Training 2 update: Finding potential online technologies and tools for learning

Conducting broad research across various disciplines on potential online technological tools to enhance industry engagement and integrate career services


Facilitators: Tracy Daniels, Berendien Lubbe and Jarmo Ritahlati

Group members: Kofi Twumasi – Ampofo, Thembekile Prudence Kheswa, Lungile Luthuli – Ngidi, Wesley Rosslyn – Smith, Marile Roos and Vyasha Harilal



The focus of Group 3 of the SUCSESS project is on industry involvement in online teaching, online industry engagement and integrating career services into the academic programme. The members of the group have been liaising with each other regularly in order to discuss the above topic and how it can be practically implemented


Based on the previous tasks completed and presented in training session1, the members of group 3 set out to conduct research on potential online technologies and tools that can be used to enhance industry engagement and integrated career services into existing curricula.


The research conducted by group 3 found that the most commonly used online technological tools for teaching and learning are social media (LinkedIn, Facebook and Twitter), YouTube, Google Forms, Webinars and Discord.


Through the research, the potential online tools that can be used in the future to enhance industry engagement and to integrated career services that have been identified include:


  • Abintegro, a platform to support employability and career development
  • Unihub, a platform that enhances skills development
  • Flipgrid, a video discussion tool
  • Padlet, for the online posting of notes
  • Gamification tools that apply typical elements of game playing to encourage student engagement and learning
  • Shared operational databased
  • Kahoot
  • Simulations


The task that was completed for training session 2 allowed the group members to engage in interesting discussions on what different universities across South Africa are doing in terms of the use of technological tools to enhance industry engagement and integrate career services. This allowed for the sharing of ideas and of best practices. It has also encouraged lecturers to branch out and make use of new and exciting technological resources in their teaching practices. Based on the findings of the research conducted for this task, the group members will now work together to implement innovations and best practice into their own modules and to look deeper into how they can integrate career services.



Group 3 has found this task to be fun and exciting and is looking forward to the next steps of the project.