My name is Mpho Makatiso Seoane, I am the coordinator for the DPM program which you have enrolled for and I will be facilitating DPM0106 class for this semester.

In preparation for our first contact session, research on what Economics is and look around your daily life to see how your life is informed by the term "Economics".

The following key words may be of importance in our deliberation in class.

SCIENCE

INDIVIDUALS

ORGANIZATIONS

SOCIETIES

DEAL WITH

SCARCITY

I'm 52 years old. I live in Turin, Italy. I'm actually working in a technical high school.

Reading all these posts was amazing.

My name is kulani Hegeman

I am currently an LPN studying to complete my RN degree. I am excited to learn in this class as well as interact with other classmates and teachers.

Thank you

I am Ashenafi Gizatu from department of marketing management, College of Business and Economics, Arbaminch University, Ethiopia.

I have MBA in marketing management from Hawassa University Ethiopia, Bed in general business education emphasis area marketing from Arbaminch University Ethiopia, and diploma in management from Mekelle University, Ethiopia.

I am Carol Chi Ngang, a participant of the PGD-HE 2024/2025 programme offered by the Centre for Teaching and Learning at the National University of Lesotho.

This Padlet presentation is done in fulfilment of the asynchronous task under the PGD-HE 504 module on Scholarship in Teaching and Learning, requiring me to share my background and experience in teaching in higher education.

CURRENT ACADEMIC SPECIALISATION AND WORK

I am an Associate Professor of Human Rights Law with an aggregate of over 12 years of academic experience. I have worked previously at the University of Pretoria, University of the Free State and currently working at the National University of Lesotho.

The law discipline is broadly designed to train and equip students with lawyering and problem-solving skills. In this regard, the two main learning related needs of my law students are 1) to develop the skills and competences in critical thinking and legal argumentation and 2) to develop the skills and competences in resolving legal problems.

CHALLENGES RELATING TO THE TEACHING OF LAW

Teaching law is characterised by numerous challenges, notably, ensuring that legal education remains relevant in the context of an increasingly rapid changing world marked by constantly shifting dynamics.

Balancing theoretical knowledge with practical skills and endeavouring to bridge the gap between legal theories and actual practice, coupled with the need to embrace and incorporate dialectically opposed perspectives, diversity and inclusivity in the legal profession have never been more daunting than in this 21st century where legal practice and the teaching of law are systematically threatened by advancements in technology. There has been, for instance, an attempt to replace lawyering with robotics.

EXPECTATION IN TAKING THE PGD-HE 504 MODULE

Having gone through the other PGD-HE modules and indeed, acquired much knowledge, skills and competences from the lessons thereof, I hope to also have an exciting experience learning what the PGD-HE module on Scholarship in Teaching and Learning offers and to have the opportunity to share my experiences as an academic with the task to impart relevant legal knowledge, skills and competences to my students.

My expectation in participating in this PGD-HE 504 module is to enhance my skills and competences in being able to apply the most appropriate teaching strategies and methods in supporting the students that I teach so that they may have a productive learning experience in achieving the learning outcomes set out for each course.

MAJOR CONCERN

I worry that if my students would have to increasing rely on the use of artificial intelligence (AI), they will eventually lose grasp of the vital lawyering skills of critical thinking, legal argumentation and effective problem solving.

I hope that through my participation in the PGD-HE 504 module, I will be able to probably learn from other's experiences and develop better creative strategies in leading my law students to the right direction in their learning journey.

Hi everyone!
My name is Ali Mussa.I am currently working at Samara university.I hold Master of science with petrology from Bahir Dar university.I have a background in Geoscience and over 7 years of teaching experience at Semera University. I'm passionate about education, knowledge sharing, and helping others grow—especially in areas like artisanal mining and environmental awareness.

professioncreative vetweak it!

As a librarian passionate about knowledge sharing, I registered for PDHE 504 to gain formal pedagogical skills in order to transition into an effective educator in higher education. This module is essential because it is going to equip me with a theoretical foundation and practical strategies for designing, delivering and assessing meaningful learning experiences.

