1. 1 TCOP – 29 JANUARY 2016 SHARING OF TOOLS AND TECHNIQUES THAT MAY IMPROVE QUALITY OF SUBJECT MANAGEMENT Louis Smidt Anneli Delport Sarique du Preez Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 Department of Auditing

2. OVERVIEW: IMPLEMENTATION OF TCOP SESSIONS AT TUT Previous TCOP Sessions:How we implemented it: Topic: Flipping the classroom compared to the lecture method Presenter: Dr Eunice Ivala (CPUT) Louis Smidt1. Flipping the classroom Topic: All about Tutors Presenter: Prof Jacqui Kew Topic: Student Centred Approach to teaching large classes Presenters: Rolien Kunz & Marina Kirstein Anneli Delport2. Tutors 3. Real life files Topic: Video project at UCT (UCT) Presenter: Prof Ilse Lubbe from UCT Sarique du Preez4. Real life/ animation videos Topic: Assessment: Setting tests and examinations Presenter: Mr Laurance Singh (TUT) Sarique du Preez5. Dropbox and Policy for setting papers/ memorandums 6. Import marks to ITS 7. Other policies and procedures 2

3. 3 FLIPPING THE CLASSROOM E-Learning Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 Department of Auditing

4. LIMITATIONS OF TRADITIONAL LECTURING APPROACH Limited interaction between the students and lecturer Limited time to conduct practical class discussions whilst also trying to share the theory on the related topic at hand Information shared by the lecturer is only shared “once”, if the student did not grasp a concept or information shared it will be “lost” when they leave the lecturing hall Inconsistent/different lecturing styles between distant campuses (e.g. Mbombela – Garankuwa – Polokwane) Passive students Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 4

5. BENEFITS OF FLIPPING THE CLASSROOM (VIDEO RECORDINGS) Interactive learning Active participation by students Lecturer becomes a “facilitator” instead of just being a “lecturer” A standardised/consistent lecturing style for all students across all campuses Knowledge sharing of real-life examples between students during class as more “time” is now available Students can listen to the recorded lectures repeatedly (very good for revision purposes) Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 5

6. CONCERNS PRIOR TO IMPLEMENTING “FLIPPING THE CLASSROOM – VIDEO RECORDED LECTURES Class attendance will drop The physical contact sessions becomes obsolete Students will not participate or engage in group discussions during physical contact sessions Students reluctant to come to class as they are not “prepared” (i.e. they did not do their home work (listened to the recorded lecture prior to attending class) Will they have the technology to listen to the recordings? 6

7. Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 7 CONTROLS TO MITIGATE THE CONCERNS Implement weekly/ bi-weekly Computer Based Tests (CBT) on My Tutor that carries a significant weight of predicate mark Also keep an attendance register in class Compile semester tests and exams based on the interactive class discussions (i.e. make it worth their while to attend) They must form study groups/work groups and they must present in class Make the recordings available on DVD and share the “You-tube links”

8. Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 8 SUCCESSES ACHIEVED TO DATE My pass rate for the subject of ISV401T has increased from 2014 – 2015 (I implemented “flipping the classroom” in 2015). Students are more confident in answering the case study questions in exams and semester tests They have “fun” whilst learning Refer to “Statistics” slides (92 responses from Garankuwa and 13 responses from Mbombela campus for ISV401T)

9. Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 9 STATISTICS (EXTRACT) Criteria“Yes” Response as a percentage Interaction with my fellow group members whilst completing the Group Research assignment improved my understanding/knowledge of the subject? 61% You completed six (6) CBT Tests on My Tutor using the DVD’s in order to prepare for these tests. Were these CBT Tests useful in assisting you to have a better understanding of the course content? 72% I used the DVD’s in order to prepare for my studies80% I used the DVD’s to help with my homework73% I used the DVD’s to prepare prior to attending my lectures67% I had difficulties to play the DVD’s8%

10. Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 10 STATISTICS (EXTRACT) Criteria“Yes” Response as a percentage The DVD’s motivated me to do ISV (IT Auditing) 59% Having the lectures beforehand on DVD’s is the best way to study77% I would like to have all my subjects on DVD60% The DVD’s helped me to understand ISV (IT Auditing) better80% I am confident that the DVD’s helped me to do well in my ISV (IT Auditing) tests and examinations 72% Using the DVD’s is interesting71%

11. Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 11 SYSTEMATIC DISCIPLINED APPROACH Refer to the systematic guideline as included in my study guide Refer to My Tutor

12. Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016 12 WHO CAN BE CONTACTED FOR ASSISTANCE Mr Thys Coetzee (HOD – Teaching and Learning with Technology) E-mail: CoetzeeMJ@tut.ac.zaCoetzeeMJ@tut.ac.za Tel: (012) 382 382-5773 Mr Chris Taute (Video producer - Teaching and Learning with Technology) E-mail: TauteC@tut.ac.zaTauteC@tut.ac.za Tel: (012) 382 5778

13. 13 THANK YOU Prepared by Mr L.A. Smidt (CIA,CRMA) - January 2016