OAsis, COL's Open Access Repository
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Integrating Technology into Teaching and Learning: Lessons from JOOUST
No full textThis case study presents the story of implementing COL’s model of technology-enabled learning from 2018-2023 at the Jaramogi Oginga Odinga University of Science and Technology. The case study highlights the support received from COL, project outputs and outcomes, and lessons learned that could be useful for any similar institution
Analysis of Technology Adoption and Integration Practices in Botswana Secondary Schools
No full textPost Covid-19, education experienced some serious changes to continue to sustain the digitalisation momentum ushered in by the pandemic. During the pandemic, Technology became the key driver as a business continuity component for delivering and supporting teaching and learning in many schools in Botswana. Government then came up with projects such as the schools connectivity driven by Smart Botswana to provide an enabling environment for adoption and use of appropriate educational technology services across the entire education system. The problem is that while government has for a long time been on this journey of fostering adoption and use of technology in the education system in Botswana, the rate and level of achievement is still slow. This status begs the question why does the progress realized does not seem to be commensurate with effort expended by government through its various initiatives aimed at creating a conducive environment to facilitate this adoption. The objectives of this research are to explore the status of computerization across the country, to establish readiness of the Botswana ICT infrastructure developments and readiness of the educational environment for adoption and integration of technology in learning and teaching. In addition the paper discusses the achievements and challenges realized in the process of implementing the project. The paper employs a systematic review of existing literature on technology integration in teaching and learning in Botswana. The paper reports on the initiatives, successes and challenges of the secondary schools computerisation project. The paper acknowledges government initiatives including provision of the ICT infrastructure, equipment and training necessary for supporting integration of educational technology in Botswana. It also informs technology integration policies relating to teacher education as well as other teaching and learning practices by providing clear and comprehensive recommendations based on the findings from existing research.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 383
Enhancing the Quality and Standards of Open Educational Resources for TVET Institutions in Pan Commonwealth Countries
No full textThe rapid growth of Open Educational Resources (OER) has revolutionized global education by providing equitable access to knowledge and promoting collaborative learning. However, maintaining the quality and standards of OER remains a critical challenge, particularly within Technical and Vocational Education and Training (TVET) institutions across Pan Commonwealth countries. This research explores strategies and mechanisms necessary to ensure the development of high-quality, credible, and effective OER. It emphasizes alignment with curricular frameworks, incorporation of inclusive perspectives, and integration of instructional design principles. Peer review processes, stakeholder collaboration, and adherence to universal benchmarks are examined as critical factors for ensuring content accuracy and pedagogical relevance. The study engages with the ROER4D meta-synthesis findings on cultural, structural, and individual barriers to OER adoption in the Global South, situating its contributions within this broader discourse. Through a mixed-method case study in Ghana, the study introduces the PAN-Q Framework—a TVET-specific model focused on Pedagogy, Accessibility, Networking, and Quality Assurance. This framework responds directly to the challenges of contextualization, technological integration, and capacity-building identified in ROER4D. By implementing robust quality assurance protocols and fostering a culture of innovation, this research enhances the effectiveness of OER in empowering educators and learners, while contributing new insights to the global movement for open, inclusive, and sustainable education.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 268
Open Pedagogies in South African University Libraries: A Systematic Literature Review
No full textResearch indicates that open educational resources receive more attention than open pedagogies in university libraries. A significant reason, among others, is that librarians seldom view themselves as teachers. The sole focus on open educational practices aimed at academics overshadows the possibilities and opportunities of open pedagogies in library training and information literacy initiatives. The article aims to promote the understanding of open pedagogies as an aspect of open education among librarians. A systematic literature review, metaaggregative approach was adopted to identify, evaluate, and synthesize relevant research on open pedagogies internationally and locally. Data was analysed thematically using ATLAS.ti version 24.1.1.30813. The absence of librarians in open pedagogy discussions in South African higher education appears to be a result of centralised curriculum design structures, limiting participatory decision making, faculty perceptions of librarians as support staff rather than pedagogical partners, and librarians' hesitation to engage in pedagogical research and discussion. The article makes recommendations for university library policies and teaching and learning practices.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 422
