Professional Profile

  • Presented on Reading for the 21st Century at the Reading Association of Swaziland Conference, at Esibayeni Lodge, Swaziland, 22-23 April, 2014
  • Presented public lecture on Transforming higher education through blended learning in Botswana, at the SADC Centre for Distance Education
  • Presented on quality provision of a Psycho-social Support Certificate  Programme through strategic alliance between University of KwaZulu-Natal and University of Swaziland (National Association of Distance Education and Open Learning in South Africa, (NADEOSA) Conference, Johannesburg, South Africa, 29 August, 2011)
  • Presented on the potential for open schooling in Swaziland during National First Biennial Conference on Curriculum: Free Education Realities and Curriculum Implications (Esibayeni Lodge, Swaziland (5-7 October, 2010)
  • Coordinated the Swaziland multimedia workshop sponsored by the Commonwealth of Learning, 23-27 August, 2010 at the Institute of Distance Education, University of Swaziland, see full Report.
  • Responsible for setting up the Working Group on web-supported learning for distance learners, to enhance the performance of students who study with Institute of Distance Education, in the University of Swaziland. See my Curriculum Vitae with more details about my Academic Qualifications and Professional Profile.
View also my video on the MIDT programme.


 

Welcome to Thula Learn

In a time of drastic change it is the learners who will inherit the future. The learned usually find themselves equipped to live in a world that no longer exists,            (Hoffer, E. 1902-1983).
This is a problem-oriented portfolio that focuses on improving my Instructional Design (ID) practice at the Institute of Distance Education, in the University of Swaziland. As part of the portfolio, a number of challenges that I face will be outlined, alongside the strategies I have been learning on how to tackle such challenges while studying towards the MIDT.

To structure my portfolio, I will present the artifacts for the following related courses as separate links:
1. Designing of web-supported learning informed by relevant learning theories, ID models and current trends in the area of designing for learning with technology (see Artifacts 1, 2, 3 & 4)
2. Participatory learning culture and application through Group Projects (see Artifacts 5, 6 & 7)
3. Team building from designing for web-supported learning phase through professional development to enhance professional performance (see Artifacts 8, 9 & 10)
4. Research related to web-supported learning and final consolidation of learning processes, (see Artifacts 11, 12, 13 & 14).

Thereafter, learning pathways will be indicated as iterative loops that integrate the various levels and components of my practice through each artifact as follows:
-the contribution of each artifact in improving my practice
-new tools and techniques learned
-relevant conceptual and theoretical models
-new lessons or awareness gained through feedback and reflections
-then my empowerment through a dedicated Reflection link which synthesises lessons learned from all MIDT courses.