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15 June 2023 | Story Lunga Luthuli | Photo Lunga Luthuli
Martie and Charity
Martie Miranda, Deputy Director of CUADS, and Charity Morrison, CUADS Disability Support Manager, have been nominated to lead a Universities South Africa Transformation Managers Forum (USAf TMF) task team to review universal access and disabilities support in the public higher education sector.

Two staff members from the UFS Centre for Universal Access and Disability Support (CUADS) have been nominated to lead a Universities South Africa Transformation Managers Forum (USAf TMF) task team to review universal access and disabilities support in the public higher education sector.

Martie Miranda, Deputy Director of CUADS, and Charity Morrison, CUADS Disability Support Manager, were nominated after a TMF Transformation Strategy Group meeting held in March 2023, at which an assessment of the implementation of the Department of Higher Education and Training’s Strategic Policy Framework on Disability for the Post-school Education and Training System in the public higher education sector was adopted as a group priority. The task team will be run in collaboration with the Higher and Further Education Disability Services Association (HEDSA).

Their nomination to lead the task team is an expression of “the UFS’s commitment to instilling values of care and social justice where staff and students have a sense of belonging”, said Miranda.

Miranda, who currently serves as HEDSA Chairperson, says, “The focus for the task team is to unpack the Strategic Policy Framework’s expectations, and identify the themes and deliverables expected of the higher education institutions (HEIs).”

Supported by Morrison, she will lead a team of volunteers from the TMF and co-opted stakeholders in HEIs in developing a survey questionnaire to examine the status of implementation of the Strategic Policy Framework. The team will submit a report and recommendations to the TMF in November 2023. 

“I am looking forward to tapping into everyone’s expertise, and for the University of the Free State to participate in the survey, which will assist in reflecting on where the institution is on inclusivity and disability transformation,” Miranda says.

Leading transformation and an inclusive agenda

Depending on the findings and recommendations, the task team might be required to monitor and evaluate progress going forward. 

“Serving on the task team gives us the opportunity to see what is happening on the ground, and to make recommendations that will enhance the inclusion of people with disabilities,” Morrison says. “The recommendations will assist with changing the culture of institutions and create a better student experience and well-being in the pursuit of truths and practices that grant human dignity to everybody, per the university’s Vision 130.” 

Miranda added that participating in the task team will create larger benefits for the UFS. “This will also help in co-creating an inclusive environment where CUADS would seamlessly and holistically be integrated into every part of the UFS. It is an opportunity to gain exposure to experiences and practices of other HEIs and identify possible solutions for the UFS to achieve its strategic goal in advancing a transformational institutional culture demonstrating its values.” 

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Work clouds and rhizomatic learning – Prof Johannes Cronjé teaches through technology in inaugural lecture
2014-09-29

Prof Johannes Cronjé 

Prof Johannes Cronjé has been appointed as visiting professor in the Faculty of Natural and Agricultural Sciences in collaboration with the Centre for Teaching and Learning. The driving force behind his appointment is to develop young and upcoming scholars in the field of online and blended learning at our university.The title of Prof Cronjé’s inaugural lecture, ‘Tablets, Painkillers or Snake Oil – a Remedy for Education?’ suggested a compelling event. Prof Cronjé did not disappoint.

“We live in a world where we carry more information in our pockets than in our entire head,” Prof Cronjé remarked. Interesting fact: an iPhone 4 has 16 million times more processing power than the Apollo 11 – the spacecraft that put the first man on the moon.

If students carry this much processing power in their hands, what should we be teaching students? Prof Cronjé asked. “I believe the answer to that is: we should be teaching them to teach themselves.”

Presenting his inaugural lecture in the same way as he would to his students, Prof Cronjé had the entire audience within minutes vigorously participating in the event.

Prof Cronjé advocates a process called rhizomatic learning. Knowledge, he explained, grows in a similar way to rhizomes’ roots – inseparably connected and seemingly without beginning or end. “Learning is a social aspect: people learn from one another.”

Making use of freely-available online applications, Prof Cronjé demonstrated the power of technology in the classroom. “My objective is to use technology to make people enthusiastic and motivated about the learning process.” Using their smartphones, tablets and laptops, the audience could effortlessly participate through connecting to each other by means of a virtual work cloud. “Knowledge is being created in the room as it happens,” Prof Cronjé explained, “motivating you to participate in this learning experience.”

“There are three things you need for group work to be successful: a mutual goal, individual responsibility and positive interdependence. Then it is real cooperative learning,” Prof Cronjé concluded.

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