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30 July 2020 | Story Valentino Ndaba | Photo Anja Aucamp
Dr Fumane Khanare opted to integrate poetry into her teaching practice, using innovative ways to keep the curriculum afloat and interesting at the same time.

The Coronavirus (COVID-19) lockdown has severely affected teaching and learning. Lecturers and students alike have been challenged to explore innovative ways to keep the curriculum afloat and interesting at the same time. Dr Fumane Khanare, Senior Lecturer in the Faculty of Education, has opted to integrate poetry into her teaching practice. Her Community Psychology students have shifted over the past few months from merely interacting with the course material to generating their own content.

Learning in the times of lockdown

According to Dr Khanare, the psycho-social impact of COVID-19 remains unknown as the world grapples with a backlog of information, accompanied by loss and grief. However, collaborative strides are being made in the right direction, considering that this is unchartered territory. “Recommendations advocating for online teaching and learning, bidding for free data, and laptops for the majority of students, especially those at the peripheries of a mainstream economy – and of course physical distancing-adhering wellness programmes – may enable effective teaching and learning.” 

Why poetry?

“Lurched in at the deep end and taking into account the students who are not well-equipped with the integration of information and communications technology in learning, is significant. This realisation led me to seek ways to help my students develop a deeper understanding and critical-thinking skills, as well as becoming self-motivated students amid COVID-19,” explained Dr Khanare.

Students were first tasked with analysing the poetry of Butler-Kisber (2002). Thereafter, they were required to write poems about COVID-19, underpinned by the Community Psychology in Education module. “The activity provided students with an opportunity to use and reinforce concepts learnt prior to the lockdown, monitor their own understanding and progress, plus motivate them to come to the lecture prepared – a function known as co-creators of knowledge,” she said.

The artistic creations of these students were circulated among peers for review, allowing them to move from the peripheries to the centre of knowledge production amid a pandemic. 

Digitising the education space

Beyond the classroom, Dr Khanare will attend the 2020 Women Academics in Higher Education Virtual Symposium. As the co-convener of the World Education Research Association-International Research Network, she continues to ensure that research-related activities continue, despite a ban on international travel.

News Archive

UFS hosts first SA Digital Sky Academy at the Naval Hill Planetarium
2015-10-02


From the left are: Prof Neil Heideman
(Dean: Faculty of Natural and Agricultural Sciences, UFS),
Jack White (Director: Sky-Skan Oceania),
Dr Michelle Cluver (Department of Astronomy, University of the Western Cape),
Martin Ratcliffe (Director: Professional Development, Sky-Skan).
Photo: Mart-Mari Duvenhage

South Africa hosts some of the world’s largest telescopes, and won the bid to co-host the SKA recently. So it’s not surprising that there is unprecedented interest in Astronomy in our country. Astronomy is seen as a gateway subject that attracts people to the sciences, while planetariums help to make Astronomy accessible to millions of people.  Digital planetariums are especially powerful teaching tools because they are versatile, offer an immersive experience, and explain and illustrate three-dimensional concepts effectively.  On the other hand, scientists, are eager to exploit a digital planetarium’s potential to represent and explore data visually, whether the data relate to medicine, astronomy, chemistry, the environment, or other fields of research.

The four-day ‘Digital Sky Academy’ (DSA) presented at the Naval Hill Planetarium in Bloemfontein from 18 - 22 September 2015 was an opportunity to offer training and first-hand experience of digital planetarium technology to representatives from other centres in South Africa. The Department of Physics at the University of the Free State (UFS) was the host of this event.

The Department of Science and Technology has designated the Naval Hill Planetarium as the South African hub for the training of digital planetarium presenters and operators. In addition to attracting interest from scientists and future planetarium operators and presenters, the DSA workshop provided an invaluable opportunity for our presenters to hone their skills.

A number of experienced and distinguished people attended the workshop. Among them was Dr Mark SubbaRao from Chicago in the United States, who shared information on data visualisation techniques used in the Adler Planetarium. Jack White, Director of Sky-Skan, one of the few companies that provide digital technology for planetariums throughout the world, coordinated the event in partnership with Prof Matie Hoffman from the Department of Physics at the UFS.

Jack travelled from Melbourne in Australia to oversee the workshop. Two Sky-Skan colleagues from the United States, Martin Weiss and Martin Ratcliffe, were on hand to share their expertise on digital planetarium hardware and software. The workshop programme included Skype conference calls with other US-based planetarium experts. Amongst the delegates to the DSA representatives from the SKA, the Iziko Museum, and five South Africa universities. They were here to gain experience, explore the capacity of the digital facility, and share ideas on future collaboration.

During the workshop, a public lecture was held on 19 September. Dr Michelle Cluver from the University of the Western Cape gave a presentation entitled, ‘More than the eye can see: the significance of infrared light in Astronomy.’

 

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