ONBOARDING
Faculty
Wrap-around Guide
DA VINCI PURPOSE, DREAM, PRINCIPLES AND BRAND PROMISE
Purpose
To cultivate managerial leaders
Dream
To contribute to the development
of a sustainable society
Principles
Seeking the truth (Curiosita)
Taking responsibility (Dimostrazione)
Sharpening awareness (Sensazione)
Engaging the shadow (Sfumato)
Nurturing integration (Corporalita)
Embracing holism (Connessione)
Cultivating balance (Scienza)
Brand promise
To co-create reality
TABLE OF CONTENT
TABLE OF CONTENT
WELCOME AT DA VINCI ...................................................................................................... 1
Who we are ....................................................................................................................... 1
Profile of our students ....................................................................................................... 3
The Da Vinci way................................................................................................................ 4
The seven Da Vinci principles ......................................................................................... 5
TIPS model .......................................................................................................................... 6
Meta learning framework................................................................................................ 8
Collaborative framework ................................................................................................ 9
The conceptual frame for qualifications at Da Vinci ................................................ 10
Design, facilitation and learning principles ................................................................... 11
Mode 2 learning ............................................................................................................. 11
Inductive versus deductive teaching and learning .................................................. 13
Meta-cognition ............................................................................................................... 15
The art of powerful questioning .................................................................................... 16
Learning styles ................................................................................................................. 17
Bloom’s taxonomy .......................................................................................................... 18
NQF level descriptors ..................................................................................................... 20
Critical cross field outcomes ......................................................................................... 23
Learning activities that support design principles...................................................... 24
Facilitating learning ......................................................................................................... 25
Introduction ..................................................................................................................... 25
The facilitator as reflective critical thinker................................................................... 25
The adult learner............................................................................................................. 27
Learning methods........................................................................................................... 33
Assessment ....................................................................................................................... 36
Introduction ..................................................................................................................... 36
Concepts defined .......................................................................................................... 36
Assessment in the mode 2 context .............................................................................. 38
Assessment rubrics .......................................................................................................... 40
Assessment and quality assurance in Higher Education .......................................... 41
The management of learning and assessment ............................................................. 42
Management of learning .............................................................................................. 46
Management of assessment ........................................................................................ 50
Student support .............................................................................................................. 52
Continuous professional development for facilitators .............................................. 55
Reviewed: 3 April 2017
© The Da Vinci Institute for Technology Management (Pty) Ltd
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ICONS
ICONS
The following icons will guide you on your learning journey:
Research/read/investigate: You will be guided through the learning
material resources provided and challenged to do your own research, e.g.
on the Sabinet and Springer-link online libraries. This icon symbolises studying
best practice and available literature.
Learn in the workplace: You may want to browse the intranet, read the
policies and procedures, and other documentation. Observing current
practice and talking to managers or practitioners also form an important
part of workplace learning.
Reflect: To read, watch and talk may only offer existing knowledge and
practice, and the opinion of others. You also need to reflect on what you
have read and observed. Involve your personal community of learning to
assist with critical analysis and generating new insights and knowledge.
Create: This icon indicates an opportunity to integrate what you have learnt
through reading, observing, talking and reflecting. You will be challenged
to create a new product or tool to apply your learning, e.g. a checklist,
framework, presentation, or action plan.
Apply: Your ultimate reward as student at Da Vinci will be the impact you
have in your workplace. You will be invited to apply what you have learnt
by developing new approaches to problems, improving current practice
and influencing decisions on the way forward.
Looking at the issue under investigation through the lens of Da Vinci’s
unique TIPS model will challenge your thinking and analysis. It will open up
new possibilities for analysis and solving of the workplace challenges you
face every day.
The development of Managerial leadership is one of the core deliverables
of all Da Vinci programmes. You will be challenged to reflect on your
development as managerial leader. Remember to build on the selfawareness you gained through your personal Shadowmatch profile.
Your work-based challenge is the most important learning and assessment
activity in the programme. This icon will remind you to apply what you have
learnt to address your challenge, throughout the programme.
The learning journey is designed to support and enhance your professional
development. We encourage you to embrace every learning opportunity offered.
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WELCOME AT DA VINCI
Who we are
The Da Vinci Institute for Technology
Management
is
a
School
of
Management contributing towards
socio-economic development and
transformation. The Institute’s purpose
is to cultivate managerial leaders
through the core principles of businessdriven action learning by offering
students a personalised journey of selfdiscovery and co-creation.
The Institute was established in 2004 as a result of a decision by Warwick University to
exit the education landscape in South Africa because of the then revised regulatory
requirements for overseas universities in the country. With the support of Mr Nelson
Mandela and Dr Ben Ngubane, the Marcus family decided to continue with the work
started by Warwick and as a result established what is now well known as The Da Vinci
Institute for Technology Management. The Institute was provisionally registered with
the Department of Higher Education in 2004.
The first Chief Executive Officer, Professor Benjamin Anderson, joined The Institute
during 2005. Under his leadership The Institute received full registration and
accreditation status from the Department of Higher Education and Training and the
Council on Higher Education during 2006. The first Institutional Audit was conducted
during 2006 by the Higher Education Quality Committee (HEQC).
Being a Mode 2 educational institution, The Institute is focused on the creation of
knowledge that is trans-disciplinary in nature, socially relevant and of which the intent
is to solve work based problems and to contribute towards the professional
development of the people involved. It is in this context that The Institute facilitates a
journey of self-discovery for prospective business leaders and entrepreneurs.
The Institute derives its passion from developing entrepreneurs and future managerial
leaders who will contribute towards the facilitation of a sustainable and socioeconomic
transformed
society.
Together with its South African and
international partners, The Institute
offers a spectrum of learning solutions
including
aspects
related
to,
amongst other, entrepreneurship,
innovation management, systems
thinking and managerial leadership.
By offering students an opportunity to
participate in an international
immersion they could obtain a truly
global perspective on managerial
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leadership development as it presents itself in different parts of the world. Students are
able to participate in small classes, affording them the opportunity to reflect on their
own learning and to integrate such with that of people who represent a wide range
of cultural backgrounds and organisational realities.
The Institute which is situated in the serene and peaceful suburb of Modderfontein,
offers Certificate, Diploma, Bachelor, Masters, and Doctorate programmes in the
Management of Technology, Innovation, People, Systems (TIPS™) and Business
Management(B).
By
integrating
the
TIPS™
(B)
framework, The Institute is able to
engage, align and become agile in
co-creating new workplace realities
with students and sponsors. The
framework enables The Institute to
offer a truly customised service to
meet its client’s ever changing
organisational performance needs.
The Institute is registered as a Private
Higher Education Institution under the
Higher Education Act 1997, registration no. 2004/ HE07/003. The Institute’s
qualifications are accredited by the Council on Higher Education and recorded with
the South African Qualifications Authority.
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Profile of our students
The following infographic depicts the rich diversity of our students.
Figure 1: Profile of Da Vinci students
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THE DA VINCI WAY
Our purpose, dream and brand promise
Purpose: To cultivate managerial leaders
Dream: To contribute to the development of a sustainable society
Brand promise: To co-create reality
Read the following articles:
Managerial leadership
https://issuu.com/thedavinciinstitute/docs/managerial_leadership
Understanding Managerial Leadership as more than an oxymoron
https://issuu.com/thedavinciinstitute/docs/new_directions_for_community_colleg_3f
436da7b45dde
Leadership effectiveness in Higher Education: Managerial self-perceptions versus
perception of others
https://issuu.com/thedavinciinstitute/docs/leadership_effectiveness_in_higher_
Do you role model managerial leadership in your interactions with students?
What can you do differently to contribute to realising the purpose, dream
and brand promise of The Da Vinci Institute?
What can The Da Vinci Institute do to empower you to make a greater
contribution?
What can you do to make this happen?
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The seven Da Vinci principles
The seven Da Vinci Principles guide the way we do business, facilitate learning and
manage relationships with students and corporate clients.
It had long since come to my attention that people of accomplishment rarely sat
back and let things happen to them. They went out and happened to things.
Leonardo da Vinci
Watch the clips:
https://www.youtube.com/watch?v=pkAZ0R2YKk8
https://www.youtube.com/watch?v=pkAZ0R2YKk8
Identify new habits or practices that will enable you to live the principles.
Curiosita - An insatiably curious approach to
life and an unrelenting quest for continuous
learning.
Dimostrazione - A commitment to test
knowledge through experience, persistence
and willingness to learn from mistakes.
Sensazione - The continual refinement of the
senses, especially sight as the means to
enliven experience.
Sfumato - Turned to mist or going up in
smoke. A willingness to embrace ambiguity,
paradox and uncertainty (Mona Lisa).
Arte/Scienze - The development of the
balance between science and art, logic and
imagination.
