Pedagogical Training for Academic Staff of UG and Affiliate Institutions

The changing landscape in pedagogy where teaching and learning are becoming more learner-centred and delivery is more considered in hybrid modes calls for the upgrade of the skills of faculty in Higher education. It is in this regard that the Academic Quality Assurance Directorate (AQAD) in collaboration with the School of Education and Social Work, University of Sussex and the Centre for Teaching and Learning Innovation (CTLI) organized a 4-day pedagogical training for academic staff of UG and seven Affiliate Institutes on the theme ‘Reflecting and Re-Imagining Transformative Pedagogy and Practice’.  Specifically, the workshop was held from 5-8th February 2024 at the premises of the University of Ghana Computing Systems and Affiliate Institutions that participated included Accra College of Medicine, African University College of Communications, Catholic University of Ghana, Family Health University College, Islamic University College, Nightingale Nursing Training College and Wisconsin International University College.

 

Delivering the welcome address, Prof.  Daniel K. Twerefou, the Director of the AQAD and the Acting Director of CTLI extended a warm welcome to all the resource persons and participants more specifically to the resource persons who came from Sussex University - Dr. Emily Denver, Dr. Tam Cane, Mr. Tab Betts and Mr. Odi Oquosa. He further lauded the collaboration between the two institutions and encouraged participants to be more participatory since they have significant experiences that could be shared for all to benefit.

Director, AQAD. Prof.  D.K. Twerefou

 

In his opening address, the Pro-Vice Chancellor of the University of Ghana in Charge of Students and Academic Affairs, Prof. Gordon Awandare provided the genesis of the collaboration between the University of Sussex and the University of Ghana and emphasized on the need for faculty to constantly updated themselves due to the changing landscape of teaching and learning especially with the advent of Artificial Intelligence. 

According to him, the training has come at the opportune and appropriate time and looking at the content, they are specifically tailored to address many of the challenges that confront faculty today. Concluding his remarks he thanked the Team from the University of Sussex sincerely and hoped that the collaboration would be extended to other areas.

Pro-Vice Chancellor(ASA), Prof. Gordon

A presentation by Dr. Emily Danvers followed where she provided an introduction of the programme by the University of Sussex’s School of Education and Social Work. In her presentation, she elaborated on the efforts being taken by her School to improve teaching and learning which center on their aspirations for Transformative Pedagogy and Practice in Higher Education Teaching. She was very happy that the University of Ghana is benefiting from the resources that they have put together and thanked the University for the warm welcome.

 

Dr. Emily Danvers (Sussex team Lead)

The next three days focused on taking participants through the program. Some of the topics that were discussed in the sessions were: How can Critical Reflection help us Reimagine the Possibilities for Pedagogic Transformation?; An Overview of Approaches to Teaching and Learning; Technology Enhanced Learning: Hands-on Exploration of Strategies, Technologies, and AI Tools for Digitally Enabled Learning; Use of E-portfolio as an Assessment Tool; How can using Symbols Reimagine Possibilities for Transformation in Pedagogy?;  What makes (Imperfect) but Inclusive Teaching for Transformation?; How can we Take our Professional Learning Forward? An Evaluation and Celebration; Which Strategies Best Promote Active and Collaborative Learning? Using Rubrics/Peer and Self-assessment, among others.

The workshop was delivered through interactive exercises, reflective practice, and facilitated discussion where participants shared their experiences and established agendas for change and transformative learning. Different approaches to inclusive teaching such as the principles of active and collaborative learning and how these can be adapted to small and large group teaching settings were explored. Participants were guided to reflect on ideas and examples to consider how these approaches might be transformative and inclusive for their teaching.

A Group picture of participants and faclitators with their certificates

Certificates of participation were presented to deserving participants at the end of the workshop. Local resource persons who participated in the training included Prof. Yaw Oheneba-Sakyi, Prof. Esther Sakyi-Dawson, Mr. Yusif Amadu and Dr Kofi Sarpong Adu-Manu.

 

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