Can video (created with PowerPoint and TTSAPP) replace “Normal” lectures?

Abstract: PowerPoint, a ubiquitous tool used by lecturers and customizable with animation and now with video producing possibilities, and Microsoft Text to Speech Application (SAP15 TTSAPP), now including the more naturally sounding voices of Zira and David, have facilitated the setting up of a video lecture on boiling and condensation, which was presented to a class of 45 fourth year chemical engineering students in a computer laboratory. The original PowerPoint lecture on boiling and condensation was used in this study, and augmented with additional animation and audio to simulate normal lecture practice. The audio was produced by typing the spoken words into the notes section of the Power- Point slides, and processing these with the TTSAPP. The resulting audio wav files were then included in the sequence on the animation pane, and the presentation saved (also) as a MP4 file video. Students rated the video lecture relative to a normal lecture and supplied additional, mostly positive, comments, and these results are discussed and compared to their performance in the following test. Hence it was concluded that there are initial indications that the learning of students is not adversely affected by having lectures online. This can now be tested for a whole subject, after which one may start thinking of collaboration with other universities to ultimately aim for increased teaching efficiency

OBE formative assessment as a tool to improve learner throughput

According to data for 2005 retrieved from the South African Department of Education internet site, 3574.5 learners were registered nationally for ND in the Chemical Engineering Technology field, while 278.33 diplomas were issued, which translates into a graduation rate (throughput ratio) of 8%. This can be compared to a 100% pass rate, where the graduation rate is 33%. The SA YEARBOOK 2007/08 | EDUCATION contains the National Curriculum Statement (NCS) for schools, which is built on a number of principles including Outcomes Based Education (OBE). In 2008, school pupils are expected to write the National Senior Certificate examination. Although the National Plan for Higher Education (2001) does not mention OBE, academics in higher education institutions have been required to convert their study guides to OBE format and some (including the author) have received training in OBE to become assessors. A preliminary study was performed at UJ in 2006 to gauge whether OBE methods could be implemented for large groups of learners. A test had been written that most learners found challenging, leading to a high failure rate. A supplementary assessment strategy based on OBE Formative Assessment was conceptualised to allow learners to improve their marks. The main findings of the preliminary study were that a large number of learners could be accommodated in the Formative Assessment

Integriteit van politiek en bestuur en de moraal van de macht

Moraal van de macht en integer besturen hebben direct met elkaar te maken. Bestuurders en politieke partijen zouden zich veel meer moeten bezig houden met integriteit, met de eigen politieke en bestuurlijke moraal. De morele agenda van het CDA verliest aan geloofwaardigheid zolang die moraal niet of maar mondjesmaat verbonden wordt met de integriteit van het handelen van de eigen partij, politici en bestuurders