Corporality - The cultivating of grace,
ambidexterity, fitness and poise.
Connessione - A recognition of and
appreciation for the interconnected-ness of
all things and phenomena – systems thinking.
Practical exercises to assist in practicing the seven principles.
http://www.andreabalt.com/7-ways-to-think-like-leonardo-da-vinci/
Register and download a free e-book: How to Think Like Leonardo Da Vinci:
Liberating Creativity and Innovation in the Workplace
http://mylovelibrabry.com/emylibraryus/free.php?asin=B019ND3KUQ
I have been impressed with the urgency of doing. Knowing is not enough; we must
apply. Being willing is not enough; we must do.
Leonardo da Vinci
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TIPS model
The Da Vinci learning programmes are underpinned by the TIPS™ model. This model
focuses on the following four (4) elements:
The Management of Technology
The Management of Innovation
The Management of People
The Management of Systems
Figure 2: The TIPS model
The Management of Systems (MoS)
This is the process of synthesis, where systemic integration of all organisational activities
and performance is used to solve unique problems, and where hyper-competitive
redesign of the landscape occurs. This includes internal synovation and organisational
ecology that allows the parts to become greater than the whole.
The Management of Technology (MoT)
The management of technology is all about the 'tools' and metrics organisations use
to gain competitive advantage. Simplistically it is “a way of doing things better” and
may involve the use of anything from computers and hi-tech, to simple handheld
tools. In this context, we refer to the small “t” in technology where organisations
manage their technology to best position their products or services to maximise their
market share.
The Management of Innovation (MoI)
The management of innovation is all about how an organisation stimulates and
capitalises on the ideation process to develop an innovative product or service which
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has either commercial or social value. It’s about hard metrics such as income
generated from new products, process or services as well as success rates in
commercialising new offerings.
The Management of People (MoP)
The management of people is all about the human technology interface. It embraces
both the employee and the end user. It is about the processes that organisations
deploy in the development of their human capital, and how they retain and re-skill
existing employees, how they incentivise their people and how they plan for
succession to ensure organisational longevity.
The Management of Systems (MoS)
This is the process of synthesis, where systemic integration of all organisational activities
and performance is used to solve unique problems, and where hyper-competitive
redesign of the landscape occurs. This includes internal synovation and organisational
ecology that allows the parts to become greater than the whole.
Agility
Integrates the dynamics of the management of technology and the management of
innovation such that as the organisation develops, it improves and adapts its
technology needs and appropriate innovation is applied to generate real market
value and profitability. It is about speed to market, response to changes and ability to
cope with new world flexibility.
Alignment
Alignment is the integration of the management of technology and the management
of people by ensuring that the organisation up-skills (by acquisition or development)
the appropriate human capabilities to match, and even exceed the technological
needs at any one time. It is measured in terms of total up skilling cost ensuring that
appropriate skills are in place, matching new technology and skill needs and
developing from within.
Engagement
Engagement integrates the management of people and the management of
innovation by way of evaluating the commitment and motivation of people at the
workplace. It is measured in terms of the total incentive cost within the organisation
and how much people take on personal initiative and accountability.
Are you constantly on the lookout for opportunities in workshops where you
can integrate and apply the TIPS model?
How can we challenge students to apply this model in every module?
Create innovative learning and assessment activities that will reinforce it.
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Meta learning framework
The Da Vinci Institute (Da Vinci) intends to facilitate an integrated research journey of
self-discovery for all its students. All students, facilitators, moderators and supervisors
should partake in each other’s concrete experiences with a view of identifying and
developing a ‘work based challenge’, argument or issue, originating from a ‘burning
desire’ or feeling within one self, the organisation or the community. At the same time
such challenge should focus on the professional development of the individual,
assume a trans-disciplinary engagement, embrace a heterogeneous understanding
and accept accountability within the social system.
Figure 3: The meta learning framework
Questions I need to ask about this framework:
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Collaborative framework
This framework illustrates how Da Vinci collaborates with stakeholders to provide the best
learning experience for students situated in real workplace contexts.
Figure 4: The collaborative framework
The central challenge for programmes involving workplace learning remains:
How best to bring together subject-based and work-based knowledge, in ways that
meet the requirements and expectations of the learner/employee, the employer,
the provider, the awarding and professional bodies.
Karen Evans
What should Da Vinci and its faculty do differently to meet this challenge?
Read more about: Putting Knowledge to Work:
https://www.ial.edu.sg/files/documents/282/Putting%20Knowledge%20to%
20Work%20(Evans,%20K,%2021%20Oct%2011_IAL).pdf
International literature on workplace-based learning
http://www.academia.edu/22122910/International_Literature_on_Workpl
ace_Based_Learning_June_2015
The work based challenge is central to the Collaborative framework and
the qualification. What can you do to ensure it remains at the core of each
workshop you facilitate?
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The conceptual frame for qualifications at Da Vinci
Da Vinci offers a Higher Certificate, BCom, MSc and PhD.
The conceptual frame answers three questions
1. Why do we do it?
2. How do we do it?
3. What do we do to achieve it?
Figure 5: The conceptual frame for qualifications at Da Vinci
Imagine you need to use this model to describe qualifications at Da Vinci.
Identify the gaps in the model – how can we improve it?
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DESIGN, FACILITATION AND LEARNING PRINCIPLES
Mode 2 learning
The five key features of Mode 2 are listed below.
What should we do during design, development, preparation, facilitation
and assessment of learning to ensure each of these principles are applied?
Knowledge
produced in the
context of
application
Transdisciplinary
Heterogeneity
Social
accountability
Diverse range of
quality controls
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Read the following articles:
What kind of university? Research and teaching in the 21st century.
http://www.uws.edu.au/__data/assets/pdf_file/0017/405251/Gibbons_Wh
at_Kind_of_University.pdf
Mode 2 Management Research.
https://issuu.com/thedavinciinstitute/docs/item_1__mode_2_management_research
The dynamics of innovation: from National Systems and ‘‘Mode 2’’ to a Triple Helix of
university–industry–government relations.
http://www.uni-klu.ac.at/wiho/downloads/Etzk.pdf
The production of Mode 2 knowledge in higher education in South Africa.
http://uir.unisa.ac.za/bitstream/handle/10500/775/thesis.pdf;jsessionid=9FBB25335650
7DB1D15D59ADB19743D5?sequence=1
Knowledge creation, diffusion, and use in innovation networks and knowledge cluster.
http://www.uni-klu.ac.at/wiho/downloads/campbell_university_business.pdf
Re-Thinking Science: Mode 2 in Societal Context
http://comparsociology.com/wp-content/uploads/2013/02/Mode2-ScienceGibbons-Nowotny.pdf
The case for critical thought: an investigation into contemporary determinist
knowledge, its social effects, and the alternative offered by a 'mode 2' approach to
teaching, learning and research.
http://researchspace.ukzn.ac.za/xmlui/bitstream/handle/10413/4896/Skinner_Jane_
2002.pdf?sequence=1
Mode 2 society and the emergence of context-sensitive science
http://supportservices.ufs.ac.za/dl/userfiles/Documents/00000/546_eng.pdf
Download the free e-book
Changing Modes; New knowledge production and its implications for
higher education in South Africa; Andre Kraak (ed)
http://www.hsrcpress.ac.za/product.php?cat=29&freedownload=1&productid=193
8
Any additional insights gained regarding the significance of the Work based
challenge in a mode 2 learning context?
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Inductive versus deductive teaching and learning
Watch the clip: Deduction, induction, abduction: The Differences
https://www.youtube.com/watch?v=5ioyWeUEyvo
The concept in the context of design thinking:
http://effectivelearninginstructionaldesign.com/Topics/science/
Figure 6: Inductive, deductive and abductive reasoning
Are you aware of your personal reasoning preference?
In what way does this impact the way you facilitate?
When you facilitate, become more aware of the flow of the students’
arguments during discussion. This will enable you to challenge them to
develop their reasoning skills by practicing different approaches.
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Watch the clip: Uncovering students’ tacit knowledge.
https://www.youtube.com/watch?v=2uLKlWPpTCg
Read the articles:
The Many Faces of Inductive Teaching and Learning
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Inductive(JCST).pdf
Inquiry learning. Inquiry is the simplest of the inductive approaches and might be the
best one for inexperienced or previously traditional instructors to begin with. It
requires designing instruction so that as much learning as possible takes place in the
context of answering questions and solving problems. As the students gain more
experience with this approach, the instructor may increase the scope and difficulty
of the focus questions, use more open-ended and ill-structured problems and
simultaneously decrease the amount of explicit guidance provided.
Michael J. Prince and Richard M. Felder
Read more in this article: Inductive Teaching and Learning Methods: Definitions,
Comparisons, and Research Bases
https://www.mcgill.ca/tised/files/tised/michael_prince_on_inductive_teaching_and_
learning.pdf
Identify a variety of learning methods that will develop students’ deductive,
inductive and abductive reasoning skills in the workshops you facilitate?
Deductive reasoning:
Reasoning from the
general to the specific
Inductive: Deriving
general principles from
particular facts or
instances
Abductive: Reasoning
based on the principles
of inference to the best
explanation
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Meta-cognition
Read the articles:
Metacognition
https://cft.vanderbilt.edu/guides-sub-pages/metacognition/
Fact Sheet: Metacognitive Processes
https://teal.ed.gov/tealguide/metacognitive
Metacognition and learning in adulthood
http://leadu.info/leaderWARE/Metacognition.pdf
Thinking About Thinking: Metacognition
https://www.learner.org/courses/learningclassroom/support/09_metacog.pdf
Metacognition, or thinking about one’s thinking, is key to facilitating lasting learning
experiences and developing lifelong learners.
Linda Darling-Hammond and her colleagues identify two types of metacognition:
reflection, or “thinking about what we know,” and self-regulation, or “managing
how we go about learning."
Read more on the website of DePaul University:
http://resources.depaul.edu/teaching-commons/teachingguides/learning-activities/Pages/activities-for-metacognition.aspx
What is the relationship between mindfulness, meta-cognition and critical
thinking?
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The art of powerful questioning
Read the articles:
The art of powerful questions
http://www.cihm.leeds.ac.uk/document_downloads/Art_of_Powerful_Que
stions.pdf
Four types of questions every facilitator should ask
http://www.meeteor.com/blog/types-of-questions/
“Does your dog bite?” Creating Good Questions for Online Discussions
http://www.isetl.org/ijtlhe/pdf/IJTLHE85.pdf
When students know how to ask their own questions,
they take greater ownership of their learning, deepen comprehension, and
make new connections and discoveries on their own.
Dan Rothstein and Luz Santana,
co-directors of the Right Question Institute
Read more in this article: Teaching Students to Ask Their Own Questions
http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-asktheir-own-questions_507#home
The above Harvard Education letter outlines the Questions Formulation Technique:

