salim a nakhjavani department of public law · university of cape towne/merge 2008 context, approach...
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Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Context, approach and potentially innovative aspects
Inkundla yeHlabathi World Forum
simulation e-casebook coursework
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Context (1 of 2)
• 200 students enrolled in the International Law course at the University of Cape Town in 2008, a compulsory component of the Bachelor of Laws (LLB) curriculum:
—both undergraduate and postgraduate students;—wide variety of socio-economic backgrounds;—good level of access to computer resources on
campus; —widely variable levels of access to computer
resources and Internet away from campus;—exposed to comparatively high cost of broadband in
South Africa; little ‘net culture’ among students.—exposed to 200-250% inflation in cost of high-quality,
imported course materials from UK during 2007
• International Law central to constitutional interpretation in South Africa’s new democratic order, and yet sometimes perceived by students as US/UK-centric and remote from legal practice
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Context (2 of 2)
• Inkundla yeHlabathi is a process simulation to support teaching and learning in international law, complemented by digitised cases and materials and participatory groupwork.
• Piloted in 2007; fully operational in 2008 academic year
• Open-source online learning environment (Sakai) is key to deploying simulation and course materials and managing coursework.
• One of two winners of the inaugural IBM Teaching with Sakai Innovation Award (2008).
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Three ways of thinking about Sakai
[1] Sakai as:
• a static filing cabinet• a place to put or get
information• an intermediary between
students and teachers
[3] Sakai as:
• a living world• a place to generate learning• a creative space for its
inhabitants
[2] Sakai as:
• a dynamic classroom• a place to share knowledge• a forum for students and
teachers
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
simulation
e-casebook
coursework
Three modular & integrated components
Component Mode of access
Sakai
Sakai
Sakai
Classroom
CD-ROM
Classroom
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
• Students simulate work of legal advisers to 10 African States, gaining continental perspective
• 1-2 weekly formal lectures provides theoretical foundations and conceptual frameworks
• Students apply learning ‘in simulation’ though in-class groupwork, biweekly ‘tutorials’ (small group teaching) and chatrooms
• To be shared with other African universities
Simulation
simulation
e-casebook
coursework
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
• All required readings digitized and delivered on Sakai Wiki and CD-ROM;
• Includes international treaty database with over 90 key treaties, enhancing self-directed research skills
• Rationales: ecological sustainability; equality of access; ubiquity of access; professional skills-building; and lower printing and bandwidth costs
• To be shared across Africa as OER
e-casebook
simulation
e-casebook
coursework
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
• All assignments and tutorial preparation questions delivered and completed online; rapid-response online consultations
• Rationales: targeted tutoring, lower administrative footprint, plagiarism deterrence and detection
Coursework
simulation
e-casebook
coursework
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Potentially innovative aspects
1. Encouraging the real and ideal to share time and space within one online learning environment
2. Harnessing the dynamic equilibrium between expansion and consolidation activities within a simulated world
3. Stimulating professional responsibility, rewarding individual initiative and collective action
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Potentially innovative aspects
1. Encouraging the real and ideal to share time and space: Inkundla yeHlabathi integrates a simulated world of lateral possibilities with structured course progression, assessment and administration through one Sakai site. Site tool customisation, forums and multiple chatrooms are key enablers, together with practitioner involvement.
Imminent challenge: stimulate widespread participation, beyond the critical mass required to sustain the simulation
See PDF: Inkundla yeHlabathi screenshots
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Potentially innovative aspects
2. Harnessing a dynamic equilibrium between expansion and consolidation activities: the course implementation seeks balance between activities that expand the simulated world and generate new learning and activities that consolidate and apply learning. This helps the simulation (and its participants) grow organically and sustainably. Sakai’s interactive features provide opportunities to stimulate, identify and seize ‘learning moments’.
Imminent challenges: determine why and how certain activities or approaches generate ‘learning moments’; deliver ‘just in time’ teaching while maintaining manageable teaching loadSee PDF: Inkundla yeHlabathi sample practical
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Potentially innovative aspects
3. Stimulating professional responsibility, rewarding individual initiative and collective action: as future professionals, participants will need to take individual responsibility for work-product while collaborating on teams. The course stimulates professional responsibility through professional identity, rewarding individual initiative and collective action in several ways. Wikis, Sections, lecturer chatroom intervention and further integration with the LAMS module are especially valuable tools.
Imminent challenge: balance incentives for additional engagement in one course with ever-increasing student courseload across the curriculum
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Inkundla yeHlabathi plenary session:students sit by country, indicated by flagsand work in sub-groups of 3-4 students
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Acknowledgments
Acknowledgments and thanks to:
The International Law classes (2007/8)
Centre for Educational Technology, University of Cape Town
Mr Stephen Marquard, Mr David HorwitzMs Shaheeda Jaffer, Mr Tony CarrMs Eve Gray, Ms Cheryl Hodgkinson-Williams
Department of Public Law, University of Cape TownProf Christina Murray, Prof Tom BennettMs Cathy Powell, Ms Shihaam DonnellyMr Christopher Oxtoby
The Sakai Community & the Teaching and Learning Group
Salim A NakhjavaniDepartment of Public Law · University
of Cape TownE/merge 2008
Questions and comments
Thank you.
Comments and questions are welcome:
Salim NakhjavaniDepartment of Public LawUniversity of Cape Town
Private Bag X3 Rondebosch 7701 South [email protected]
+ 27 21 650 2493