ABSTRACT
Greater collaboration is required between universities, industry and society to provide the engineering education that will tackle society's challenges. Work-based learning (WBL) programmes offer an industry-aligned, academically-informed education to support such socio-economic development. Co-design of such programmes is vital with responses to the COVID-19 pandemic innovating alternative ways to design programmes. Knowles et al (2021) [1] outlined an approach to online programme co-design in the UK university context, framed using Signature Pedagogy and through online conferencing and Miro (online whiteboard). Subsequently, the approach has been utilised to co-design a WBL degree programme in Electrical Engineering in Eswatini, supported by Knowles and other UK and Eswatini colleagues. This paper compares and contrasts cases from UK and Eswatini, and from this address the research question, "What considerations are required to support an effective online process to co-design a work-based learning programme in Engineering?” A collaborative autoethnographic methodology based around field notes, observations and reflections is used to allow exploration across pedagogy, technology, work practices, expectations and challenges. Many aspects of the approach worked well in both cases (for example, effectiveness of Signature Pedagogy, Miro as shared space), whereas differences arose related to limitations in the synchronous use of technologies, and readiness to adopt an outcome-focused approach. Addressing these differences, along with balancing progress against full participation and having clear expectations of participants, are key considerations in online co-design of WBL programmes. Moreover, the approach of Knowles (ibid) has shown to be adaptable with potential for broader adoption. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
ABSTRACT
COVID-19 has drastically disrupted the lives of many people globally, and the havoc it has wreaked has shattered world economies. The effects of COVID-19 in Eswatini (formerly Swaziland) are threatening the very foundations of the country. Referenced in the national language, its effects manifest in the perceptions and experiences shared among Swazis (emaSwati) about the scourge. This article investigates the pandemic's impact on Swati (siSwati) and the ways in which Swazis adapted their language-related tropes in the face of unprecedented social and economic disruptions. Data are drawn from government briefings, news bulletins, media interviews and addresses. The findings demonstrate that COVID-19 has produced neologisms and expressions that index Swazis cultural views. While a morpho-syntactic analysis of the neologisms demonstrates that they derive from varied word-building mechanisms and exhibit COVID-19's distinctive characteristics of transmissibility, pathology, and annihilation, the measures to contain COVID-19 are presented aesthetically to dispel the anxiety associated with the pandemic.