The facilitator designs a question focus

Students produce questions

Students improve their questions

Students prioritise their questions

Students and facilitator decide next steps

Students reflect on what they have learned
At what point in the flow of a workshop can you introduce this technique?
Think of a specific module or workshop and design the activity for a Mode
2 context.
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Learning styles
Figure 7: Kolb’s learning styles
Concrete
Experience
Accommodating
(feel & do)
ACTIVISTS
DOING
Processing
Continuum
Diverging
(feel & watch)
REFLECTORS
(How we do
things)
Reflective
Observation
WATCHING
Perception
Continuum
Active
Experimentation
(How we think
about things)
FEELING
Converging
(think & do)
PRAGMATISTS
Assimilating
(think & watch)
THEORISTS
Abstract
Conceptualisation
THINKING
Watch the clip: The 3 minute Kolb
https://www.youtube.com/watch?v=ObQ2DheGOKA
Read the articles:
Concrete/Reflective/Abstract/Active – David Kolb
http://web.cortland.edu/andersmd/learning/Kolb.htm
Kolb's Learning Styles and Experiential Learning Model
http://www.nwlink.com/~donclark/hrd/styles/kolb.html
How can we introduce micro learning in a way that accommodates all
learning preferences AND guides the students through the learning cycle?
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Bloom’s taxonomy
Read more about Bloom’s taxonomy on the following websites:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
http://thesecondprinciple.com/wp-content/uploads/2014/01/Understandingrevisions-to-blooms-taxonomy1.pdf
Using different types of learning and assessment activities as we progress
through the taxonomy develops students’ higher order thinking skills. Is this
evident in the activities you use for students as they progress on their
learning journey, or are you using similar activities on all levels?
Figure 8: Bloom’s taxonomy
Create
Produce new or original work
Design, assemble, construct, conjecture, develop,
formulate, author, and investigate
Evaluate
Justify a stand or decision
Appraise, argue, defend, judge, select, support,
value, critique, and weigh
Analyze
Apply
Draw connections among ideas
Differentiate, organize, relate, compare, contrast,
distinguish, examine, experiment, question, and
test
Use information in new situations
Execute, implement, solve, use, demonstrate,
interpret, operate, schedule, and sketch
Understand
Explain ideas or concepts
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, and translate
Remember
Recall facts and basic concepts
Define, duplicate, list, memorize, repeat, and state
In every curriculum the levels of cognitive demand indicated above should be
present. When we are planning a curriculum for a lower level qualification, then most
of the learning and assessment activities will be in the lower stages, but higher level
thinking skills should still be present. When we design a curriculum for a high level
qualification, the reverse pyramid is helpful.
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Figure 9: Bloom’s taxonomy – the reverse pyramid
Analyse
Evaluate
Create
Apply
Understand
Remember
This pyramid suggests that the higher the level of the qualification, more would be
required in terms of the high level skills such as creating, evaluating and analysing –
and less of remembering and understanding.
http://blog.curriculet.com/38-question-starters-based-blooms-taxonomy/
http://www.virtuallibrary.info/blooms-taxonomy.html
Bloom’s digital taxonomy verbs
https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs
A 3-Dimensional Model of Bloom’s Taxonomy
http://www.teachthought.com/critical-thinking/blooms-taxonomy/3-dimensionalmodel-blooms-taxonomy/
How does Bloom’s taxonomy compare with the level descriptors of the
National Qualification Framework?
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NQF level descriptors
Introduction
Level descriptors have been established for all 10 levels of the National Qualifications
Framework
A set of statements that describe learning achievement at a particular level of the
NQF
Also intends to enhance comparability of qualifications at the same level
Is used for international comparisons of standards and qualifications
It guides development of learning outcomes, assessment criteria and assessment
through applied competence (foundational, practical, reflexive)
Generic in nature, contextualised for qualifications
Using Level Descriptors in the development of integrated assessment instruments:
1) Study the level descriptors for a particular level
The level, breadth and depth of learning
2) Study the purpose of the qualification
The core or rationale for the qualification - main focus
3) Analyse the exit level outcomes and the main learning areas
Greatest weighting to main learning areas
4) Decide which elements need to be assessed discretely
Formative or summative assessment?
5) Identify areas where applied competence can be assessed
Which fields of learning can meaningfully be assessed together?
6) Sequence the assessment (plan and scaffold)
First, second, third year; formative or summative?
7) Design instruments
8) Review and improve
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NQF Level descriptors
a. Scope of knowledge, in
respect of which a
learner is able to
demonstrate:
Level 5
an informed understanding of the core
areas of one or more fields, disciplines or
practices, and an informed
understanding of the key terms,
concepts, facts, general principles, rules
and theories of that field, discipline or
practice.
b. Knowledge literacy, in
respect of which a
learner is able to
demonstrate:
the awareness of how knowledge or a
knowledge system develops and evolves
within the area of study or operation.
c. Method and
procedure, in respect
of which a learner is
able to demonstrate:
the ability to select and apply standard
methods, procedures or techniques
within the field, discipline or practice,
and to plan and manage an
implementation process within a welldefined, familiar and supported
environment.
identify, evaluate and solve defined,
routine and new problems within a
familiar context, and to apply solutions
based on relevant evidence and
procedures or other forms of explanation
appropriate to the field, discipline or
practice, demonstrating an
understanding of the consequences.
the ability to take account of, and act in
accordance with, prescribed
organisational and professional ethical
codes of conduct, values and practices
and to seek guidance on ethical and
professional issues where necessary.
d. Problem solving, in
respect of which a
learner is able to
demonstrate the ability
to:
e. Ethics and professional
practice, in respect of
which a learner is able
to demonstrate:
Level 6
detailed knowledge of the main areas of
one or more fields, disciplines or
practices, including an understanding of
and the ability to apply the key terms,
concepts, facts, principles, rules and
theories of that field, discipline or
practice to unfamiliar but relevant
contexts; and knowledge of an area or
areas of specialisation and how that
knowledge relates to other fields,
disciplines or practices.
an understanding of different forms of
knowledge, schools of thought and
forms of explanation within an area of
study, operation or practice, and
awareness of knowledge production
processes.
the ability to evaluate, select and apply
appropriate methods, procedures or
techniques in investigation or
application processes within a defined
context.
identify, analyse and solve problems in
unfamiliar contexts, gathering evidence
and applying solutions based on
evidence and procedures appropriate
to the field, discipline or practice.
an understanding of the ethical
implications of decisions and actions
within an organisational or professional
context, based on an awareness of the
complexity of ethical dilemmas.
Level 7
integrated knowledge of the central
areas of one or more fields, disciplines or
practices, including an understanding of
and the ability to apply and evaluate
the key terms, concepts, facts,
principles, rules and theories of that field,
discipline or practice; and detailed
knowledge of an area or areas of
specialisation and how that knowledge
relates to other fields, disciplines or
practices.
an understanding of knowledge as
contested and the ability to evaluate
types of knowledge and explanations
typical within the area of study or
practice.
an understanding of a range of methods
of enquiry in a field, discipline or
practice, and their suitability to specific
investigations; and the ability to select
and apply a range of methods to
resolve problems or introduce change
within a practice.
identify, analyse, evaluate, critically
reflect on and address complex
problems, applying evidence-based
solutions and theory-driven arguments.
the ability to take decisions and act
ethically and professionally, and the
ability to justify those decisions and
actions drawing on appropriate ethical
values and approaches within a
supported environment.
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ONBOARDING GUIDE
NQF Level descriptors
f. Accessing, processing
and managing
information, in respect
of which a learner is
able to demonstrate
the ability to:
g. Producing and
communicating
information, in respect
of which a learner is
able to demonstrate
the ability to:
h. Context and systems, in
respect of which a
learner is able to
demonstrate the ability
to:
i. Management of
learning, in respect of
which a learner is able
to demonstrate the
ability to:
j. Accountability, in
respect of which a
learner is able to
demonstrate the ability
to:
22 | FACULTY
Level 5
gather information from a range of
sources, including oral, written or
symbolic texts, to select information
appropriate to the task, and to apply
basic processes of analysis, synthesis and
evaluation on that information.
communicate information reliably,
accurately and coherently, using
conventions appropriate to the context,
in written and oral or signed form or in
practical demonstration, including an
understanding of and respect for
conventions around intellectual
property, copyright and plagiarism,
including the associated legal
implications.
operate in a range of familiar and new
contexts, demonstrating an
understanding of different kinds of
systems, their constituent parts and the
relationships between these parts, and
to understand how actions in one area
impact on other areas within the same
system.
evaluate his or her performance or the
performance of others, and to take
appropriate action where necessary; to
take responsibility for his or her learning
within a structured learning process; and
to promote the learning of others.
account for his or her actions, to work
effectively with and respect others, and,
in a defined context, to take supervisory
responsibility for others and for the
responsible use of resources, where
appropriate.
Level 6
evaluate different sources of
information, to select information
appropriate to the task, and to apply
well-developed processes of analysis,
synthesis and evaluation to that
information.
present and communicate complex
information reliably and coherently using
appropriate academic and professional
or occupational conventions, formats
and technologies for a given context.
Level 7
develop appropriate processes of
information gathering for a given
context or use; and the ability to
independently validate the sources of
information and evaluate and manage
the information.
develop and communicate his or her
ideas and opinions in well-formed
arguments, using appropriate
academic, professional, or occupational
discourse.
make decisions and act appropriately in
familiar and new contexts,
demonstrating an understanding of the
relationships between systems, and of
how actions, ideas or developments in
one system impact on other systems.
manage processes in unfamiliar and
variable contexts, recognising that
problem solving is context and system
bound, and does not occur in isolation.
evaluate performance against given
criteria, and accurately identify and
address his or her task-specific learning
needs in a given context, and to provide
support to the learning needs of others
where appropriate.
work effectively in a team or group, and
to take responsibility for his or her
decisions and actions and the decisions
and actions of others within well-defined
contexts, including the responsibility for
the use of resources where appropriate.
identify, evaluate and address his or her
learning needs in a self-directed manner,
and to facilitate collaborative learning
processes.
take full responsibility for his or her work,
decision-making and use of resources,
and limited accountability for the
decisions and actions of others in varied
or ill-defined contexts.
ONBOARDING GUIDE
Critical cross field outcomes
These are the Critical Outcomes adopted by SAQA:
Identify and solve problems in which responses display that responsible decisions using
critical and creative thinking have been made.
Work effectively with others as a member of a team, group, organisation, community.
Organise and manage oneself and one’s activities responsibly and effectively.
Collect, analyse, organise and critically evaluate information.
Communicate effectively using visual, mathematical and/or language skills in the
modes of oral and/or written presentation.
Use science and technology effectively and critically, showing responsibility towards
the environment and health of others.
Demonstrate an understanding of the world as a set of related systems by recognising
that problem-solving contexts do not exist in isolation
In order to contribute to the full personal development of each learner and the social
and economic development of the society at large, it must be the intention
underlying any programme of learning to make an individual aware of the
importance of:
o
Reflecting on and exploring a variety of strategies to learn more
effectively;
o
Participating as responsible citizens in the life of local, national and
global communities;
o
Being culturally and aesthetically sensitive across a range of social
contexts;
o
Exploring education and career opportunities, and
o
Developing entrepreneurial opportunities.
Read more on SAQA’s website:
http://www.saqa.org.za/docs/pol/2000/curriculum_dev.pdf
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ONBOARDING GUIDE
Learning activities that support design principles
Identify learning activities we can use in our guides and workshops that support the
principles discussed in this chapter of the manual.
Wrap-around guide
Research/
read/
investigate:
Learn in the
workplace:
Reflect:
Create:
Apply:
TIPS model:
Managerial
leadership:
Work-based
challenge:
24 | FACULTY
Workshop
ONBOARDING GUIDE
FACILITATING LEARNING
Introduction
Ramsey Musallam: 3 rules to spark learning
https://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning?
language=en
Do you think these rules support the Da Vinci way of facilitating learning?
Are you applying these rules?
Can you think of other “rules” or principles we should add?
As you work through the remainder of this guide, keep reflecting on how the proposed
techniques and approaches support these three rules.
The facilitator as reflective critical thinker
Do you agree with Stephen Brookfield’s definition of “skillful teachers”?
Does this quote challenge you to think differently about your role during a
workshop and where your energy should be channelled?