I develop workshops and trainings on digital and information literacy as well as research skills. My role involves empowering students across disciplines such as engineering, marketing and business, to effectively find, evaluate and use information in their academic and professional lives.

The two main learning related needs of students include limited academic literacy and poor digital and information skills. Many students enter into higher education with underdeveloped academic reading and writing, and often lack strategies to find credible information resources, evaluate critically and use referencing tools. When I provide trainings, students usually have difficulty in comprehending what is being taught.

PDHE 504 module is going to enable me to conduct classroom based research to better understand and respond to students' learning challenges; apply evidence based teaching strategies that enhance students' academic and information literacy; as well as reflect critically on my teaching practices and continuously innovate for student success.

My rationale for enrolling into PDHE 504 is to enhance my skills and competencies in teaching by learning about theoretical foundations, methods and skills that are needed to bridge the gap between medical expertise and medical education and to become a contributor in the scholarship of teaching and learning for health sciences.

My current capacity is that of a technical advisor who facilitates in-service trainings and workshops for multi disciplinary healthcare providers based on changes in health policies, guidelines and clinical skills and for their continuous medical education (CME) in HIV/TB and emerging public health issues using blended methods.

This ever evolving trainings and workshop are meant to create competent and independent healthcare providers who are capable of providing quality healthcare to the Basotho nation regardless of their geographical location. The two main learning needs of participants are (1). critical thinking skills to allow for ease in translating practical theory into real life practice. (2). Development of skills and competencies that can be applied when faced with real life complex patients, which is often a challenge despite having gone through the trainings.

My expectation from PDHE 504 module is that it will enable me to enhance my skills in applying the best learning strategies and methods that will promote competencies in the healthcare providers leading to best outcomes for their patients. It will also help me to effectively participate in peer community of practices (CoP) which share best practices and experiences in public health both locally and globally.

I enrolled in the PDHE504 module for several personal reasons, focusing on enhancing my teaching and students' learning experiences. I aim to adopt teaching practices informed by research on recognizing pedagogical efforts, which will benefit students and establish a foundation for systematic inquiry into culinary studies' teaching and learning processes. It will also provide tools for improvement and facilitate the sharing of innovative methods.

I currently serve as a teacher, mentor, and industry expert, guiding students through the practical and theoretical aspects of the culinary world. I demonstrate cooking techniques, instruct on food safety and hygiene, develop recipes and menus, and impart knowledge of ingredients and culinary principles. Additionally, I oversee student kitchen work, ensuring adherence to professional standards while fostering a collaborative learning environment.

Culinary students have two key learning needs: developing practical skills and a theoretical understanding of food science and culinary techniques. These needs impact teaching by necessitating hands-on instruction and balancing knowledge-based lectures and kitchen demonstrations or practice. By incorporating both practical skills and theoretical knowledge, I can better meet students' diverse needs and prepare them for successful careers in the food industry. 

The PDHE504 module will allow me to explore teaching strategies, assess methodologies, and share insights with the culinary education community. It will also enable me to stay current with industry trends and technological advancements. Furthermore, it will enhance practical skills, refine assessment methods, and ensure students are well-prepared for their careers.

As a young Pharmacology and Clinical Pharmacy Lecturer recognize that teaching in higher education requires a scholarly approach that goes beyond subject expertise. Engaging with the Scholarship of Teaching and Learning (SoTL) through PDHE 504 will enable me to critically reflect on pedagogical practices, integrate evidence-based strategies, and enhance student engagement in pharmacology education.

My current specialization in pharmacology involves complex scientific concepts that require effective pedagogical strategies.  In Pharmacology, we use a lot of case studies, scenarios, and real-life situations to achieve effective patient care. Within PDHE 504, I see an opportunity to explore active learning techniques, assessment frameworks, and curriculum development that align with learner-centred approaches—ensuring students gain both theoretical knowledge and practical application skills.

