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A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning

- Czerniewicz, Laura, Agherdien, Najma, Badenhorst, Johan, Belluigi, Dina Z, Chambers, Tracey, Chili, Muntuwenkosi, De Villiers, Magriet, Felix, Alan, Gachago, Daniela, Gokhale, Craig, Ivala, Eunice, Kramm, Neil, Madiba, Matete, Mistri, Gitanjali, Mgqwashu, Emmanuel M, Pallitt, Nicola, Prinsloo, Paul, Solomon, Kelly, Strydom, Sonja, Swanepoel, Mike, Waghid, Faiq, Wissing, Gerrit

“Needs must”: Critical reflections on the implications of the Covid19 “pivot online” for equity in higher education

- Belluigi, Dina Z, Czerniewicz, Laura, Khoo, S, Algers, A, Buckley, L A, Prinsloo, Paul, Mgqwashu, Emmanuel, Camps, C, Brink, C, Marx, R, Wissing, Gerrit, Pallitt, Nicola

  • Authors: Belluigi, Dina Z , Czerniewicz, Laura , Khoo, S , Algers, A , Buckley, L A , Prinsloo, Paul , Mgqwashu, Emmanuel , Camps, C , Brink, C , Marx, R , Wissing, Gerrit , Pallitt, Nicola
  • Date: 2020
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/439464 , vital:73599 , https://www.digitalcultureandeducation.com/reflections-on-covid19/needs-must
  • Description: Higher education institutions (HEIs) across the globe have turned to online technologies in a bid to address the unprecedented disruption to their educational function, created by physical restrictions implemented during the COVID-19 pandemic. Educators, learning professionals, administrators, managers-all have had to muster the courage and de-termination to salvage what their infrastructure and means have al-lowed. A certain shift in mind-set has occurred. Over-simplified and over-generalised perhaps, but a clear directive was given that ‘this has to be done online’, in consequence of which the stance changed from ‘this can’t be done online’ to ‘how can this be done online?’ This was the watershed moment. Even the fiercest opponents of anything tech-nology have been engaging in the shift to online.
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  • Date Issued: 2020

Constructions of roles in studio teaching and learning

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2016
  • Language: English
  • Type: article , text
  • Identifier: http://hdl.handle.net/10962/59792 , vital:27651 , https://doi.org/10.1111/jade.12042
  • Description: Various constructions of supervisors and students emerge from education literature on art, design and architecture studio pedagogy. Constructions of the supervisor within the studio and during assessment are considered, with a discussion of the threads which underpin them. This is followed by a discussion of some of the current dominant constructions of the student, and possible effects of these roles and relationships on their engagement with learning. As many of these constructions may be inherited or unconscious, a concern for the agency of those involved to rupture, subvert, rescript or resist such constructions motivates this research, while acknowledging that this may be limited by structural and cultural contexts.
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  • Date Issued: 2016

Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2016
  • Language: English
  • Type: article , text
  • Identifier: http://hdl.handle.net/10962/59809 , vital:27653 , http://dx.doi.org/10.1080/13562517.2016.1183617
  • Description: This paper considers the influences of curricula content on the nuances of teaching and learning practices, and the ways in such influences are complicated by the contexts within which they are situated. Generated data from within the particularity of two fine art schools, one operating from the developed world in the global ‘north’ and another the developing world in the ‘south’, considers how they have negotiated the contemporary push from the professional community of practice, led by ‘western’ artmaking, towards the discourse-interest of contextualism in fine art practice education, compared to the focus on skills and mastery of more out-dated formalism. Particular emphasis is placed on the significance of such influences and pressures on the structures and cultures of teaching and learning.
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  • Date Issued: 2016

Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study

- Thondhlana, Gladman, Belluigi, Dina Z

  • Authors: Thondhlana, Gladman , Belluigi, Dina Z
  • Date: 2016
  • Language: English
  • Type: article , text
  • Identifier: http://hdl.handle.net/10962/59784 , vital:27649 , https://doi.org/10.1080/02602938.2016.1235133
  • Description: Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students’ perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students’ experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.
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  • Date Issued: 2016

Establishing enabling conditions to develop critical thinking skills a case of innovative curriculum design in Environmental Science

- Belluigi, Dina Z, Cundill, Georgina

  • Authors: Belluigi, Dina Z , Cundill, Georgina
  • Date: 2015
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/482831 , vital:78693 , https://doi.org/10.1080/13504622.2015.1072802
  • Description: This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student evaluations, a focus group discussion, lecturer reflections and summative assessment results. During the course, the development of critical thinking skills was scaffolded by different thinking approaches to the possibilities and problematics of student-selected case studies, followed by a collaborative re-examining of ‘what is known’ about Citizen Science. Spiralling engagement with various resources harnessed the diversity of the class, as they drew on their personal and disciplinary backgrounds. The insights highlight possibilities for alternative higher education teaching models for emerging subjects such as Environmental Science, where the competencies required of graduates, such as critical thinking and coping with uncertainty, differ significantly from traditional ‘science’ competencies, and therefore require a departure from traditional teaching methods.
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  • Date Issued: 2015

Evaluation of teaching and courses: reframing traditional understandings and practices

