Journal of Learning for Development - JL4D
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Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda
No full textA preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown
The Impact of Covid-19 on International Higher Education: New Models for the New Normal
No full textCOVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal
Exploring Open Digital Badges in Teacher Education: a Case Study from India
No full textThis case study concerns findings from a workshop with senior teacher educators from three Indian states as part of the TESS-India teacher professional development initiative. The workshop explored how open digital badges might be used to support, capture and validate changes in teachers’ classroom practice. Workshop participants drew on the TESS-India OER to design short online in-service teacher professional development courses to support movement towards the more participatory approach advocated in education policy. As part of this course design process, participants were encouraged to propose digital badges to recognise changes in teachers’ pedagogic practice. Analysis of the workshop discussions and outputs indicated enthusiasm for digital badges, while also revealing that the process of defining digital badges may be helpful in prompting disruption of deeply embedded cultural scripts about ways of being and knowing that shape teacher educators’ practice and helping them to recognise what the work of quality teaching entails
Covid-19 - A Two-Week Transition from Campus to Online at the Acsenda School of Management, Canada
No full textIn March 2020 the COVID-19 pandemic obliged Higher Education Institutions (HEIs) in many countries to vacate their campuses and operate at a distance. We narrate the experience of the Acsenda School of Management (ASM) in making this sudden transition. ASM is a private for-profit business school with some 1,200, mostly international, students based in Vancouver, Canada. Drawing on interviews with ASM staff the paper identifies why the transition was relatively successful. It concludes with reflections on the longer-term impact of COVID-19 and how to integrate online and distance learning more effectively in HEIs around the world
Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy
No full textAn Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
No full textAbstract:
This paper analyses the mediation of heutagogical practices using mobile devices in a teacher training programme in Malawi. Existing literature suggests that the use of mobile devices facilitates the development of heutagogy, an educational approach characterised by interdependent learning, double- and triple-loop learning and participation in communities of practice. The study draws on three major heutagogical principles for its theoretical foundation. It adopts the case study method, and uses questionnaire, semi-structured interviews, focus group discussions and personal diaries for data collection. Mobile phone ownership is almost universal at the college and most of the student-teachers possess at least one Internet-enabled device. Despite laptop ownership and institutional access to computers being low, a relatively high number of student-teachers frequently use computers in their studies to complement mobile phones. Regarding heutagogical practices, few student-teachers claim to engage in interdependent learning as well as double- and triple-loop learning. Conversely, most of them tend to participate in communities of practice, particularly those involving students only. In addition, few student-teachers hold the intention to use their devices in their own teaching.
Keywords: heutagogy, teacher education, learner-centred, mobile devices
A ‘Watershed’ for Educational Transformation: Deployment of Carpe Diem Learning Design Methods in a South African Context
No full textThis action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements (“watersheds”) in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three years. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for programme renewal initiatives. It placed the university and the service to its students in a much stronger position in unexpected circumstances. We offer suggestions for those who would like to try a collaborative design approach for transformation.
Keywords: programme renewal, Carpe Diem methodology, learning design, creative collaborative groups, threshold concepts, authentic assessment, catalysts, watershed moments, sustainability, “future-proofing”, South Africa
Fostering Rapid Institution-wide Curricular Change in Response to COVID-19
No full textTo aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic
Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School:
No full textCovid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges