Journal of Learning for Development - JL4D
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392 research outputs found
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Agricultural Extension Agents' Use of Learning-Based Extension Methods in Trinidad and Tobago
No full textAbstract: Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers’ learning needs is critical. This study sought to investigate extension agents’ use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers’ learning as a critical consideration for improving the use and impact of learning-based methods
Keywords: Learning-based methods, agricultural extension, extension agent, Trinidad and Tobag
The Implementation of Notesmaster as a Learning Platform for Secondary Education - A Case of the Namibian College of Open Learning (NAMCOL)
No full textThe Namibian College of Open Learning (NAMCOL) is a government-funded educational institution that provides study opportunities to adults and out-of-school youth. NAMCOL has adopted the Notesmaster platform as a learning portal for its secondary education programme. This study aims to share the NAMCOL experience, in using Notesmaster as a preferred platform for OER in open schooling, including experiences of the content developers, tutors and learners. Data was gathered from learners, tutors and content developers to assess their involvement and determine to what extent the platform has contributed to their success in teaching and learning.
In documenting and sharing the successes and challenges experienced by NAMCOL, this paper could serve as a valuable resource to any Open Innovative School seeking to implement its own OER development programme and subsequent provision to learners and tutors.
Keywords: eLearning, Open Schooling, Open Educational Resources
Foundation Level Workplace Training Programmes
No full textThis paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees.
In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century.
Keywords: adult literacy and numeracy, workplace-based learning, wellbeing, social and economic outcomes
Promoting Youth Employment through Information and Communication Technologies in Vocational Education in Tanzania
No full textAfrica is the most youthful continent in the world with approximetly 20% of the global youth population and is expected to increase by 42% by the end of 2030. This great number of youth which can be used as a huge asset for the country’s economic growth and development is largely unemployed. As a result, governments have introduced Vocational Education and Training (VET) by providing occupation oriented trainings in a bid to reduce unemployment amongst youth. Despite these efforts, the majority of VET graduates remain unemployed due to the inadequate employability skills needed in the current job market. This study implemented a project aiming at enhancing employability skills through ICT in four centres: Nangwa VTC, Manyara VTC, Arusha VTC, Mto wa Mbu FDC, and Ketumbeine secondary school with a total of 100 students and 20 teachers. Through participating in the project, it was expected that students would gain the ICT skills as well as the 21st-Century skills required in the current workplace. At the end of the project, an evaluation was conducted using a self-administered survey where a total of 80 students were involved in the four centres. Moreover, Focus Group Discussions (FGDs), non-participatory observation, and documentary review were adopted as qualitative data instruments. It was found that that students’ perceived competence and skills levels on technology knowledge of multimedia as moderate (M=3.63) while that of CISCO were found to be high with 76 students graduated and obtained a CISCO certification. In terms of the 21st-Century skills, it was found that students’ self-reported confidence levels in all four 21st-Century skills domains were found to be high with collaboration skills (M=4.5) being the highest followed by communication skills (M=4.26), leadership (4.20) and creativity and innovation (4.06). Nonetheless, the lowest 21st-Century skills element was critical thinking skills (M=3.9). The findings from this study show that with some planned activities within colleges, students can easily acquire the needed employability skills. The implication of these findings are discussed
Analysis of ICT Competencies Among Distance Learning Students in selected Study Centres of the National Open University of Nigeria
No full textThe research evaluated the ICT competencies of Distance learning students of the National Open University of Nigeria, as a pre-requisite for their effectiveness in a computer-based learning environment. 186 students (66 males and 120 females) responded to the questionnaire: Learners’ Competency in the use of ICT (LC in CT), which was adopted from the UNESCO Competency Standard (2008). Results show that distance learning students of the National Open University of Nigeria show competencies in the use of ICT to deepen knowledge. However, only a few can use technology and ICT to create knowledge. This is despite many of the students showing a high level of literacy in computer and technology. The result of hypotheses shows that students’ qualification influences their competency in ICT but their gender never affects ICT competency. The research recommends the strengthening of General Studies (GST) course in computer and technology
Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
No full textThis mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students’ self-monitoring with both internal and external feedback. Students’ internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. In addition, synchronous communication technologies, asynchronous communication technologies, and feedback were used with diverse purposes in supporting student’s self-monitoring.
An Introduction to Cybersecurity for Busy People: Learn how to be safe and secure in the digital world
No full textEffectiveness of Multimodal Microlearning for In-service Teacher Training
No full textTo meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project
Children and the Internet: Learning, in the Times to Come
No full textIt is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times
The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon
No full textAbstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon