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Past projects

STORY Abroad: validating and connecting experiences of working and studying abroad through digital storytelling (2015-2016)

StoryA is a project funded by the EU and consisting of nine international partners. Through a series of initiatives –international meetings, seminars and conferences, local workshops and cultural activities– the project aims at enhancing the use digital storytelling, to guide young people to self-evaluate their competences and capabilities acquired abroad. The purpose is to improve the quality and the recognition of youth work and non-formal learning by encouraging young people to turn their life and working experiences gained in foreign countries into learning opportunities recognizing the skills and key competences acquired during the mobility. Living or working abroad, for a short or long period, are unconscious informal learning moments that can be turned into more useful experiences if one encourages people to reflect upon it and share them. The project contributes to strengthening the role of youth in the society and speed up the process of active participation in South Africa and beyond. For more information visit:

'Exploring being human with final year pre-service teachers: designing a teaching intervention to engage with difference in a critical, anti-racist and reconciliatory way (2015-2017)

This project funded by STIAS aimed to design, implement and evaluate practical interventions to 1. raise student teachers’ awareness of systemic inequalities that are inherent in South Africa’s society, and 2. to explore with these student teachers how they may intentionally or unintentionally reproduce social injustices and inequalities in their own teaching practice. This project is linked to Professional Studies, a course offered at final year level in the School for Education and Social Sciences at CPUT.

‘Posthumanism, the Affective Turn and socially just pedagogies’ (2014-2016)

This National Research Foundation (NRF) funded project investigated the potential of a new theoretical framework framed by the affective turn and post-humanism for the implementation of critical and socially just higher education pedagogies. This theoretical framework was aimed at helping to develop innovative pedagogical practices in higher education that could respond more productively to the challenges facing South African Higher Education.

'Participatory parity and transformative pedagogies for qualitative outcomes in higher education' (2014-2016)

This NRF funded research project examined both students' experiences related to participatory parity in achieving qualitative outcomes as well as higher educators' experiences of using transformative pedagogies to make it possible for students to achieve these outcomes. The focus of the research was on particular disciplines and professions in differently located and positioned HEIs. In order to accomplish this, it investigated the enablements and constraints that students experience in different professions and higher education institutions in being able to participate as peers in achieving qualitative outcomes in education. Secondly, and building upon this knowledge, it investigated how transformative pedagogical practices can be used to enable students to achieve qualitative outcomes.

Analysing the impact of digital storytelling in Pre-Service Teaching Education (2012-2014)

This NRF funded project studied the impact of skilling pre-service teachers with digital storytelling on their readiness to teach multicultural classrooms effectively. Thus the project utilised digital storytelling by CPUT pre-service teachers as a tool to explore perceptions and competencies for teaching diverse classrooms. This project was designed as a response to research which showed that most South African teachers join the profession ill-equipped to handle diverse classrooms. It was hoped that this project would help teachers to intentionally create a culturally sensitive learning community through the use of digital storytelling. This project was funded by the National Research Fund.

Emerging Technologies in Higher Education (2011-2013)

The NRF project "Emerging ICTs in Higher Education", is a joint project by eight institutions of Higher Education in South Africa. The study investigated how qualitative outcomes in education can be realised through the use of emerging technologies to transform teaching and learning interactions and paradigms across differently positioned higher education institutions in South Africa. The intention of the project was to develop models to improve quality fore redressing inequalities in Africa. For more information visit:

An evaluation of CPUT teaching and learning with technology staff development strategies (2014-2016)

The Centre for e-learning has been involved in staff development activities in teaching and learning with technology for over a decade, while the Educational Technology Unit, Fundani CHED, has participated in similar work for 4 years. Over these years of practice, the effectiveness of the staff development strategies employed has never been measured. Thus, this study focused on evaluating the effectiveness of CPUT teaching and learning with technology staff development strategies by administering a survey and conducting follow-up interviews, with an aim of improving the training based on the needs of CPUT staff members. The project was funded by RIFTAL.

Digital storytelling at CPUT (2012)

This project funded by the CPUT University Research fund (URF) was aimed at transferring experiences gathered in the Education pilot into other departments at CPUT (Nursing, Graphic Design, Architectural Technology, Industrial Design). As part of this project, we developed different models of integrating Digital Storytelling into the Curriculum. Role: Co-investigator.

Podcasting@CPUT (2012)

This project funded by the CPUT RIFTAL fund investigated the use of podcasting in teaching and learning at CPUT. 20 lecturers at CPUT were equipped with digital recorders and trained in recording, editing and disseminating podcasts for their students.

Use of clickers at CPUT (2011-2013)

This project investigated the use of clickers in three courses at CPUT, using cultural-historical Activity Theory (CHAT) as a theoretical and analytical framework. By employing the method of change laboratories, the use of clickers in the classroom was evaluated, to assess possible contradictions, and in collaboration with staff members, models were developed to improve current teaching practices involving clickers.

Digital Storytelling in Education (2011)

This Research in Innovation in Teaching and Learning (RIFTAL) funded research project was aimed to describe, evaluate and research the use of digital storytelling as an innovative teaching and learning practice for pre-service student teachers at CPUT Education Faculty. Digital storytelling facilitates the convergence of four student-centred learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into teaching.

Cape Peninsula University of Technology ICT survey (2010-2011)

The Educational Technology Unit, Fundani and the eLearning Centre carried out an institution-wide survey for staff and students on their access, use and perception on Information and Communication Technologies (ICTs) at CPUT. This project is partly funded through the CPUT RIFTAL (Research in Innovation in Teaching and Learning) fund. Results of this study informed policy-making around educational technology development at CPUT, and proved invaluable to the university in gaining a real sense of how staff and students experience ICT at the institution, to increase access to ICTs and to improve the quality of learning in the future.