Creative Interventions: Integrating Arts-Based Approaches in a University Access Programme

This article is based on my master’s degree study at the University of Johannesburg that evaluates the impact of utilising arts-based approaches in the Workplace Preparation (WPP) module curriculum. The study demonstrates that when integrated into teaching and learning, arts-based approaches expand the capability of the curriculum to achieve more equitable and accessible participation. I use an action research approach in the study to investigate how creativity and arts-based practices might instil experiences of empowerment and agency in students in the classroom. I draw from literature to gain multiple critical perspectives in order to frame and demonstrate arts-based approaches to teaching and learning that embrace alternative ways of knowing, communicating and interacting. The findings suggest that culturally relevant arts-based approaches play a legitimate and vital role in expanding the pedagogic space in order to foster embodied learning opportunities that acknowledge and include non-linear, somatic, visceral, emotional and symbolic dimensions. Arts-based methods advance transformative agendas and support learning in the current higher education (extended programme) context. The study involves an actionable intervention that uses arts-based methods to present the Workplace Preparation module. Arts-based activities and lesson plans are devised for integration into the existing formal programme and can be used and adapted as a resource for lecturers in the Workplace Preparation Department.

LMOOCs: free, self-access language learning on a global scale

What is it? Massive Open Online Language Courses, also commonly known as Language MOOCs or LMOOCs, are online courses offered for a limited period of time by higher education institutions worldwide for anybody wishing to learn a foreign language. The average duration of these courses is between four and six weeks, and approximately three to five weekly study hours are required. Because of their duration, LMOOCs often focus on specific aspects of the target language, e.g. academic writing, improving pronunciation, written communication for the workplace, preparation for specific language examinations, survival language skills, etc. There are also abundant introductory courses focusing on basic language performance. Enrolment is free but these courses are usually not eligible for credit; however, learners may purchase a certification, which is normally moderately priced. Enrolment is not restricted by age, qualifications, or geographic location, conditions that nurture their ‘massiveness’. MOOCs are delivered through online platforms which are based on the template approach to software authoring, that is, multimedia content is inserted into templates by materials writers. MOOCs that follow a course format are known as xMOOCs (x stands for eXtended). They include a syllabus and are organised according to a set schedule; moreover, learners usually have access to some instructor guidance. On occasions, after the first edition of the scheduled course, some LMOOCs are made available on a self-access basis. This means that learners are free to set their own pace and organise their study at will. The onus of learning is therefore on the student. Most MOOCs are based on micro-lessons delivered through short audio or video clips followed by exercises, activities, and reading material. Most LMOOCs also include assignments, tests, or quizzes that are either automatically assessed or peer-assessed by means of rubrics. Grading is also provided, and students can oversee their performance through an automatic scoring system.

Editorial: Advancing Non-placement Work-integrated Learning Across the Degree

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.

Face to Face with COVID-19: Highlights of Challenges Encountered in Various ENT Practices Across the Czech Republic (A National Survey)

The SARS-CoV-2 virus causing the COVID-19 disease created considerable complications and disruptions due to it’s pandemic spread. The nature of the disease left certain clinical specialties more vulnerable than others, causing serious problems with organization of care of patients. Most studies concentrated on protocols and strategies to control the situation and reduce further spread amongst medical fields. Only few were designed to identify the various issues faced by doctors. We decided to design a questionnaire addressing relevant matters for doctors working in the field of ear, nose and throat (ENT). This was then sent to all the members of the Czech Association of Otorhinolaryngologists. All ENT doctors were invited to fill out the survey within a stipulated time. The aim of the study was to evaluate the impact of a pandemic situation amongst such a high risk specialty. Our results showed a significant difference between the first cases of COVID-19 and progress of the disease during April 2020 in terms of workplace preparation, adequacy of personal protective equipment and other disposable aids. There was also inadequate support of medical personnel within the ENT practices. Furthermore, financial losses were also experienced due to mainly patient-related problems. In conclusion, the obtained results were used to formulate some recommendations for the public, patients, medical staff and employers. These suggestions will hopefully help avoid a repetition of the glitches if faced with another pandemic situation.

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers’ knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.