CLT EduTalks – Enhancing Teaching and Learning through Data-Driven Innovation at the University of Pretoria
Highly recommended for: anyone interested in learning more about learning, teaching.
Enhancing Teaching and Learning through Data-Driven Innovation at the University of Pretoria
The University of Pretoria’s (UP) Education Innovation (EI) Department champions teaching excellence by fostering pedagogical development and creating innovative educational environments. EI advances hybrid teaching, learning, and assessment strategies through institution-wide workshops and prioritised courses. Leveraging Anthology solutions, including the recent upgrade to Ultra, UP has redefined classroom possibilities, significantly enhancing the student educational experience.
A key achievement is developing the Quantitative Teaching Presence Framework (QTPF), which integrates data from A4L, LMS, and SIS systems to holistically measure Teaching Presence (TP). Unlike traditional evaluation tools in the Community of Inquiry (CoI) framework, QTPF provides a data-driven, institution-wide approach to assessing TP. This framework offers instructors real-time and historical insights to refine learning design, improve student engagement, and bolster Learner Presence (LP).
The research conducted through an embedded case study demonstrates the framework’s ability to track longitudinal evidence of instructors’ impact on TP and LP, including the pedagogical shifts necessitated by the COVID-19 pandemic. The findings highlight the strategic role of data intelligence in identifying learning design patterns, TP trends, and institutional adaptability. This evidence underscores the value of the LMS, particularly in supporting low- and mid-performing students, and reveals opportunities for enhancing teaching quality and student success in hybrid models.
By integrating quantitative analytics into CoI research, this study advances theoretical and practical approaches to TP. It equips instructors, course designers, and policymakers with actionable insights for training, course development, and institutional policies. Ultimately, this work emphasises the transformative potential of data-driven strategies in higher education, offering a comprehensive understanding of TP and LP that can shape the future of teaching and learning.
Speaker Bio
Dolf Jordaan is the Deputy Director of E-learning at the University of Pretoria (UP), bringing 36 years of experience in education, including 24 years dedicated to integrating educational technology into teaching, learning, and strategic management within higher education.
In his role, Dolf provides strategic leadership on e-learning policies and their implementation in a hybrid learning environment. He oversees the educational technology ecosystem at UP, ensuring its alignment with institutional goals. His work extends to national and international collaboration projects, where he has facilitated numerous workshops and presented papers at conferences, some by invitation.
Dolf is a co-author of textbook chapters and peer-reviewed articles, contributing to academic discourse on educational technology. For nearly two decades, he has coordinated a nationwide community of instructional designers, sharing insights and fostering collaboration. He has also consulted on significant e-learning initiatives across national and international contexts.
His current research focuses on institutional teaching analytics, emphasising data-driven decision-making to enhance student success, learning design and teaching excellence. Recognised for his contributions, Dolf received an Anthology International Award for impacting e-learning nationally and internationally, while the e-learning team he oversees received an Anthology Catalyst Award for the Staff Development portfolio implemented at UP since 2023.
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