Success Project

One of the goals of the SUCSESS project is “to develop new training methods and a capacity building model that involves the novel use of technology in experiential learning and industry collaboration” (SUCSESS project, 2020). Each training experience therefore involved exposing participants to new pedagogies and new technologies with a focus on how they are currently being used in practice to enhance the student experience. The advent of the COVID-19 pandemic necessitated the rapid adoption of new technologies, both by this project and all the participant universities and lecturers. Training 1 & 2 were thus delivered online, giving the participants the experience of using virtual meeting platforms like Microsoft Teams and Zoom. The pilot studies run by the South African partners utilised a range of the new technologies that were introduced during this project. In many cases the technologies were known to or were previously used by some of the lecturers. However, as noted in the quality reports of the various trainings, new perspectives were gained by the majority of the trainees on the potential and practical aspects of the use of some of these technologies. The technologies introduced ranged from the better known, such as Padlet in Training 1, to the more sophisticated and resource demanding, such as the Laboratory based virtual experiences in Training 4. One of the most interesting and successful practical sessions was in Training 3, which made use of an online session for students using Zoom whilst the lecturers were in-person at the training using the new pedagogy of the Hackathon. The activity illustrated the potential of a hybrid approach to enhance the student experience. The COVID-19 pandemic has changed the way we think and approach teaching and there is a growing body of literature exploring the potential of technology to enhance the student experience. “The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education (HE) in particular (Ashour et al., 2021; Jandrić, 2020; Peters et al., 2020). Although visions for the future of higher education (H)E vary and are contested, there is a growing consensus that “nothing could be worse than a return to normality’’ (Rapanta et al., 2021: 716). 3.4. Teaching with Technology 3.5. Hybrid Teaching and Learning Traditionally, work-integrated learning (WIL) comprises learning in companies for instance through internship or observation. According to Jackson (2019: 246), the traditional WIL is referred to as “immersed WIL” and involves students being physically based in a professional setting. As immersed WIL is usually only for a short time, a supplementation of this with “non-immersed forms” WIL has been suggested. These include “virtual placements, simulations and industry or community-based projects” which are “more scalable” (Jackson, 2019: 246). 27