Tag: decolonisation

Uyilo lokufunda jikelele: Ukudala ukufunda okufikelelekayo nokusebenzayo kumntu wonke

Ingaba zikhona iindlela ezinqumlayo ukuqinisekisa ukuba iikhosi esiziyilayo zithetha ngqo nabathathi nxaxheba? Kuyabonakala ukuba zikhona! Ingaba wakha weva ngoyilo lokufunda jikele (UDL)?

Xa sisebenzisa iUDL, injongo ephambili kukuyila iikhosi ezinokulungiselelwa zifanele elona nani liphezulu labafunda. Le posti yebhlog iza kuphanda nzulu ngemithethosiseko yeUDL neendlela ezisebenzayo zokuyisebenzisa iUDL ukuphucula ufikeleleko nokudala iikhosi ezibandakanyayo kunye nezisebenzisanayo.

Image 1: The different parts of the brain activated during learning
(Source: CAST (2018). UDL and the learning brain. Wakefield, MA. Retrieved from http://www.cast.org/products-services/resources/2018/udl-learning-brain-neuroscience)

Njengoko amaziko emfundo ephakamileyo azama ukwenza iimeko ezilungileyo nezibandakanyayo zabafundi, iUDL isetyenziswa njengendlela entsha yokudala amava okufunda afikelelekayo, abandakanyayo, aguquguqukayo kunye nasebenzayo kubafundi abanezakhono ezahlukeneyo. Ngeli lixa iUDL iqheleke ngokunxulumene nokuqinisekisa ukufikeleleka kubafundi abakhubazekileyo, ukusetyenziswa kwayo kubanzi kakhulu. I-UDL iyayiqonda into yokuba abafundi baneemfuno ezahlukeneyo, izinto abanomdla kuzo, abazithandayo, iindlela ezithile zokufunda,kwaye ineenjongo zokubonelela ngamathuba alinganayo kubo bonke abafundi. I-UDL sisikhokelo esixhaswa yingcinga yokuba bonke abafundi bohlukene kwaye baneemfuno ezithile. Ukubonelela ngeendlela ezithile zokumelwa, ukubonisa kunye nothethathethwano kwinkqubo yokufunda iya kuthi ngoko yenze imeko yokufunda ibandakanye ngakumbi kwaye ibe yesebenzayo.

Indlela yeUDL ikhuthaza ootitshala ukuba balungiselele ikharityhulam yabo ngokuthi balindele iimfuno zokufunda nokukhetha okubanzi kubafundi. Xa usebenzisa iUDL, injongo ephambili kukuyila iikhosi ezinokulungiselelwa ukuba zifanele elona nani liphezulu labafundi. Masikhe sigocagoce imithethosiseko yeUDL neendlela zokuyisebenzisa iUDL ukuphucula ukufikeleleka ekwenzeni iikhosi ezibandakanyayo nezisebenzisanayo.

Image 2: A screenshot of a course welcome message

UMthethosiseko 1: Iindlela ezininzi zokubonisa (‘intoni’ yokufunda)

[us_cta title=”” color=”light” btn_label=””]Umthethosiseko wokuqala weUDL ugxininisa ekuboneleleni ngeendlela ezininzi zokufikelela kwabafundi kulwazi kunye nomxholo. Oku kuthetha ukubonelela ngeefomathi ezahlukeneyo zomxholo ukuqinisekisa ukuba bonke abafundi banakho ukufikelela kwaye bayiqonde imathiriyeli. Umzekelo, ukubonelela ngomxholo ongumbhalo ngefomathi yokubonwayo kunye nefomathi yokuvakalayo inokunceda abafundi abasokolayo ekufundeni kunye nabo baneengxaki zokungaboni kakuhle. Abafundi abangevayo okanye abeva nzima, inkcazelo emfutshane kwividiyo inokuba yimfuneko, kodwa inokuba luncedo kubo bonke abafundi, umzekelo, xa isithethi sinendlela yokuthetha engaqhelekanga okanye mhlawumbi ividiyo ayilulo ulwimi lokuqala lombukeli, okanye isigama asiqhelekanga, iinkcazelo ezimfutshane zinceda ekusetyenzisweni komxholo. I-UDL ikhuthaza ootitshala ukuba babonelele ngolwazi kunye nomxholo ngeefomathi ezininzi ezivela kumbhalo, isandi, ividiyo kunye nemifanekiso kwimidiya esebenzisanayo. Oku kunceda abafundi ukuba ulwazi baluqonde ngokusebenzisa amajelo amaninzi. Ngaphezulu koko, sinakho ukuwusebenzisa lo mthethosiseko ukwenza umxholo ubandakanye ngakumbi kwaye unxulumane ngokuquka iimbono ezahlukeneyo kunye namava.[/us_cta]

