Conference Presentations by Liesl Leonard
This paper discusses a Digital Academic Literacy (DAL) Programme at the University of the Western... more This paper discusses a Digital Academic Literacy (DAL) Programme at the University of the Western Cape (UWC). It highlights the programme's response to and alignment with emerging South African Higher Education (HE) national policy imperatives and discourses which include, the effective integration of ICTs for teaching-and-learning; and the need to increase and continue large-scale targeted work. This specific student development programme is deliberated within a paradoxical context, where on the one hand there are claims by Marc Prensky that the Digital Natives use of ICTs are significantly increased from their predecessors; and on the other hand, many of these Digital Natives still require basic digital literacy training and support. The study highlights how gaining the necessary ICT support, better equips students to cope academically while, attaining skills which enhance employability. The researchers discuss the exponential growth of the DAL Programme, catering to first year students across departments, as well as the need for further expansion to accommodate all students who lack the necessary digital literacy skills to succeed at university. A mixed-method approach is adopted, using both quantitative and qualitative evidence. Data was retrieved from the intranet of the Centre for Innovative Education and Communication Technologies (CIECT) as well as, via an internet-based online survey. Other data includes student assessment results after engagement in the DAL Programme as well as, contributions by field experts. Moreover, the researchers highlight the importance of critical change management processes to ensure the sustainability and quality of the programme.
Thesis (Master of Arts) by Liesl Leonard
This case study examines the use of collage in Art Therapy treatment of a 53-year old African Ame... more This case study examines the use of collage in Art Therapy treatment of a 53-year old African American female, with a history of depression, alcohol dependence and suicidality. She was treated individually for four sessions on an inpatient psychiatric unit and gravitated toward the use of collage in each session. Both her disrupted attachments in early life and lack of social support became evident in her art and through limited verbal interaction. Despite a combination of medications, verbal therapy and art therapy, only a slight improvement in her insight and affect was noted over the course of the patient’s hospitalization. Further research into the use of collage with clients suffering from depression, conducted in a long-term setting may provide more conclusive evidence as to the effectiveness of this technique in the treatment of early attachment disruptions and poor social support.
Papers by Liesl Leonard
Education & Self Development, 2018
This case study examines the use of collage in Art Therapy treatment of a 53-year old African Ame... more This case study examines the use of collage in Art Therapy treatment of a 53-year old African American female, with a history of depression, alcohol dependence and suicidality. She was treated individually for four sessions on an inpatient psychiatric unit and gravitated toward the use of collage in each session. Both her disrupted attachments in early life and lack of social support became evident in her art and through limited verbal interaction. Despite a combination of medications, verbal therapy and art therapy, only a slight improvement in her insight and affect was noted over the course of the patient’s hospitalization. Further research into the use of collage with clients suffering from depression, conducted in a long-term setting may provide more conclusive evidence as to the effectiveness of this technique in the treatment of early attachment disruptions and poor social support.
In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Inn... more In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative Education and Communication Technologies (CIECT) at the University of the Western Cape (UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional discourse on blended teaching and learning practices over an eight year period. The paper showcases CIECT's efforts in driving the effective use of eTools to increase awareness and understanding of concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher Education (HE) setting where the need to create a knowledge-intensive institutional culture exists. The human agents are central to the formation of a sustainable CoP which contributes to effective teaching and learning practices. Secondary data was used for the study and non-probability, purpo-sive sampling resulted in a sample group of 78 individuals comprising of the Instructional Design team as well as the academic staff members at UWC who utilize the institutional Learning Management System or a range of Personal Learning Environments (PLEs) in their teaching and learning practices.
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Conference Presentations by Liesl Leonard
Thesis (Master of Arts) by Liesl Leonard
Papers by Liesl Leonard