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VC

- Introducing an alignment meeting with all the lectures at the beginning of the semester could help. also ensuring that the sites for the three campuses looks the same, that would also help.

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VC: Use outdated textbooks makes it challenging to align the learning content with current industry practices. Additionally, some modules do not have prescribed textbooks and instead rely on readers that are also outdated. I believe that whatever we teach should be strongly linked to real-world examples to enhance relevance and practical understanding.

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VC - The challenge is that students have to have a reason to actually attend class and go onto Efundi. Therefore it has to be enticing.

Students have to also do some activities after they have prepared for class, which they don't do.

Furthermore, creating a site is time consuming. I think uniformity is essential between lecturers. A template to assist lecturers would help greatly.

Its also difficult to create an activity that is on the level of the students and also link with the outcomes.

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VC; The fluidity of the teaching environment requires a level of flexibility and thinking on your feet that cannot always be pre-planned

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VC

We need a create aligned platform that interlinks module to avoid classes on assessment and assist students with time management.

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VC

* Students don't enjoy working on efundi.

* Students want a more relatable platform.

*All efundi functions are not easy to use on a mobile device (cell phone).

* Efundi site sizes limitations is a big issue.

I have been lecturing for 5 years

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MC2

The use of AI, students tend to use it and depend on it rather than learning the content and understanding. Which makes them incompetent towards the module outcomes

Digital platform serves as a good tool for learning activities, however more difficult to incorporate in assessments. For example Mindjoy assist with self-directed learning but cannot be used for formal assessments.

Module has a lot of theory and principles in which the time allocated for lectures is not enough to deliver more of digital tools.

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MC-2

1.Learning outcomes: even though the learning outcomes are stated for every chapter, and the entire module. Student attendance becomes a problem, which makes it harder to see the learning outcomes being achieved. Stundes tend to fail to understand the link between learning outcomes and assessments

2. Teaching and learning activities: linking the attendance to teaching and learning activities, not all student get to participate, which hinders thier progress in the module. These activities are used to help prepare student for the exams and tests, and they are linked to the learning outcomes

3.Assessment : students are assessed based on the learning outcomes. However the shortcomings listed under learning outcomes, and teaching and learning activities are linked to the problems associated to assessment. E.g student who fail to do certain activities and assessment due to lack of attendance tend to fall short in terms of their overall progress. Which in many cases require lecturers to always be adjusting thier module plan in order to assist students.

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MC

Traditional teaching v/s tech and Assessments has a gap. On paper it says aligned modules but in reality it is not 100% correct depending on the module and colleagues personalities.

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MC 2 classes start late for our campus and that ofte means that we play catchup with trying to be aligned. Our timetables are not the same and therefore it can be a difficult task sometimes to get the students to agree on a common date and time to take the assessment

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MC2

P & C

Too much content and limited time.

It’s difficult to access if students understand the learning outcomes.

Students don’t check assessments and have to be constantly reminded.

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With group work to ensure all members contribute with enthusiasm, especially remotely.

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MC2

1. We heard the constructive alignment for the first time.

2. With the methods we have been using, most students dont get to do deep learning.

3. Encouraging students to do self directed learning.

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- The balance between staying relevant and updating your content, but also understanding what resonate with students.

To make time to integrate technology within our modules

Resource overload- students get so many resources that they tend to less

Understanding the new generation of students. Short concentration span

Some students thrive with using technology where others get intimidated

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Alignment: different teaching styles.

Diverse student backgrounds and different courses in one classroom.

Class attendance: we cant measure effectiveness if students don't attend.

Large groups on one campus vs smaller groups on other campusses.

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MC2 Issues I normally face in achieving constructive alignment are the fact that my module is aligned across the 3 campuses, while our timetables for classes are different, so this means that when we set tests for the semester we must set 3 different tests though we are aligned.

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MC

1. Alignment of modules across compuses: ometimes lectures have different approaches which becomes difficult to implement to time frame to be on par with other collegue.

2.Time constraints: a) to keep in par with aligned lecturer; b) in par with university calender (assessments deadlines); 3) balancing three legs of the university (T & L, Research & Community engagement)

3. Incompatible venues

4. Lack of attendance from the students

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MC : The challenge mostly would be designing assessments for individual unique learning challenges for the students at different campus. Also students not prioritising their work in-terms of assessments.

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MC

MC

1.. Students don't attend classes & one can't eveluate it's effective comprehensively

2. Student are less interested in taking part in the assessments

3. The instability of the network creates becames an excuse for them not to participate

4. Students are not charge of their studies or learning. So no matter how interesting the module or study until is structured, they just don't care. All they want is to pass without working hard

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MC

Students they don’t take their study serious.we are teaching students that don’t have the edge to learn.they don’t attend classes and for those who are attending they don’t engage.they only show up during assessment.miss use of the AI.they want to replace lectures with AI.they skip class because they is clashes because of the caried modules from the previous years.

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MC

On learning outcomes for outcomes on campus based is easier. We have different approach to outcomes when is alignment

Activities are different

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MC

1. Group work ussually result in a few members being engaged while others drag along and do not actively participate

2. Few students do the quiz and share answers with others.

3. Students are merely concerned about passing which is surface level learning instead of deep learning.

4. Student lack the curiousity to resolve problems and lack critical thinking. There is a over reliance on technology

5. Student take formative assesments seriously than informative

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VC

Alignment becomes difficult since we also need to align with the other 2 campuses and time does not always allow for one to be able to first get other lecturer's inputs.

There is also the issue of wifi on campus, in some if not most of the lecture halls, wifi is a constant struggle. Something as simple as asking students to fill out attendance on Google forms ends up taking longer than it should due to students not being able to connect to the wifi and now they need to pass phones around for those without their own mobile data. This then makes technology a challenging thing incorporate.

The approaches are also different from campus to campus.

The content VS the amount of class time and assessments does not always make alignment an easy goal to achieve.

There is always something new to incorporate, whether it be Google forms, scanners, Kahoot etc.

1 year.

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VC some students do not have an accounting background from high school, it sometimes takes longer to deliver content of certain study units.

VC the time allocated to cover the content in the class room is most of the time not enough to be able to intergrade technology in the class room.

VC students struggle with using or adapting to certain technological tools such as typing on MS Word, using Excel, and navigating a computer.

VC I have been lecturing for 3 years.

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VC - since it needs to be aligned across all 3 campuses it is difficult to sometimes be creative as it needs to be aligned.

In accounting it is difficult to bring in other ways to test stuff as we don't always have time to change our approach or to add in more ways to test students knowledge as their schedules are also so jam packed and students do not actually do the activities or students don't take the activities seriously or they cheat.

In bringing in technology it is difficult as we struggle a lot with wifi issues. Sometimes I want to use technology in my class and then students will complain they cannot connect to the wifi (and they use this as an excuse to not do the activities)

Students tend to not take the content seriously only after June exam they want to start working and realise that they cannot study like they used to in high school.

I have been lecturing for 3 years.

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Assumed knowledge.

How we teach the module to ensure there is a form of consistency.

How do we measure students understanding of the module outcomes.

Teaching method does not always align

Professional bodies.

Technology is not always a priority, we are more focused on the content.

Lack of integration of technology in our modules.

Students prioritise other modules over others.

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Time limitation - for students and lecturers

Content is to much

To many platforms.

Kahoot, google forms, RF scanner, assignments, CPD Campus.

3 Campuses - not the same approach

3 Campuses - not all have the same pedagofical knowledge