Kobus le Roux, senior education technologist and coordinator of the Digital Teaching and Learning Environment (DTLE) team, explains that the NWU had units assisting staff with the integration of technology into their teaching strategies even before the recent restructuring of the university.

“During the restructuring these positions have been brought in line with more modern thinking about educational technology support. The DTLE, consisting of the education technologists of the NWU, currently resides within the Centre for Teaching and Learning.”

On a mission to empower

Education technologists are on a mission to provide support to academic staff and students, and to assist them with integrating technology into their teaching and learning.

The NWU has seven education technologists who consult and help with programme and module development within the online environment. In addition, five help desk and resource assistants assist staff and students with using teaching and learning technologies supported by the NWU.

The education technology environment focuses on consulting with staff and advising them on the use of technology, providing end-user support through the helpline and working with Facilities and IT to assess the teaching and learning environments’ infrastructure.

A day in the life of an education technologist

As the main task of an education technologist is to consult with lecturers, they spend a lot of time in meetings and consultation sessions, says Kobus.

“There is a big drive from the university to move more and more learning activities online and we have to assess the teaching and learning technology needs within modules.”

As lecturers must be able to use the online environment optimally, familiarity with educational technology is part of their professional development. The education technologists assist them by presenting work sessions and training through webinars and the like.

“eFundi forms the largest part of our current focus when it comes to the use of education technology, but we would like to support staff in the use of various other teaching and learning technologies as well – both in the physical and the virtual teaching and learning environment.”

Software and solar power

In addition to providing support for the virtual learning environment, the educational technologists also work in conjunction with other stakeholders such as IT and Facilities.

“We don’t take any technology decisions on our own but work hand in hand with our partners to first determine the impact of choices and decisions before implementing any changes.

“Together we are for instance involved in a project to design and develop a prototype informal learning space in the gardens between buildings E8 and the library on the campus in Potchefstroom.”

Similar prototypes are being planned for the other campuses as well. These developments will create spaces where students can sit and work in underused or vacant spaces on campus. These will eventually also have solar panels that will power facilities for the charging of phones, tablets and laptops.