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The world we live in : A perspective on blended learning and music education in higher education
(AOSIS, 2020)
This article investigates the incorporation of Picciano’s Blending with purpose multimodal model into an undergraduate music education module. This multimodal model advocates that teachers and instructional designers should ...
Improving the contribution of foreign voluntourists in South Africa : The importance of training and supervision
(AOSIS, 2020)
The market for voluntourism from the Western world to developing countries is on the rise. Voluntourists are mainly young people who combine travel with volunteering in educational, early childhood development, environmental ...
Risking health for rental housing : reviewing service access in the informal backyard rental sector
(OASIS, 2020)
Informal backyard rentals (IBRs) constitute South Africa’s fastest growing housing subsector, flourishing within a relative research vacuum and without national policy intervention to address the vulnerabilities of ...
Risk of a disaster : risk knowledge, interpretation and resilience
(OASIS, 2020)
Knowledge and interpretation of local risks are essential in disaster mitigation. Auckland’s exposure to multiple hazards is a source of national concern. Considering the multiplicity of natural hazards in Auckland, ...
A self-study of pedagogical experiences in History Education at a university during the COVID-19 pandemic
(The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2020)
Educational transformation is an ongoing process. However, in 2020 the transformation in South Africa was accelerated by the COVID-19 pandemic. This global health threat was inadvertently a catalyst for considerable change ...
Remaking history: the pedagogic device and shifting discourses in the South African school history curriculum
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2020)
This article uses Bernstein’s pedagogic device as a framing heuristic to trace the shifts in the South African school history curriculum from 1995 – 2019. The article focuses on how the instructional and regulative
discourses ...