Image 3: A screenshot of a lesson with video, audio, and transcript files

UMthethosiseko 2: Iindlela ezininzi zezenzo kunye nokubonakalisa (‘indlela yokufunda’)

[us_cta title=”” btn_label=””]Umthethosiseko wesibini weUDL ugxininisa ekuboneleleni ngeendlela ezininzi zokuba abafundi babonise ukuqonda kwabo kunye nolwazi. Oku kuthetha ukuba abafundi babonelelwa ngeendlela ezahlukeneyo zokukhetha ukugqiba iiasayinmenti kunye neemvavanyo, umzekelo, ukubavumela babonakalise ukuqonda kwabo ngeempendulo zomlomo, iiasayinmenti ezibhalwayo okanye idijithal midiya inokuhlangabezana neemfuno ezahlukeneyo zabafundi. Iindlela ezininzi zokubonisa zivumela abafundi ukuba bakhethe indlela esebenza ngcono kwizakhono kunye nobuchule babo. Umfundi ngamnye unamandla kunye nezinto azikhethayo malunga nendlela yokunxibelelana kunye nokucacisa ukufunda kwakhe. Umzekelo, ngeli lixa abafundi abathile besebenza ngcono kwiimvavanyo ezibhaliweyo, abanye bangathanda ukudlulisela ulwazi lwabo ngenkcazelo yentetho kunye nemisebenzi eyenziwayo enjengokwenza ividiyo okanye ipodkasti. Le ndlela ibonelela abafundi ngenkululeko yendlela yokubonisa ukuqonda kwabo ikhonsepthi ethile, kwaye ngalo ndlela, iphucula imvakalelo yabo yokuzimela kunye nokubandakanywa.[/us_cta]

UMthethosiseko 3: Iindlela ezininzi zothethathethwano (‘kutheni kufundwa’)

[us_cta title=”” color=”light” btn_label=””]Umthethosiseko wesithathu weUDL ugxininisa ekukhuthazeni ukuzibandakanya nokukhuthala kubafundi. Oku kunokuphunyezwa ngokubonelela ngemisebenzi namathuba avuselela imidla yabafundi kwaye bacelwe umngeni okwinqanaba elifanelekileyo, umzekelo, ukubonelela ngeeprojekhthi zeqela, ukuzenzela ngokwabo imisebenzi, ukufunda ngemizekelo yokusombulula iingxaki ezithile ukusetyenziswa kwezinto zokwenyani zehlabathi, zinokunceda abafundi baqhagamshelane nzulu ngakumbi nomxholo bawenze ube nentsingiselo ngakumbi. Ngokunjalo, ukubandakanya umxholo wemaltimidiya kunye nemisebenzi yentsebenziswano inokwenza ukufunda kube namandla ngakumbi ngokunjalo kube nentsebenziswano. Ngokubonelela ngeendlela ezininzi zokubandakanyeka, sinokukhuthaza impembelelo kubafundi, sikhuthaze umdla wokufuna ukwazi kunye nobuchule bokuyila, ngokunjalo sakhe amava okufunda aqinisekileyo.[/us_cta]

Ukusebenzisa imithethosiseko emithathu ngokwenza

[us_cta title=”” btn_label=””]Imithethoiseko yeUDL inokukhangeleka ngokungathi ilula kwithiyori, kodwa ukusetyenziswa kwayo kufuna kuqwalaselwe ngenyameko iimfuno zabafundi ezahlukeneyo. Senze uluhlu lweminye imizekelo yeendlela le mithethosiseko enokusetyenziswa ngayo apha ngezantsi ukwenzela inkuthazo:[/us_cta]