Some challenges I face include conceptual difficulty in Clinical Pharmacy where students struggle to grasp the concept, I always teach but students often struggle to visualize and grasp the content well. Additionally, student engagement is mainly through active participation or a learner-centred approach It has been a long time since I used traditional lecture formats to deliver the concepts to the student may not fully support interactive learning. Lastly, I had some challenges with assessment alignment to ensure that assessments accurately measure both knowledge retention and critical thinking skills. I sometimes fail to assess the depth of the assessment to examine students' competencies based on Bloom's Taxonomy.

Through PDHE 504, I anticipate gaining insights into Innovative teaching methods such as problem-based learning (PBL) and flipped classrooms. I want to use simulation models for problem-solving in my practical sessions since there are limited resources for experiential learning from hospitals. Furthermore, I am expecting to improve in better engagement strategies to foster active participation in all the students including those with little confidence. I am expecting to gain more knowledge on assessment techniques that align with competency-based education, ensuring a balance between theoretical understanding and practical application in Clinical Pharmacy and Pharmacology.

I also hope the PDHE 504 module will assist me to explore teaching strategies to make my teaching as informative, interesting and educational with the aid of available technological tools and most recent advancements in the field of teaching in higher education. Scholarship of Teaching and Learning sounds like an interesting concept which I would very much love to explore and hopefully apply in my everyday work.

I enrolled in PDHE 504: Scholastic of Teaching and Learning as part of my continuous professional development journey. As an academic, I believe it is essential to evolve with current pedagogical trends and enhance the quality of student engagement and learning. This module provides a valuable opportunity to critically reflect on my teaching philosophy, align it with evidence-based practices, and further strengthen my effectiveness as an educator.

My specialisation is in Cultural and Heritage Tourism, a field that encourages critical thinking, cultural sensitivity, and experiential learning. This aligns well with PDHE 504, as I aim to explore innovative, student-centered strategies that foster deeper learning and inclusivity in diverse classroom settings. I’m particularly interested in how teaching and learning scholarship can support transformative learning in tourism education.

One of the recurring challenges I face is managing the diversity of students in my classes. This includes differences in cultural backgrounds, learning preferences, language proficiency, and academic readiness. These variations often impact classroom engagement, group work dynamics, and students' ability to grasp theoretical and applied tourism concepts.

Through PDHE 504, I hope to gain practical tools and theoretical frameworks to respond more effectively to the diverse learning needs of my students. I anticipate learning how to design inclusive lesson plans, adopt differentiated instruction, and apply reflective teaching practices. Ultimately, I believe the module will empower me to create a more responsive, equitable, and inspiring learning environment that supports academic success for all students.

I look forward to sharing, learning, and growing with all of you throughout this module!

I enrolled in the SoTL module because I am deeply committed to improving the quality of teaching and learning in my practice. I see SoTL as an opportunity to critically reflect on my teaching methods, engage with evidence-based research, and explore innovative strategies that can enhance student engagement and success. By participating in this module, I hope to better understand the impact of my teaching, contribute to the wider academic community, and grow as an educator who prioritises continuous improvement and scholarly inquiry

My name is Geleta Gobena Oddo.  I am currently  serving at Wollega University Shambu Campus as a lecturer (MSc in Animal Nutrition) in Animal Science department. I have been teaching and conducting research for more 10 years. I also discharged my Professional career for surrounding community  and certified about  five certificates for community service. I have also served as head of animal science department for about five years. I published more than ten research articles on national and international reputable journals. I have also been engaged in different ad hoc and standing committee for university affairs.

I enjoy reading book, hearing short movies and doing  fitness exercise.  My favorite food is enjera.  

Looking forward to connecting with you all!

Serampore Girls' college

Bengali

In my free time, I like to play soccer or go for walks and spend time with my family. I study at the República de Cuba del Caribe Technical and Humanistic Educational Unication.