Presentations and Publications
PUBLICATIONS
A Little Black Number: Undressing Transformation from student to pattern maker
M.Cavanagh
South African Journal of Educational Technology, special edition (Forthcoming - 2018)
Fashion students choose how to learn by constructing videos of pattern making
Cavanagh, M. and Peté, M., 2017
British Journal of Educational Technology, 48(6), pp.1502-1511.
A student centered approach: A qualitative exploration of how students experience access and success in a South African university of technology
N. Xulu-Gama, S. R. Nhari, A. Alcock and M. Cavanagh (In press)
Higher Education Research & Development CHER (Forthcoming - 2018)
PRESENTATIONS
The role of academic and social integration on student success - A case study of the Durban University of Technology (Dr Koo Parker, Andrea Alcock and Kaila Cavanagh)
Siyaphumelela National Conference 2018 (Johannesburg)
A little black number: Undressing transformation from student to pattern maker (Kaila Cavanagh)
HELTASA 2017 (Durban)
eLearning Glitches (Marí Peté and Kaila Cavanagh)
DIGIFEST 2017 (DUT)
Undergraduate students' experience of access and success at DUT (Nomkhosi Gama, Sibongile Nhiri, Andrea Alcock and Kaila Cavanagh)
Institutional Research Day 2017 (DUT) - Focus on the National Siyaphumelela project
Video workshop: Creating and editing (Kaila Cavanagh)
Faculty of Arts and Design staff workshop 2017 (DUT)
Using Visual Tools in Teaching (Kaila Cavanagh)
Institutional Induction 2017 (DUT)
An integrated modular approach in the fashion course to maximize students’ understanding of the design process: A proposal for first year pedagogy (Kaila Cavanagh and Khaya Mchunu)
LTA 2016 (DUT)
Elearning Workshop - "from A - Z" (Kaila Cavanagh)
Faculty of Arts and Desgin staff workshop 2016 (DUT)
Using facilitated reflective peer review to enhance authentic learning in first year students (Kaila Cavanagh)
LTA 2015 (DUT)
Fashion students choose how to learn by constructing videos of pattern drafting (Kaila Cavanagh and Marí Peté)
Emerging Technologies and Authentic Learning Conference 2015. (UCT Graduate School of Business)