Bonelela ngomxholo wokubonwayo-nokuvakalayo (imibhalo kunye nezihloko) ukuxhasa abafundi abangevayo okanye abanobunzima bokuva ngokunjalo ukhetho lokuvakalayo nokubonwayo kumxholo obhaliweyo.
Sebenzisa imizobo, i-infografikhi, kunye neetheyibhile ezinenkcazelo – umzekelo, imibhalo ephezulu kwimiqobo kunye neekholamu zeeseli ukuze ucinge ukuba itheyibhile zimele ntoni.
Chaza imifanekiso usebenzise umbhalo oshunqulelweyo ukwenzela abafundi batolike ulwazi ngokuchanekileyo okanye ngendlela efanele ukuba lutolikwe ngayo. Kufuneka uqonde ngokwenkcubeko xa usebenzisa imifanekiso ukumela abantu abohlukeneyo.
Sebenzisa iindlela zovavanyo ezininzi, kubandakanya neemvavanyo ezakhayo, uvavanyo olusekelwe kwiprojekhthi, ukuzivavanya, izincoko ezibhalwayo, iipotifoliyo ezidijithali iibhlogi, intetho yepowusta, kunye neengxelo zophando, ukwenzela ukuba abafundi babonise ukuqonda kwabo ngeendlela ezibasebenzelayo bona. Impendulo efika ngexesha neyakhayo ikhokelela kwinkqubela phambili yabafundi kwaye ixhasa ukufunda kwabo.
Bonelela ngemisebenzi ebavumela bathathe inkxaxheba, benze uphando kunye nokucamngca.
Nika imisebenzi emininzi eza kukhuthaza ukuzibandakanya kwabafundi, enjengengxoxompikiswano, ukulinganisa, imizekelo yokudlala indima, ukwenza ukufunda kube nothethathethwano, iiforamu zeMoodle okanye iWikis zinakho ukusetyenziswa.
Nika abafundi imiyalelo emibini okanye ngaphezulu kwaye ubacele baphendule komnye.
Bonelela ngamathuba okukhetha ukufunda ngaphezulu kwesihlandlo esinye kwaye ubavumele ukuba bakhethe ukuba ngowuphi umbhalo abawufundileyo abaza kuthethathethana ngawo.
Nika imiyalelo engathandabuzekiyo necacileyo kunye neenkcukacha. Thetha ngokungathandabuzekiyo nangokucacileyo okulindelekileyo kubafundi.
Bonelela ngemizekelo yemisebenzi yabafundi enamanqaku okanye iisampulu zokusebenza.
Sebenzisa isixhobo sokuHlela uMbhalo (iiBhokisi zoMbhalo) kwiinkqubo zolawulo lokufunda ozisebenzisayo kumxholo weekhosi zeintanethi. Namathelisa kwifomathi eyakhelwe ngaphakathi (umz. izihloko, uluhlu olucwangcisiweyo)
Qinisekisa ukuba into nganye efunekayo kwiphepha lekhosi iyakwazi ukuya phambili ngokusetyenziswa kwekhibhodi ukwenzela abafundi abaneengxaki zamalungu omzimba abangakwaziyo ukusebenzisa imawusi. Landelelanisa ulandelwano lokufunda ngokufanelekileyo.
Sebenzisa isicatshulwa somyalelo ukuququzelela abafundi ngotshintsho. Siqhagamshela imathiriyeli eyahlukeneyo kunye nemisebenzi.
Sebenzisa umbhalo we-hyperlink onentsingiselo, nochazayo, (endaweni yokupeyista iURL).
Bonelela ngothelekiso olwaneleyo phakathi kombhalo kunye nemibala ewungqongileyo ukwenzela abasebenzisi ababona kancinci okanye abo banobumfama kwimibala. Sebenzisa isithelekisimahluko esinje ngeWebAim.
Sebenzisa iindlela ezininzi zovavanyo, kubandakanya uvavanyo olwakhayo, uvavanyo olusekelwe kwiprojekhthi kunye nokuzivavanya ukuze abafundi babenakho ukubonisa ukuqonda kwabo ngendlela ezibasebenzelayo. Impendulo ekhawulezayo neyakhayo ikhokelela kwinkqubela phambili yabo nokuxhasa ukufunda kwabo.

I-UDL sisikhokelo esibalulekileyo sokudala imfundo efikelelekayo nesebenzayo eluncedo kubo bonke abafundi. I-UDL ikhuthaza abahlohli ukuba babonelele ngeendlela ezininzi ukuze abafundi bafumane ulwazi malunga nendlela ulwazi olunikezelwa ngayo, ngokunjalo neendlela ezahlukeneyo abanokuzithatha ukubonisa ukuba bafunde ntonina.

Ngokusebenzisa imithetho-siseko emithathu yeUDL, abahlohli banakho ukudala iimeko zokufunda eziguquguqukayo, ezibandakanyayo neziqukayo. Ngale ndlela iimfuno ezahlukeneyo zabafundi kunye neendlela zokufunda zabo bonke abafundi zinokubonelelwa kwaye, ngokwenza njalo, thina njengabahlohli kunye nootitshala sikhuthaza ukuzibandakanya kunye nempumelelo.