Skillful teaching is whatever helps students learn

Skillful teachers adopt a critically reflective stance toward their practice

The most important knowledge that skillful teachers need to do good is
a constant awareness of how students are experiencing their learning
and perceiving teachers’ actions.
From: Brookfield, S.D. 1995. Becoming a Critically Reflective Teacher. San
Francisco: Jossey-Bass.
A review of this book:
http://vc.bridgew.edu/cgi/viewcontent.cgi?article=1005&context=fac_articles
FACULTY | 25
ONBOARDING GUIDE
One of the best ways to practice reflective thinking, is the critical incident
technique. But one needs to look at a critical incident through different
lenses to gain an accurate picture of who we are and what we do as
facilitators of adult learning. Brookfield offers the following four lenses:

Self-review

Student review

Peer review

Benchmarking
Choose a particular event you want to learn from – it might be when something went
wrong, or a situation that can be regarded as a huge success.
Reflect on the incident through the four lenses. What do you learn?
More information on the four lenses:
https://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsite
s/oxfordlearninginstitute/documents/supportresources/lecturersteachingst
aff/resources/resources/CriticallyReflectiveTeaching.pdf
http://sydney.edu.au/arts/teaching_learning/academic_support/Brookfield_summar
y.pdf
And another approach to critical incident analysis: reflection of a teacher educator.
https://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ah
UKEwiXn7OXzeTOAhWrAMAKHdSzC9YQFggiMAE&url=https%3A%2F%2Fwww.uel.ac.u
k%2F~%2Fmedia%2FMain%2FImages%2FCass%2FRiTE%2FMay-2016publications%2FRITE-MAY-16---Mohammed.ashx&usg=AFQjCNHaPaxm5H8yjJyD_yQ1IRJh0vt9Q&sig2=nbHPSUkAH4QO7LU2wmOz3w
Through the Lens of Learning: How Experiencing Difficult Learning Challenges and
Changes Assumptions About Teaching - Stephen Brookfield
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1351&context=podimpr
oveacad
A resource with details on specific techniques and practices for teachers to hone their
reflection skills: The reflective teacher
http://www.mheducation.co.uk/openup/chapters/9780335222407.pdf
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ONBOARDING GUIDE
“The characteristics of an effective teacher are often the same as an effective leader.
In order to be effective, both teachers and leaders must be able to have an influence
and make an impact. Authenticity is using basic morals and applying these to one’s
position. Authenticity must be displayed because students and employees bring their
own unique experiences and expectations to any situation. An effective teacher can
use the guidelines presented to effectively communicate to students through
authentic behavior. This paper will explore being an authentic teacher, being an
authentic leader, and combining teaching and leading for the authentic classroom.”
Carol Wright
http://www.na-businesspress.com/JAF/WrightC_Web13_2_.pdf
More information about students’ expectations: Brookfield, S. 1990. The
Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom.
San Francisco: Jossey-Bass.
Do your students perceive you as credible and authentic?
What else do they expect from their facilitators?
The adult learner
Research indicates that adult learners are unique and the way they learn
differ from children.
In your experience, in what ways are they similar (children and adults as
learners) and in what ways are they different?
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ONBOARDING GUIDE
Andragogy is defined as “… the art and science of helping adults learn”.
For Knowles, adult learning is based on specific characteristics.
https://ala.asn.au/adult-learning/the-principles-of-adult-learning/
http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/
A more critical review of the work of Knowles:
http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adultlearning/
A resource with great reflection activities that will assist the facilitator of adult learning
in applying the research material.
https://msu.edu/~dirkx/adult%20learning%20module.html
Create an observation checklist that a colleague could use to evaluate
your workshop.
Focus on the specific aspects you need feedback on in order to facilitate
learning in the Da Vinci Mode 2 environment.
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ONBOARDING GUIDE
Experiential learning
Read the following handout on Experiential learning:
http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialL
earningReport.pdf
The above report outlines the following characteristics of experiential
learning. Are you facilitating experiential learning?
1. Mixture of content and process: There must be a balance between the
experiential activities and the underlying content or theory.
2. Absence of excessive judgment: The instructor must create a safe space for
students to work through their own process of self-discovery.
3. Engagement in purposeful endeavours: In experiential learning, the learner is
the selfteacher, therefore there must be “meaning for the student in the
learning.” The learning activities must be personally relevant to the student.
4. Encouraging the big picture perspective: Experiential activities must allow the
students to make connections between the learning they are doing and the
world. Activities should build in students the ability see relationships in complex
systems and find a way to work within them.
5. The role of reflection: Students should be able to reflect on their own learning,
bringing “the theory to life” and gaining insight into themselves and their
interactions with the world.
6. Creating emotional investment: Students must be fully immersed in the
experience, not merely doing what they feel is required of them. The “process
needs to engage the learner to a point where what is being learned and
experience strikes a critical, central chord within the learner.”
7. The re-examination of values: By working within a space that has been made
safe for self-exploration, students can begin to analyze and even alter their
own values.
8. The presence of meaningful relationships: One part of getting students to see
their learning in the context of the whole world is to start by showing the
relationships between “learner to self, learner to teacher, and learner to
learning environment.”
9. Learning outside one’s perceived comfort zones: “Learning is enhanced when
students are given the opportunity to operate outside of their own perceived
comfort zones.” This doesn’t refer just to physical environment, but also to the
social environment. This could include, for instance, “being accountable for
one’s actions and owning the consequences”.
Design an experiential learning activity that will support the principle of
“integrated assessment”.
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ONBOARDING GUIDE
Self-directed learning
Read the article:
Self-Directed Learning: Key Component of Adult Learning Theory
https://www.bpastudies.org/bpastudies/article/view/38/78
Do you agree with Lindeman’s assumptions on adult learners?
1. Adults are motivated to learn as they experience needs and interests
that learning will satisfy.
2. Adults' orientation to learning is life‑centered.
3. Experience is the richest source for adults' learning.
4. Adults have a deep need to be self‑directing.
5. Individual differences among people increase with age.
Are you frustrated by students not preparing for the workshop, not doing
the pre-reading and conducting insufficient research for their assignments?
What is your view on the opinions expressed in the following article?
An Examination of Learner Self-Direction in Relation to the Big Five and
Narrow Personality Traits
http://sgo.sagepub.com/content/spsgo/4/2/2158244014534857.full.pdf
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ONBOARDING GUIDE
The nature of the self – learning as a social activity
“As we examine the issue of control in self-direction it is also important to
recognise that the ‘self’ that is involved in conducting learning is culturally
formed and bound. Who we are and how we decide what it is important for us to be
able to know or do are questions that are questions of culture. The self in a selfdirected learning project is not an autonomous, innocent self, contentedly floating
free from cultural influences. It has not sprung fully formed out of a political vacuum.
It is, rather, an embedded self, a self whose instincts, values, needs and beliefs have
been shaped by the surrounding culture. As such, it is a self that reflects the constraints
and contradictions, as well as the liberatory possibilities, of that culture. The most
critically sophisticated and reflective adults cannot escape their own
autobiographies. Only with a great deal of effort and a lot of assistance from others
can we become aware of how what we think are our own wholly altruistic impulses,
free from any bias of race, gender or class, actually end up reinforcing repressive