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2015
  • Language: English
  • Type: Book , text
  • Identifier: http://hdl.handle.net/10962/59546 , vital:27625
  • Description: This anthology outlines case studies which have emerged from an approach to evaluation which enables individual academics to practice a degree of autonomy in how they determine their own evaluation agendas, methods and approaches. This has enabled individual cases of both rigour and creativity when it comes to the collection of data and generation of feed- back on their teaching and/or courses, particularly in relation to transforming curricula responsively; enabling student voice and increasing student ownership; and creating spaces for practices to be challenged. The purpose of the case studies is pedagogic and to illustrate a range of practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
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  • Date Issued: 2015

The significance of conflicting discourses in a professional degree assessment in undergraduate fine art practice

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2015
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/482853 , vital:78695 , https://doi.org/10.1080/01596306.2015.1075961
  • Description: This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(s) and ways of being; and the more recent educational development discourses. The significance of these tensions for the discursive positioning of staff and students is discussed, with suggestions made for possible ways to negotiate these problematics more purposefully.
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  • Date Issued: 2015

Group work as 'terrains of learning' for students in South African higher education

- Thondhlana, Gladman, Belluigi, Dina Z

  • Authors: Thondhlana, Gladman , Belluigi, Dina Z
  • Date: 2014
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/67636 , vital:29123 , https://journals.co.za/content/persed/32/4/EJC164258
  • Description: Publisher version , A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and institutional contexts, group work activities have become levers by which deeper learning could be achieved. Drawing on perceptions and experiences of group work among environmental science students at a South African university, we investigate the ways in which group work could be more expansively viewed as 'terrains of learning' for students. The results in general indicate that students have positive perceptions and experiences of group work, though problematic elements are evident. This particular case study points to the attention that should be paid to understanding issues of background, ethnicity and various student personalities which could hinder or enable the desired student learning. Such an understanding could contribute to debates regarding the achievement of higher quality learning, given issues of diversity and transformation in the South African higher education context.
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  • Date Issued: 2014

A proposed schema for the conditions of creativity in fine art studio practice

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2013
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/64641 , vital:28584 , http://www.ijea.org/v14n19/index.html
  • Description: Drawing from creativity and art research, this paper proposes a schema for the conditions for creativity in fine art studio practice. Discussion focuses on how the triad of creative person, artmaking process, and artwork is constructed, and the situating of this creative triad within an enabling environment, which on a structural level includes the curriculum, and on a cultural and agential level involves teaching and learning relationships. An emphasis in placed on affective concerns, particularly the role of uncertainty as an important part of the art student’s learning experience.
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  • Date Issued: 2013

Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2013
  • Language: English
  • Type: text , book
  • Identifier: http://hdl.handle.net/10962/66943 , vital:29003 , https://doi.org/10.1016/B978-1-84334-655-5.50001-5
  • Description: publisher version , Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author’s own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes.
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  • Date Issued: 2013

A proposed methodology for contextualised evaluation in higher education

- Nygaard, Claus, Belluigi, Dina Z

  • Authors: Nygaard, Claus , Belluigi, Dina Z
  • Date: 2010
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/482809 , vital:78691 , https://doi.org/10.1080/02602931003650037
  • Description: This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data collection methods do not address aspects that affect students’ learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations.
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  • Date Issued: 2010

Exploring the discourses around ‘creativity’ and ‘critical thinking’ in a South African creative arts curriculum

- Belluigi, Dina Z

  • Authors: Belluigi, Dina Z
  • Date: 2009
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/482842 , vital:78694 , https://doi.org/10.1080/03075070802644911
  • Description: Using critical discourse analysis to analyse the formative assessment method of a fine art studio practice curriculum, the author explores the espoused claim that both creativity and critical thinking are encouraged. Despite the prevalence of these often used terms, assessment practices and feedback were found to unwittingly encourage reproduction. A dominant negative dialectic at play in assessment practices was a modernist conception of the artist‐student. The climate created by the imbalance between creativity and criticality was found to impact negatively on students' approaches to learning as a result of being alienated from their desires. Focusing on the South African context, this case study contributes to global concerns about strategic and uncritical adoptions of politically expedient discourses in higher education.
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  • Date Issued: 2009

Design, Implementation and Preliminary Evaluation of an Introductory Service-Learning Elective for Pharmacy Students

- Karekezi, Catherine W, Wrench, Wendy M, Quinn, Lynn, Belluigi, Dina Z, Srinivas, Sunitha C

  • Authors: Karekezi, Catherine W , Wrench, Wendy M , Quinn, Lynn , Belluigi, Dina Z , Srinivas, Sunitha C
  • Date: 2007
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/482820 , vital:78692 , https://doi.org/10.1080/16823200709487185
  • Description: Health promotion is an effective strategy to address the increasing global burden of non-communicable diseases. A paradigm shift in pharmacy practice requires pharmacists to be more proactive in dealing with community health issues. In order to prepare pharmacy students for their changing role, a service-learning elective incorporating health promotion, was designed and implemented. This was to provide students the opportunity to achieve the critical cross-field outcomes to which Rhodes University aspires; and to empower the community with knowledge for the prevention and management of priority chronic health conditions in South Africa.
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  • Date Issued: 2007
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