Uvuselelekile? Ukufumana ulwazi oluthe kratya malunga neUDL kunye nokufikelela kwisikhokelo esipheleleyo unakho ukundwendwela: www.cast.org

– ngu-Fatima Halday

References:

CAST. 2018. UDL and the learning brain. Wakefield, MA. Retrieved from http://www.cast.org/products-services/resources/2018/udl-learning-brain-neuroscience

Howard, J. B. 2003. Universal design for learning: An essential concept for teacher education. Journal of Computing in Teacher Education, 19(4), 113-118.

Kurtts, S. A. 2006. Universal design for learning in inclusive classrooms, Electronic Journal for Inclusive Education, 1 (10).

McKenzie, J. A., & Dalton, E. M. 2020. Universal design for learning in inclusive education policy in South Africa. African Journal of Disability, 9, 776. Available: doi.org/10.4102/ajod.v9i0.776

Meyer, A., Rose, D.H. & Gordon, D. 2014. Universal design for learning: Theory and practice, CAST Professional Publishing, Wakefield, MA.

Rose, D.H., Gravel, J.W. and Gordon, D.T. 2014. Universal design for learning, The SAGE Handbook of Special Education: Two Volume Set, pp. 475–489. Available: doi:10.4135/9781446282236.n30.

15 November 2023Tags: awareness, customised courses, decolonisation, equitability, inclusive courses, inclusive learning environments, inclusivity, interactive courses, learning for all, UDL framework, Universal design for learning

Amaziko okubhala njengeendawo zokuphelisa ubukoloniyali

Ngomhla we-4 kweyeDwarha, intloko yethu yeLebhu yase-SU yokuBhala, uRose Richards, waye wazimasa inkomfa yezifundo eyayisingathwe ngobuxhaka-xhaka bale mihla kwi-intanethi neyayimalunga nokupheliswa kobukoloniyali kumaziko okubhala aseMzantsi Afrika. Wabelana nathi ngeengcinga zakhe malunga naloo nkomfa yezifundo.

Njengomsebenzi wakwiziko lokubhala, ndivuya kakhulu ukubona abanye abasebenzi bakumaziko okubhala kwilizwe jikelele besabelana ngeembono zam malunga namandla amaziko okubhala okutshintsha imbonakalo yezemfundo.

La nkomfa ndandiyizimasile yayisingathwe yiYunivesithi yeTekhnoloji yaseThekwini, iYunivesithi yeTekhnoloji yaseCape Peninsula neYunivesithi yeTekhnoloji yaseMangosuthu. Yayingumsitho wokuqala wamaziko okubhala owawusingathwe ziiyunivesithi zetekhnoloji kwaye ndandinemincili yokubona oko kwakuya kutshiwo ngabo babeya kuprezenta. Umxholo wawuthembisa ukuvusa ingxoxo ezinzima kwaye andizange ndibe nakudaniswa.

Ukupheliswa kobukoloniyali ngumxholo ovusa umnyele kwabaninzi kwaye ngenxa yoko, abantu abakuphengululi okona kuthethwa ngulo mxholo ngokwenene. Sisindululo esithi ‘akunakwenziwa oku kungenziwa okuya’ apho iinqobo zezithethe zaseYurophu zilahlwayo ukuze kusetyenziswe ezase-Afrika. Sisindululo esithi ‘zombini … nakunye’, esineengcambu ezimiliselwe kubulungisa bangokwentlalo nokusetyenziswa kwentando yesininzi. Ukuba ufuna ukucakacwa okuhle kwentsingiselo namandla okupheliswa kobukoloniyali, thathela ingqalelo ukuba ufunde eli phepha lika Njing Gift Mheta, omnye wezithethi, neli likaSavo Heleta (Nceda ujonge iinkcukacha ezipheleleyo ekupheleni kweli nqaku).

Ulwimi, ukuchithwa kwamanqwanqwa emigangatho yobomi nobuntu yayiyimixholo eyayingumongo wezo ngxoxo. Ukufunda kwilizwe elineelwimi ngeelwimi ngomnye umngeni abathi abafundi baseMzantsi Afrika bajongane nawo. Ngenxa yoko, abasebenzi bakumaziko okubhala bavamise ukusebenzisa utshintshwano lweekhowudi nokuxuba iilwimi xa bethethana nabafundi. Le yenye indela yokunika abafundi amandla nokudala ithuba lokuba abafundi bazivakalise.