structures. Hence, an important aspect of a fully adult self-directed learning project
should be a reflective awareness of how one’s desires and needs have been culturally
formed and of how cultural factors can convince one to pursue learning projects that
are against one’s own best interests.”
http://infed.org/mobi/self-directed-learning/
The work-based challenge is the most important learning and assessment
activity in the Da Vinci learning programme.
Students find this assignment challenging.
Reflect on the concepts of adult, experiential and self-directed learning.
What can the facilitators at Da Vinci do to ensure students perform better in this
assignment?
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ONBOARDING GUIDE
Brain based learning
“I strongly believe that once educators understand how information is processed,
they will be more inclined to venture out of their comfort zone and begin using
strategies that facilitate the natural learning process.”
Materna, L. 2007. Jump start the adult learner. How to engage and
motivate adults using brain-compatible strategies. California: Corwin Press.
Download and complete the following questionnaire to gain insight into
your own cognitive style.
http://www.google.co.za/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahU
KEwit6siSieTOAhWECMAKHSpQBAMQFggoMAE&url=http%3A%2F%2Fstyves.pbworks.com%2Ff%2FHandout%25234%2BBrain%2BQuiz.doc&usg=AFQjCNH3TTu
hqd3U_fngFpqkkDzbf1lrog&sig2=TUXjfa9X4bJeNxwHNnGC_w
Given you cognitive style or brain dominance, which learning activities do
you find easy to design and facilitate?
Are you constantly aware of your personal preference and how they
impact your facilitation and your students’ learning?
How can you ensure the students in your class enter a state of “flow” more often?
“Flow is that highest level of learning brought about by active engagement in a
challenging and stimulating learning experience. Once a learner enters the flow
state, intrinsic motivation and commitment to learning predominates. The learner
finds the subject to be personally meaningful and therefore becomes personally
committed to learning.”
Learn more about eliminating “downshifting” and promoting “flow”.
https://vimeo.com/117140991
http://www.jenningsclc.org/featured-posts/this-is-the-second-post/
32 | FACULTY
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Learning methods
Tacit knowledge
Watch the following clips:
Importance of Tacit Knowledge in Education; Richard Brock; TEDx
Cambridge University
https://www.youtube.com/watch?v=Hkd-1zc_Gn4
Uncovering Students' Tacit Knowledge
https://www.youtube.com/watch?v=2uLKlWPpTCg
Are you using facilitation techniques that uncover students’ tacit
knowledge or do you rely primarily on the knowledge of experts in your field
of expertise?
Identify opportunities where you can use facilitation techniques that allow students to
explore and share what they know.
Stimulating conversation, creativity and critical thinking
Stephen Brookfield on Creative & Critical Thinking
https://www.youtube.com/watch?v=Y8umk4w8kB8
https://www.youtube.com/watch?v=X11cXiVB9tY
https://vimeo.com/42142710
Free resources available, e.g. Circle of voices, Chalk talk, Circular response, Newsprint
dialog, Fish bowl, Snowballing, Critical incident questionnaire.
http://www.stephenbrookfield.com/
https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborativelearning.html
http://resources.depaul.edu/teaching-commons/teaching-guides/learningactivities/Pages/activities-for-metacognition.aspx
http://dmeforpeace.org/sites/default/files/Guide%20to%20Facilitating%20Reflection
_1.pdf
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ONBOARDING GUIDE
Management techniques as learning methods
The techniques included in the list below serve as examples of
management techniques that could be used as learning methods.
Consider adapting them for your workshop to guide critical thinking.
Affinity diagram
https://www.youtube.com/watch?v=ewWFFe-243s
https://www.youtube.com/watch?v=he5WvisN6o0
Root cause analysis
https://www.youtube.com/watch?v=jDQLrP3zlDc
https://www.mindtools.com/pages/article/newTMC_80.htm
http://www.thinkreliability.com/Root-Cause-Analysis-CM-Basics.aspx
The five whys
https://www.youtube.com/watch?v=JmrAkHafwHI
Cause and effect/Fishbone diagram
https://www.mindtools.com/pages/article/newTMC_03.htm
https://www.youtube.com/watch?v=Fwfgx0dOYvE
Tree diagrams
https://www.mindtools.com/pages/article/tree-diagrams.htm
https://www.youtube.com/watch?v=WO9DhnMubUU
https://www.youtube.com/watch?v=5clFNf9XYvQ
Force field analysis
https://www.youtube.com/watch?v=tEbZwl07oWo
Overview of Total Quality Management Tools that you can adapt and use for learning
http://www.bexcellence.org/Total-Quality-Management-Tools.html
Consider ways in which you can use these techniques in a non-traditional
sense, e.g. to guide the flow of analysis or critical thinking as part of a
learning process.
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ONBOARDING GUIDE
Conclusion
John Hattie's Visible Learning
https://www.youtube.com/watch?v=5WSTcVDwH3s
Are you practicing the 8 mindframes?
1.
2.
3.
4.
5.
6.
7.
8.
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ONBOARDING GUIDE
ASSESSMENT
Introduction
What is the aim of assessment? Why do we assess students?
________________________________________________________________________
When will an assessment be regarded as fair, valid and reliable?
__________________________________________________________________________________
__________________________________________________________________________________
What are the characteristics of a good assessor?
__________________________________________________________________________________
__________________________________________________________________________________
Why is the assessment of students so important in terms of quality assurance
conducted at a registered Higher Education Institution?
__________________________________________________________________________________
When do we start thinking about the assessment if we design and develop a new
module?
__________________________________________________________________________________
How does assessment at Da Vinci, a mode 2 university differ from assessment at a
mode 1 university?
__________________________________________________________________________________
Concepts defined
Research the following concepts and describe them in your own words:
1. Formative assessment
2. Summative assessment
3. Integrative assessment
4. Authentic assessment
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ONBOARDING GUIDE
Reflect on the concept: authentic assessment.
List some real life, on-the-job products that assignment may ask students to
produce as proof of competence in your field of expertise. General
examples include a report, audit, presentation, strategy, or proposal.
Examples of authentic assessment tools:
http://calpro-online.org/eric/docs/custer/custer5.pdf
Design an authentic assessment activity to assist students in applying the
TIPS model.
Assessment opportunities as learning opportunities
Assessment activities are not only opportunities to gain evidence of a
student’s competence, but each assessment is also a learning opportunity.
If you adopt this approach, what needs to change about the way we
formulate assessment activities, facilitate them in a workshop and assess the
products?
Assessment to promote learning - Seven Practices for Effective Learning
http://www.ascd.org/publications/educational-leadership/nov05/
vol63/num03/Seven-Practices-for-Effective-Learning.aspx
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ONBOARDING GUIDE
Assessment in the mode 2 context
Read the following summary on mode 2.
http://www.uws.edu.au/__data/assets/pdf_file/0017/405251/
Gibbons_What_Kind_of_University.pdf
How does this approach to learning impact the types of assessments we include in
our programmes and the way in which it is assessed?
The assessment of experiential learning poses some unique challenges. How
can we overcome those challenges?
http://www.ryerson.ca/content/dam/lt/resources/handouts/
ExperientialLearningReport.pdf
The work-based challenge is the most important learning and assessment
activity in every Da Vinci programme.
Identify ways in which the formative and summative assessment conducted
in your module can support the work-based challenge as integrated assessment.
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ONBOARDING GUIDE
Self-assessment
In order to foster independent learning, it is necessary to provide students
with many opportunities to regulate their own learning. This calls for
structured tasks that encourage reflection and self-assessment. When
students engage in academic tasks (for example, essay writing, solving
problems), to varying degrees they are already monitoring and assessing their own
progress. Hence, formalising opportunities for self-assessment in the curriculum would