Building Collaborations in Human Resource Development at the Doctoral Level: Lessons from Multi-University Support Network Within the Open Distance Education in Africa
No full textThis study explores the collaborative dimensions of doctoral education within the African Open and Distance e-Learning (ODeL) context through an in-depth case study of the Multi-University Postgraduate Support Network. Anchored in Moore’s Theory of Transactional Distance and Wenger’s Communities of Practice framework, the research investigates how structured academic seminars, virtual peer-peer engagements, and regional mentorship contribute to doctoral student success. Data was generated from doctoral candidates, mentors, and coordinators engaged in transnational learning spaces between 2023 and 2025. Findings indicate that structured programming, dialogic interaction, and community-based academic practices reduce cognitive isolation, enhance scholarly identity, and improve throughput. The study contributes to the limited empirical literature on collaborative doctoral models in Africa by foregrounding student experiences and recommending scalable strategies for institutions seeking to democratize and enrich doctoral education through cross-border academic partnerships.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 515
Guiding Change: Mainstreaming Technology-Enabled Learning through a National Agency
No full textThis case study presents the implementation of COL’s model of technology-enabled learning (TEL) in Mauritius facilitated through the Higher Education Commission (HEC), Mauritius. Six higher education institutions in the country participated in the implementation process anchored by HEC. As a national case study, this demonstrates how small states in the Commonwealth may leverage COL support in strengthening their digital education landscape to increase access and improve quality of higher education
Blended Learning and Local Language Integration for Youth Skill Development in Northern Nigeria
No full text[POSTER] This poster explores the use of blended learning technologies and the integration of local languages to improve technical and vocational training for young people. Using surveys and experimental case studies, we assessed how localized content and virtual simulations impact skill development.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 550
Empowering Women and Girls: A Community-Led Approach to Gender Equality, Inclusion, and Open Learning Communities
No full text[POSTER] The Empowering Women and Girls (EWG) Project, implemented by the Society for the Protection of the Rights of the Child (SPARC), enhances gender equality, education, and socio-economic empowerment in marginalized communities. The project builds resilient learning communities by mobilizing Local Support Groups (LSGs), traditional leaders, parents, and peer networks to advocate for girls' education and women's rights while addressing early marriage, school dropouts, and economic barriers. Through collaborative learning and shared practice, the project has:
- Enrolled 208 out-of-school girls and 32 boys into formal and non-formal education.
- Trained 5467 women in vocational and leadership skills, promoting financial independence.
- Established 25 LSGs, fostering gender-inclusive decision-making.
- Engaged 5,000+ individuals through awareness sessions on rights and civic participation.
The EWG Project underscores the importance of resilience and collective action. It demonstrates that sustainable impact is best achieved when diverse community members-ranging from local leaders to family networks-engage in continuous learning, share best practices, and collaborate in public-private partnerships. This presentation will showcase evidence-based insights, highlight key lessons learned, and discuss replicable strategies for building robust communities of practice that thrive on collaboration, innovation, and inclusive education.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 082
Professional Development Frameworks and Resources for Staff in African Higher Education Institutions
No full textMany academics who work in higher education have never had formal training in how to teach students. Over the past few years, there have been several calls for the foregrounding of continuous professional development (CPD) in teaching and learning. Open Educational Resources (OER) Africa has developed frameworks that can assist with the planning and implementation of PD for three groups of higher education professionals: academics, academic librarians and senior persons leading CPD in teaching and learning. Each framework is supported by a curated set of openly licensed resources together with guidelines for their use. Going forward, OER Africa is seeking to develop innovative ways of engaging institutions to encourage use of both the frameworks and resources. Possible innovations include the following: encouraging institutions to adopt gamified approaches to professional development; designing short, interactive tutorials to introduce key concepts; providing customisable templates and guides so institutions can adapt the frameworks to their specific contexts; encouraging institutions to collect and analyse data on their CPD practices, together with any relationship to the frameworks. The presentation will use technology to encourage audience feedback on (a) the frameworks and (b) innovative ways of engaging institutions to encourage use of the frameworks and resources.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 012