Indlela yokutyhutharishana koontangandini neendlela zokuziphatha zeziko lokubhala zokwamkela wonke ubani nokungagwebi mntu zidala indawo esebenza ngentando yesininzi nangakumbi nalapho abafundi banokuzilungiselela ububona bangokwezifundo kwaye benze iimpazamo ngaphandle kokugxekwa. Abafundi abanikwa sithi ilizwi labo – sele benawo kakade amazwi, koko thina siyabanceda ekubeni bawaphuhlise amazwi abo baze bafumane iindlela zokuba bavakale.

Ezi nezinye iindlela ezisetyenziswa kumaziko okubhlala ziyinxalenye yoko kwaziwa eMzantsi Afrika njengobuntu. UBaken Lefa, umphandi wezifundo zenzululwazi, uchaza ubuntu njengamandla omoya athi “avakalise uvelwano, imbuyiswano, isidima, imvisiswano nobuntu ngeenjongo zokwakha nokugcina uluntu olunobulungisa nenkathalo omnye ngomnye”. Ngokokwam ukubona, loo mandla aluqilima kumaziko okubhala.

[us_hwrapper]

Yayingoobani izithethi?

[us_cta title=”” btn_label=””]UNjing Mheta (weYunivesithi yeTekhnoloji yaseThekwini) waye wathetha ngomxholo othi ‘Towards decolonised writing centre spaces: ‘The reflections-for-action of a DUT Writing Centre practitioner’. UNjing Mheta yintloko yeziko lokubhala lase-DUT. Izinto elugxila kuzo uphando lwakhe zimbaxa, zinika ingqwalasela kuphuhliso nononotshelo lweekhopasi, ukubhala okungeekhompyutha nokusetyenziswa kweetekhnoloji zeelwimi ukuphuhlisa iilwimi zase-Afrika. [/us_cta][/us_hwrapper]

[us_cta title=”” btn_label=””]UNkszn Puleng Sefalane-Nkohla (weYunivesithi yeTekhnoloji yaseCape Peninsula) waye wendlala umxholo othi ‘Being and Becoming: Decolonising the Writing Centre space. How do We Decolonise Students’ Academic Support at CPUT?’. UNkszn Sefalane-Nkohla ulibambela lentloko yesebe leYunithi yokuFunda kwaBafundi kwiZiko lase-CPUT leMfundo ePhakamileyo noPhuhliso iFundani. Sele esebenze kumaziko okubhala iminyaka engama-22 kwaye unobudlelwane beminyaka engama-20 kunye neLebhu yokuBhala yase-SU. Umsebenzi wakhe ugxila kuncwadi lwezifundo, kunye nolwimi netekhnoloji.[/us_cta]

[us_cta title=”” btn_label=””]Isithethi sokugqibela, uMnu Ntuthuko Mhlongo (weYunivesithi yeTekhnoloji iMangosuthu), waye wathetha ngomxholo othi ‘Location and Power: Appraising the opportunities and challenges for writing centres as spaces for transformation and decolonisation in the South African university context’. UMnu Mhlongo wayiqala indlela yakhe yokubhala e-DUT. Kungoku nje usebenza kwizifundo zakhe zesidanga sobuGqirha (PhD), nezimalunga nemingeni eluthi ulutsha lwasemaphandleni lujongane nayo eMzantsi Afrika. Uphando lwakhe lugxila ekuphuhliseni ulutsha ngokujoliswe ekutshintsheni kwemeko-bume yehlabathi jikelele kwaye umdla wakhe kumaziko okubhala umalunga nendlela enye yokufezekisa oko.[/us_cta]

– nguRose Richards (uguqulo lolwimi lwenziwe ngu Siphumeze Mrwetyana noZama Bekweni)

Amanqaku akhankanyiweyo

Heleta, Savo. 2016. Decolonisation: academics must change what they teach, and how. The Conversation. https://theconversation.com/decolonisation-academics-must-change-what-they-teach-and-how-68080

Lefa, Baken. 2015. The African Philosophy of Ubuntu in South African Education. Studies in Philosophy and Education 1(1):15.

Mheta, Gift, Lungu, Bwalya Nyangu, & Govender, Thaiurie. 2018. Decolonisation of the curriculum: A case study of the Durban University of Technology in South Africa. South African Journal of Education, 38(4), 1-7. https://dx.doi.org/10.15700/saje.v38n4a1635

18 November 2021Tags: decolonisation, peer tutoring, student voices, ubuntu, writing centres, Writing Lab