not only capitalise on abilities that students already possess, but would also ensure
that these abilities are developed further.
http://ee.ulster.ac.uk/assessment_and_feedback/index.php?/principles/develop_sel
f_assessment_and_reflection
Reflection is at the core of the learning methodology at Da Vinci. Selfassessment opportunities assist students in developing this skill.
Identify opportunities for self-assessment in the workshops you are currently
facilitating.
Design a self-assessment activity that supports the achievement of the learning
outcomes.
Peer assessment
The development of Managerial leadership is one of the core deliverables
of every programme at Da Vinci. Peer assessment is commonly used to
develop leadership skills.
Design a peer assessment activity that will contribute to the development of the
student as managerial leader.
Examples of peer and self-assessment:
https://www.deakin.edu.au/__data/assets/pdf_file/0020/53462/peer-andself-assessment.pdf
FACULTY | 39
ONBOARDING GUIDE
Assessment rubrics
Do you re-write the same comments on several students’ assignments?
Does the marking of Post modular assignment take up a lot of your time?
Are students always arguing about the validity of assessment and results?
Do you suspect different assessors are using different criteria when assessing a
particular assignment?
The use of assessment rubrics might be a way to address all these frustrations!
“A rubric is a coherent set of criteria for students' work that includes
descriptions of levels of performance quality on the criteria.”
Holistic rubrics group several different assessment criteria and classify them
together under grade headings whereas analytic rubrics separate different
assessment criteria and address them comprehensively.
http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-andWhy-Are-They-Important%C2%A2.aspx
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teachingtips/assessing-student-work/grading-and-feedback/rubrics-useful-assessment-tools
Create an assessment rubric for a PMA you have to assess.
Include the elements depicted in figure 10.
Figure 10: Assessment rubric
You will find examples of rubrics at this link:
http://resources.depaul.edu/teaching-commons/teaching-guides/feedbackgrading/rubrics/Pages/types-of-rubrics.aspx
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Criteria to evaluate rubrics:
Does the rubric relate to the outcome(s) being measured?
Does it cover important criteria for student performance?
Does the top end of the rubric reflect excellence?
Are the criteria and scales well-defined?
Can the rubric be applied consistently by different scorers?
http://resources.depaul.edu/teaching-commons/teaching-guides/feedbackgrading/rubrics/Pages/evaluating-rubrics.aspx
Assessment and quality assurance in Higher Education
The moderation of assessment refers to the process used to evaluate
assessment practice to ensure that the latter is fair, valid and reliable.
If you were to moderate assessments at Da Vinci, what will you be looking
for? List the issues you will address in your moderation report.
The Higher Education Act (Act No 101 of 1997) assigns executive responsibility for
quality assurance in higher education in South Africa to the Council on Higher
Education (CHE). The Council discharges this responsibility through its permanent
subcommittee, the Higher Education Quality Committee (HEQC). Their responsibilities
as an ETQA is to report formally to SAQA on the quality management arrangements
of its constituent providers in respect of moderation of assessment.
Read more about them at this link:
http://www.che.ac.za/sites/default/files/publications/HEQC_Framework_
Delegated_Functions_Oct2008.pdf
Conclusion
List the characteristics of a good assessor.
________________________________________________________________________
Do you meet the requirements? Any room for improvement?
http://www.skills-universe.com/forum/topics/what-is-an-assessor
________________________________________________________________________
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ONBOARDING GUIDE
THE MANAGEMENT OF LEARNING AND ASSESSMENT
The Management Team at The Da Vinci Institute for Technology Management consists
of the following people:
Professor Ben Anderson | Chief Executive Officer
As CEO, Bennie is responsible for leading the development and
execution of the Company’s long term strategy with a view to
creating shareholder value. The CEO’s leadership role also entails
being ultimately responsible for all day-to-day management
decisions and for implementing the Company’s long and short term
plans. The CEO acts as a direct liaison between the Board and
management of the Company and communicates to the Board on behalf of
management. The CEO also communicates on behalf of the Company to
shareholders, employees, Government authorities, other stakeholders and the public.
The Senior Management team reports to Bennie.
Dr Ronel Blom | Dean: Design and Research
The Dean is responsible for providing strategic direction and
leadership in the Academic Office. This includes the Learning Design
as well as the Research offices. The Dean also looks after our
facilitators, supervisors, external examiners, markers and moderators.
The facilitation and monitoring of research publications also forms an
integral part of this function.
Marizanne Burger | Operations Manager
The Operations Office looks after the following: Finance, Human
Resources and Facilities. They ensure that the whole team works
together and not in silos. Being an operations manager involves
overseeing and having responsibility for all the activities in the
organisation which contribute to the effective production of services.
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Kenneth Mabilisa | Business Development Manager
The Business Development Office finds new business for us and helps us
to reach our financial targets for the year.
Sushie Padayachee | Secretariat
The secretariat office assists to keep minutes of all meetings, connect
the dots between the meetings and also assists with event planning. The
secretariat looks after corporate governance at Da Vinci.
Louise Fuller | Registrar
The Registrar is responsible for registering new students, keeping record
of marks and oversees all admissions. The Registrar ensures that quality
management aligns to regulatory requirements.
Carin Stoltz-Urban | Manager: Teaching and Learning
The Teaching and Learning team consist of the Key Account Managers
(KAM’s), Administrators, Reception and Faculty. They assist our students
and clients on their studying journey to graduation and becoming
alumni.
Storm Thomas | Communications Manager
The Communications Office tells the story of The Da Vinci Institute. They
also do branding and marketing for us.
Professor Niel Viljoen | Strategic Advisor
He provides us with strategic direction and assists with the overall
strategy and where big decisions need to be made.
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Our biggest asset at The Da Vinci Institute for Technology Management – our staff.
Debra Stead
Bookkeeper
Sonya Landman
Administrator
Dewald Kruger
Information
Officer
Elize Smit
Office Manager
(CEM)
Future Ngwenya
Key Account
Manager
Martin Pheiffer
IT Manager
Rinaka Moodliar
Administrator
Karen Verster
Key Account
Manager
Mawoza
Dhliwayo
Catering
Manager
Onicca
Maculube
Receptionist
Pierre Kabeya
Print Master
Hendrien van Zyl
Learning Design
Manager
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Sharlene Vania
Key Account
Manager
Simon Gathua
Acting
Research
Manager
Berouzka
Rheeder
Office Manager
Cheryl London
Accountant:
Invoicing and
Debtors
Orpa Roberts
Administrator
Italino Chivulele
Admissions Clerk
Dr Linda
Chipunza
Student Support
Luendri Chetty
Administrator
Ylla Sentzikas
Office Manager
Maditabeng
‘Betty’ Leshaba
Administrator
Raymond Toga
Key Account
Manager
Kgalalelo Hlaoli
Administrator
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Celeste Williams
Collections
Officer/Administrator
Cyril Tapile
Admissions
Officer
Natashia
Naidoo
HR Assistant
Ntokozo Dlamini
Administrator
Management of learning
Four action learning steps at Da Vinci
1. Identify a work-based challenge
2. Indicate relevant strategic drivers which may inform your decision towards the
identified challenge
3. Provide the names of people (including relevant stakeholders) with whom you
will liaise whilst being a student at Da Vinci, who will serve as a soundboard, a
source of inspiration or just as a learning partner
4. Identify one or more level descriptor/s which you may identify to be assessed
against as part of your Post Module Assignment (optional)
What should every facilitator and assessor do to ensure that the workshops
the facilitate and the assessments they conduct reinforce and apply the
action learning approach?
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Facilitators
The role of the facilitator includes the following:

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Facilitate workshops in his/her field of specialisation up to honours/masters level
based on both the Action Learning and Mode 2 Learning methodologies.
Interact with and guide students on the specific module via The Institute’s elearning platform.
Assess students’ post-modular assignments (PMAs) and provide constructive
feedback to individual students according to The Institute’s requirements.
Re-assess PMAs of students, who were not competent in the first submission.
Re-assess PMAs of students, who would like to improve their final mark for a
specific module.
Report observations and specific issues and challenges that some students might
have experienced in completing the PMA. The report template will be provided
with each batch of PMAs.
Be assessed by students and colleagues to determine the quality of the contract
facilitator’s teaching and facilitation range and effectiveness (both face-to-face
and e-learning) as well as the quality of the assessment process of the contract
assessor.
For more detail refer to the Memorandum of agreement signed with each
facilitator.
Confidentiality agreement
Facilitators are required to sign a confidentiality agreement, undertaking not to
divulge any of the Confidential Information relating to Da Vinci which may be
disclosed for the purposes of employment, facilitation, learning material
development, assessment, supervision, examination, advising, etc., except with the
prior written consent thereto of Da Vinci.
For more detail refer to the Confidentiality agreement signed by each
facilitator.
Faculty head
The responsibilities of the faculty head include the following:

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The annual revision of the learning material, wrap-around guides, facilitation
plans and assessment in collaboration with the Design Office of The Institute;
The moderation of the post modular assignment in keeping with the agreed
assessment framework;
Monitoring of the Institute’s facilitators including periodic class visits as agreed
with the Dean; and
Facilitation of classes according to the Da Vinci facilitation schedule; and
Faculty heads gets preference (first right of refusal) for all workshops in their field of
expertise.
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The process
Booking confirmation
The Key Account Manager (KAM) will book the facilitator using the booking
confirmation form. This form stipulates the following conditions for a particular
engagement, e.g. facilitation of a workshop:

80% of the fees are payable to the Contractor upon satisfactory completion of the
following activities:
Reviewing and giving feedback on learning material and the post-modular
assignment (PMA) as part of the preparation process.
o Engaging with students via Moodle to guide them through the pre-work in
preparation for the learning session. This is relevant where students are already
registered and active on Moodle.
o Facilitating of learning session.
o Interacting with students prior to and during completion of PMAs as and when
required.
o Submitting a facilitator’s report 3 days after each learning session. A template
of the report is available on Moodle.
20% of the fee will be payable on submission of assessed PMAs, providing they are
received by Da Vinci within 10 working days of receipt of PMAs.
o
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Individual mark sheets indicating the marks of the students are to be submitted
and should include comments regarding the learning experience of the student
and suggestions for improvement.

