Faculty of Arts and Design

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A curated online educational portal for staff and students at a university of technology
(2015) Bhorat, Abdool Haq Mahomed; Pratt, Deirdre Denise
The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options.
An exploration of the applicability of graphic facilitation for ideation in tertiary institutions in South Africa : an action research study of second-year graphic design students at Durban University of Technology
(2023-03-01) Chiwandamira, Tendai Rogers; Carey, Piers Christian; Chitanana, Lockias
This study investigated how graphic facilitation could be applied in a tertiary graphic design setting to help students improve their ideation process. Graphic facilitation is a technique used to rapidly develop and capture innovative ideas or solve problems amongst groups in a workshop. The study aimed to develop and recommend a more successful ideation process that could be adopted by second-year graphic design students in order to reduce cases of plagiarism. The study drew on a theoretical framework that combined the Social Constructivism theory (Zone of Proximal Development, scaffolding), the Emmert and Donaghy communication model, Petty’s model of creativity and the associative theory of creativity. A qualitative action research methodology was employed within an interpretive paradigm. Data was gathered by means of semi-structured interviews and observation of graphic design students and lecturing staff at a graphic design department in a South African tertiary institution. The results of each cycle informed the following cycle. The initial cycle examined previous applications of graphic facilitation, with a pilot study simultaneously conducted on how students are currently ideating their projects, and pre-testing of the interview questions. Cycle 2 consisted of a graphic facilitation workshop informed by the findings of the initial cycle; and cycle 3 was an iteration of cycle 2, but refined based on the findings of that cycle. The inconclusive results highlight students' lack of comprehension of graphic design terminology, and hence non-development of critical thinking. Despite the research constraints imposed by the COVID-19 pandemic in 2020, some students improved their ideation process by enhancing their critical thinking. This suggests that graphic facilitation could be adopted to enable students to be less prone to plagiarism.
Innovative entrepreneurship through creative outputs for emerging filmmakers in South Africa : a conceptual framework
(2023-08-23) Gengan, Robin; Tshikovhi, Ndivhuho
Creativity and innovation are fundamental traits of a creative leader in the film industry. This article explores the South African film landscape and the innovative opportunities for creative film entrepreneurs. It further explores and describes emerging film creative leadership in terms of an Entrepreneurial Conceptual Framework (creative output 2) that includes a functional relationship equation (creative output 1). The conceptual framework explores the relationship between the four key dimensions (soft skills, innovation, film project management, and iterative content generation) and the four key competencies (high-quality content, influence, education, and entertainment) and their ultimate effect on entrepreneurial creative leadership in the local filmmaking landscape. The functional relationship equation identifies four key characteristics (vision, collaboration, adaptability, and emotional intelligence) that distinguish a creative leader in the local film industry from other forms of leadership. Both the conceptual framework and the functional relationship equation set innovative and structural foundations and form creative outputs for emerging filmmakers, local independent film productions, and future academic studies
A learning object repository for computer assisted language learning in order to provide resources for language learners in schools in KwaZulu-Natal
(2014) Reddy, Pregalathan; Pratt, Deirdre Denise
This study, carried out within a critical realist orientation, offers a digital approach to providing language learning resources to learners in KwaZulu-Natal by developing a language learning object repository (LLOR). The purpose of designing and setting up a LLOR prototype was to find a way to augment and supplement the resources provided by text books, the provision of which has hitherto been fraught with service delivery problems. Margaret Archer’s substantive theory of morphogenesis was used to provide a social science framework within Bhaskar’s critical realist meta-approach. The morphogenetic approach suggests that, for technological advances to be accepted as part of everyday educational practice, they must be included in the fabric of the existing social structures of teaching and learning. This had implications for the human computer interaction (HCI) aspects of the artefact, which was developed by both anticipating user needs at the outset and confirming these at intervals; it also looked at the development of digital resources over a period of time in terms of the artefact being part of a larger movement towards using digital resources. The iterative design of the LLOR followed a series of piloting different application stacks, including MediaWiki, TikiWiki CMS and Joomla. Moodle was chosen as the most suitable application as it facilitates the sharing of content using the Sharable Content Object Reference Model (SCORM) and can also easily be packaged in an offline self-contained pack for distribution to users who have limited Internet access. Three user groups, comprising experts (those who are proficient with web and computer technologies), teachers (a representative group of teachers who were second language teachers of English) and a representative from the Department of Basic Education (DOBE), were asked to test-drive the LLOR and respond to questions about its ease of use and potential. The LLOR was primarily intended for teachers although it supports students as well. The use of a user-contributed model in the design of the LLOR anticipates i the challenge of providing direct support (editorial), as in adding new resources by only the researcher and also accepting that consumers are more likely to support user-contributed models, if they are also contributors. The key to facilitating access to resources like the LLOR is to make them accessible through different devices especially mobile platforms such as (cell-phones and tablets); future development will prioritise a mobile ready version of the LLOR. The value of the research is thought to lie in furthering an innovative mode of teaching in a digital medium setting where educational communication achieves virtual mode in and out of the physical classroom.
Technical and vocational education and training lecturer learning through work-integrated learning : a study of three colleges in KwaZulu-Natal
(2022-09) Mesuwini, Joseph; Thaba-Nkadimene, K.L.; Mzindle, D.
This study explored TVET lecturers learning through work-integrated learning (WIL), specifically to establish the nature of their learning and the kinds of knowledge they gain, and further determined how the lecturers understand their learning. WIL describes an approach to career-focused learning, which is often appropriate for attaining discipline-specific practical competence. My study contributes to the literature on how WIL enhances TVET practical knowledge and pedagogy. It also contributes to the perceptions of industry personnel towards lecturers on WIL. The study used a qualitative research approach located in an interpretive paradigm. A face-toface semi-structured interview was conducted with 18 TVET college lecturers from three different colleges and nine industry personnel at different companies. Non-participant observation complemented interviews and enabled capturing social action and interaction as it occurred and provided triangulation. The data were analysed using open coding. The study draws on Kolb’s Experiential Learning Theory (ELT), complemented by conceptual frameworks on domains of teacher knowledge. The research identified the following challenges: a lack of technical skills among lecturers in using civil, electrical and mechanical engineering machines and equipment in industry; industry induction processes promoted WIL and self-initiated learning in the TVET sector that was helped a limited number of lecturers; and a lack of lecturer WIL support. There were several findings that reflect on positive impact of the training programme, namely, TVET lecturers who participated in the training gained knowledge about industrial processes; improved knowledge and practice of safe working procedures; the lack of interpersonal skills in the TVET industry was addressed; there was creativity and cost-saving skills among civil engineering TVET lecturers; WIL offered problem-solving skills to TVET lecturers; evidence of the use of work schedules; and training helped in the formation of industry connections. The study recommends adequately capacitating TVET lecturers with technical and soft skills to ensure that they comprehend the use of advanced machinery. The lecturers on WIL need constant support to check the relevance of practical skills received during WIL. To ensure proper training, the study recommends a training model for TVET lecturers during WIL. The study further recommends TVET lecturers to engage in industry placement at regular intervals to maintain current developments in the industry. This study recommends that policymakers, industry and other TVET college stakeholders employ prudent participative and consultative strategies to ensure that TVET lecturers acquire the requisite skills needed as recommended by syllabi. Furthermore, this study recommends a large scale research on all TVET College lecturers in South Africa to understand what and how they learn during WIL; involving other disciplines besides civil, electrical and mechanical trades to check if the outcome will be similar; and explore how industry personnel profiles impact on TVET lecturers learning in the industry during WIL using the same instruments.