process, learners’ interest, motivation to learn has greatly improved leading to greatly improved performance. 

Students have now embraced online teaching though at the beginning there was some resistance due to the extra work students had to do on their own and also after realizing that one can easily be tracked on the level of participation. But with a little bit of motivation especially using the discussion forums and individual follow up the uptake is improving. 

FURTHER INFORMATION 

Attached is the link to my e-portfolio that documents my pedagogical journey with samples of some of the success in facilitation and assessment. 

https://sites.google.com/view/gracendekepedalonlinetraining/home