Each PMA should include constructive feedback and comments, using track
changes. The comments should guide the student to improve the relevant skills
and knowledge.
For more detail refer to the Facilitator booking form
KAM briefing meeting with facilitator
Prior to each workshop, the KAM will brief the facilitator regarding the following:
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Confirmation of the details as per the booking form
Venue, specific requirements regarding the venue and facilities
Programme, level and customisation
Prework – Uploaded onto MOODLE
Learning styles of the group, Shadowmatch, other relevant information on
students
Material
PMA
Time line for marking – 2 weeks
Facilitator interaction with students prior to the workshop: MOODLE and/or email
Marking of the PMAs as per the contract
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Would you require any additional information from the KAM in preparation
for a workshop?
Should this information be part of the standard agenda of the briefing?
Invoicing
Invoices:
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Should be submitted after facilitation of a learning session - on/or before the 5th
of every month
Will be paid within 30 days after submission, provided the facilitator’s report has
been submitted (80% paid) and assessed PMAs have been submitted (20%)
Should include
o Supplier name, address, tax number and VAT number if applicable
o Service provided, i.e. Facilitation or assessment, date of the work performed,
programme name, module name
o Correct bank details, i.e. account name, branch code, account number

Must be addressed to:
The Da Vinci Institute for Technology Management (Pty) Ltd
P O Box 1045 | Rivonia | 2128
Co Reg No: 2001/009271/07
Tel No: 011 608 1331
Fax No: 011 608 1332
VAT No: 4530208265
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Management of assessment
Teaching, learning and assessment at The Da Vinci Institute adhere to national
statutory criteria for effective outcomes-based education in the Higher Education
Sector, as stipulated by Act 101 of 1997, the Criteria for Programme Accreditation
(HEQC 2004), the National Qualifications Framework (SAQA 2004) and the Higher
Education Qualifications Sub-Framework (HEQSF) (Department of Education, 2006).
The assessment process
Prework
Submitted 2 days before the workshop via Moodle
PMA submission
Refer to the programme schedule
PMA assessment
Completed ± 2 weeks after submission
PMA moderation
Completed ± 1 week after assessment
Mark Committee
sign-off
Completed ± 1 week after moderation
For more detail refer to the official Policy of The Da Vinci Institute
Assessment and certification management (AD02)
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Student feedback letter
Assessors are encouraged to compile a feedback letter to students after assessment
of the group’s assignments. The KAM will assist with distributing the letter, via e-mail or
Moodle. This letter could summarise the common problems and offer suggestions for
improving assignments in future.
Plagiarism
The Institute’s policy on plagiarism differentiates between first/minor offences, which
normally result in a developmental discussion and written warning, and more
serious/repetitive offences, which can result in more serious penalties such as
suspension or expulsion.
Understanding the root causes of plagiarism is crucial in developing strategies to
combat it effectively. If it is assumed that many students tend to plagiarise or
reference incorrectly due to ignorance or a lack of academic writing skills, this is
something that must be dealt with both upfront and repeatedly during the learning
journey. The first step is to provide clear guidelines in the form of a reference guide
that shows students ‘how to’. The intention is to regularly revisit the issue of referencing
with students throughout the learning journey. Facilitators must also be much more
vigilant in their assessment of referencing in Post Modular Assignments.
The second assumption is that plagiarism may be due to pressure, whether time or
financial related, or other pressures. This may be addressed through tight
management of ‘at risk’ students so that students do not fall behind by more than one
assignment at any given time, which gives rise to the additional pressure leading to
an increase in plagiarism.
Lastly, the issue of hubris must be addressed. Students may think that they are ‘above
the law’ and that they can get away with plagiarism, that they will not get caught, or
that there will not be severe consequences for their actions. This may stem from
previous experiences where they did manage to get away with plagiarism. One of
the strategies already employed is a ‘zero tolerance’ strategy. Even minor cases of
plagiarism are treated as a formal offence, resulting in a hearing and written warning
where appropriate, so that students are deterred from believing that this practice is
acceptable.
Please ensure you are familiar with the Harvard method of referencing as
applied at the Da Vinci Institute.
Every facilitator and assessor should offer feedback to students regarding
the application of the Harvard method – with every assignment.
Procedure: approval for certification
Upon completion of a programme the relevant Key Account Manager (KAM)
presents the required documentation to the Examination Committee, declaring that
assessment and moderation took place in accordance with this policy and that the
preliminary process was adhered to. The Examination Committee recommends
qualifications to be awarded to the Academic Board for approval and submission to
the Council for ratification.
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Student support
General approach
We follow a proactive approach in supporting students. ‘At risk’ students (students
who do not submit their Post Modular Assignments (PMAs) on time, who fall behind on
research or modular work, or fail to show up for workshops) receive follow-up phone
calls and e-mails as soon as it is noticed. Catch-up plans are made proactively and
there is a greater awareness of the importance to stay in touch with students.
Student support specialists
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All students including postgraduate students are required to complete the
Shadowmatch profile and are invited to one compulsory session to introduce
them to the service and to give them feedback on their Shadowmatch
profile. The Shadowmatch profile was used to assess the study (and work)
habits of individual students and to highlight ‘danger’ areas to them in terms
of their studies – for example a low responsiveness habit may lead to late
submission of assignments and this needs to be managed.
This is followed up with another compulsory session at the beginning of each
new academic year.
In addition to the first compulsory session, the service is available ‘on
demand’ to all students who feel the need to speak to one of the Student
Support Specialists, with a maximum of four sessions per annum. These
students must make appointments.
The Client Engagement Team may also refer ‘at risk’ students (all levels) to the
Student Support Specialists for assistance.
The Student Support Specialists can be seen on appointment only.
Appointments with the Student Support Specialists are booked using the
dedicated e-mail address: [email protected]. Students may book via
their Key Account Manager or with the receptionist directly.
Moodle (e-learning platform)
All Da Vinci students have access to and are actively encouraged to make use of
Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment).
Students can access learning material including additional reading material from
Moodle and also use this platform to upload their assignments. In addition, Moodle is
used to communicate with students regarding assignments, workshops, and other
issues related to their studies.
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Library and Information Services
Research is integral to the learning journey and every assignment submitted at Da
Vinci. As part of their research skills, students need to support their arguments with
information from credible sources.
The learning resources and facilitators refers students to some of these credible
sources. It is, however the student’s responsibility to source their own information.
We provide students and facilitators access to two academic databases: Springer
and Sabinet.
Springer
When facilitators are contracted by Da Vinci, their contact details are
submitted to the Information Officer. He registers you on the Springer
database.
You will receive an email inviting you to the join the subscription; e-mail
subject line: “Springer online access”.
Remember to check your junk/spam folder
if you do not see this mail in your inbox
Log in by following the link in the e-mail
Create a personal profile. You will use this profile to log in and use the
database
When viewing your search results, uncheck the checkbox to ensure you only
view information you can access.
Sabinet
Go to www.journals.co.za and sign in using the following details:
Username: davinci
Password: dv561b
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Select “Advanced Search”
In the field: “Filters by access types”, choose to limit the search to “Open
Access” and “Free”. You need to uncheck “All access types”.
The following platforms are collections of open source journals that provides
free use of their articles:

https://doaj.org/

http://www.oajse.com/

https://aminer.org/

https://www.base-search.net/

http://www.jurn.org/#gsc.tab=0
Use http://www.scholar.google.co.za for more credible results - not the usual
google.co.za
For assistance using these and other resources please contact the information officer.
[email protected]
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Continuous professional development for facilitators
Facilitators’ workshops
To support all facilitators and assessors in continued professional
development, Da Vinci will be hosting regular workshops for facilitators,
assessors and research associates.
We invite you to join our LinkedIn group and actively participate in the conversations.
Learning resources contained in this onboarding guide can be accessed on the
following web page:
You are also invited to attend the monthly Curiosita forum.
Curiosita
The Curiosita forum is a monthly colloquium for contemporary thinking on the
Management of Technology, Innovation and People in a systemic context, hosted by
Faculty of The Da Vinci Institute. The forum strives for enhanced participation and
discourse for greater experiential learning rather than just “death by PowerPoint” - to
capture Aristotle’s notion of dialectic rather than that of rhetoric speech.
Objectives
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To facilitate the execution of quality research
To allow an opportunity for Da Vinci researchers to obtain experience in
presenting their research verbally to experts in the world of work, and to obtain
feedback and input on their research
To provide mutual support by sharing knowledge, experiences, contacts, tips and
techniques within the research and working community
To provide formal input on research methodology to the Da Vinci research
community.
Please discuss any suggestions for topics to be discussed at the facilitators’
workshops with the Manager: Teaching and Learning.
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