Teaching Philosophy Outline -> Statement

My Beliefs and Values about Teaching, Learning, and Assessment

I believe that teaching is about developing an immersive learning experience, much like directing a theatrical production. Learning may take place on stage, where learners step into the spotlight as active participants, rather than passive recipients of information. They engage with knowledge, refine their skills, and shape their perspectives through iterative rehearsal, improvisation, and performance. My role is to create an environment that supports this exploration, ensuring that each learner finds their voice and develops confidence in their ability to interpret, critique, and apply knowledge.

In this theatre of learning, feedback is not a solitary critique from an instructor but a continuous dialogue between educator, learner and design artefacts from the built environment. It serves as the mirrors lining the rehearsal space, offering reflection from multiple angles. By encouraging feedback literacy, I empower learners to critically engage with their own work and that of their peers, enabling them to refine their understanding, adjust their approach, modify their design artefacts, and ultimately take ownership of their learning process.

Educational Theories that Underpin My Beliefs

My approach is informed by cognitive, experiential, and transformative learning theories. Blended learning, which integrates face-to-face engagement with technology-enhanced methods, provides a stage where learners can interact with material in dynamic ways. Cognitive learning theory informs my structured design of knowledge acquisition, experiential learning ensures that learners engage meaningfully with the content, and transformative learning allows them to challenge existing paradigms and create new understanding. In teaching Design Science Research, for instance, I employ a combination of preparatory reading, interactive discussions, and hands-on exercises in data visualisation. This multimodal approach caters to diverse learning styles and fosters deeper engagement.

How My Attitudes toward Teaching, Learning, and Assessment Have Changed Over Time

My perspective has evolved significantly over time, particularly in recognising the value of constructive alignment in designing meaningful learning experiences. I now prioritise opportunities for reflection and iterative feedback, understanding that learning is not a linear process but one of continuous adaptation and growth. Each performance, whether in the form of an assessment, a discussion, or an applied task, is an opportunity for learners to refine their craft through engagement with structured yet flexible learning experiences.

How My Beliefs Influence My Teaching, Learning, and Assessment Practices

I am moving towards a more participatory, learner-centred approach to learning—one that positions learners as co-creators rather than consumers of knowledge. While I sometimes revert to traditional lecture-based delivery, especially when constrained by time, I am committed to designing learning experiences that allow learners to engage actively, take intellectual risks, and develop confidence in their ability to navigate complexity. My goal is to create a stage where learners rehearse their knowledge, receive critical feedback, and refine their understanding in an environment that encourages exploration and adaptation.

The Role of My Context in My Teaching, Learning, and Assessment Practices

As an extraordinary senior lecturer at Stellenbosch University and a Public Health Medicine Specialist engaged in provincial and national health policy, my pedagogical approach is informed by the intersection of theory and practice. In both executive decision-making spaces and academic settings, I integrate persuasion, facilitation, humour, and performance to engage audiences effectively. Teaching, in this context, is an ongoing dialogue between policy realities and theoretical exploration, ensuring that learners not only acquire knowledge but also learn to apply it in real-world scenarios.

While I reach undergraduate MBChB students about research methodology, health systems science, digital health, I also teach post graduate students at masters level about health information systems, health policy analysis, and health information systems. 

Measures of My Effectiveness as a Teacher

I measure the effectiveness of my teaching by the extent to which learners engage with learning as an iterative, participatory, and reflective process. This includes their willingness to contribute actively to discussions, take intellectual risks, and participate in activities that involve rehearsal, improvisation, and reflection. These indicators help me assess how well my teaching invites students into meaningful engagement with the learning process.

Another measure lies in the quality of reflective practice demonstrated by learners. I look for evidence of critical self-reflection in their responses to formative assessments and peer feedback, and how they navigate iterative learning cycles. I also consider how well students synthesise and apply their learning to real-world contexts, particularly in areas such as Design Science Research, health systems, and digital innovation where theoretical knowledge must translate into practical insight.

Given my preference for blended learning, I reflect on how effectively digital tools and in-person engagement are combined to support accessibility and interaction. I also consider how learning extends beyond the classroom, whether students implement their learning in professional or policy settings. Finally, I rely on my own self-reflection and responsiveness to feedback to refine my teaching approach, aiming to remain adaptive and attuned to the needs of my learners.

Goals for My Continued Professional Development as a Teacher

[Under Development]