581 research outputs found
Video interview with author and manuscript owner Professor Sa’adiya Omar
No full textFieldwork Team: Dr. Mustapha Hashim Kurfi (Principal Investigator), Hauwa Usman (Local Project Manager), Alhaji Abubakar Maikudi Aishat (General Field Facilitator). Technical Team: Prof. Fallou Ngom (Project Director and former Director of the African Studies Center), and Eleni Castrol (Technical Lead, BU Libraries). These collections on Gender in Nigerian Ajami Manuscripts are copied as part of the African Studies Center’s African Ajami Library. Access Condition and Copyright: These materials are subject to copyright. All rights reserved to the author. For use, distribution or reproduction contact Professor Fallou Ngom ([email protected]). Required Citation: Kurfi, M. H., Hauwa U., Ngom, F., and Castro, E. (2020). African Ajami Library: Gender in Nigerian Ajami Manuscripts. Boston: Boston University Libraries: http://hdl.handle.net/2144/41953. For Inquiries: Please Contact Professor Fallou Ngom ([email protected]).Video interview with author and manuscript owner Professor Sa’adiya Omar. Professor Sa’adiya Omar, the most celebrated author of women in the Sokoto Caliphate of Northern Nigeria. Professor Sa’adiya currently occupies the position of Nana Asma’u and Modibbo Kilo, the leaders of the Yantaru movement, i.e. Uwartaru (the Mother of the Yantaru). Equally, she had served as the National Amirah (President) of the largest Muslim umbrella organization in Nigeria – Federation of Muslim Women’s Associations in Nigeria (FOMWAN). As at the present, she serves in many capacities and is a member of various Islamic committees in Sokoto state and in Nigeria in general
STUDI PEMIKIRAN MUSTAFA AKYOL DAN HASHIM KAMALI TERHADAP PENERAPAN SANKSI APOSTASI: ANALISIS HERMENEUTIKA NEGOSIATIF
No full textThe death penalty for people who left from Islam is contrary to religious freedom. Human rights, which is the dominant discourse today, calls for a re-reading of the death penalty. The implication, there are many scholars who re-think the punishment of apostasy. Among them are Mustafa Akyol and Hashim Kamali who goes into this line. If the first name lives in the middle of a society where Muslims are a minority (America), then it is different from the last name. Hashim Kamali disseminated his ideas in Malaysia, one of the countries adhering to classical Islamic traditions. The fundamental question in this study is how the sanctions of apostasy are discussed again by the two thinkers.
This type of research is qualitative with future data on a library study (library research). These research data are derived from the representative works of Mustafa Akyol and Hashim Kamali on the subject of apostasy. Furthermore, the findings of their thinking are studied through the framework of negotiative hermeneutic theory. This theory was initiated by Khaled Abou El Fadl who pointed to the negotiations between the three entities, the author, the text and the reader. There are three key variables in discussing the thinking of Mustafa Akyol and Hashim Kamali. From texts and authority, the discourse of authoritarianism to the anatomy of the discourses of authority. Based on that, the approach taken here is socio-legal.
The first conclusion both Mustafa Akyol and Hashim Kamali have rejected the death penalty for apostasy. Second conclusion is using three variables when being analyzed by negotiative hermeneutic. In text and authority is able to be seen how a text is formed and its relationship with the social reality that surrounds it. The differences between the public who became the audience of them necessitate the differences in steps in the re-reading of this topic. On the discourse of authoritarianism can be reviewed the formation of non-authoritarian law by placing it as an entity that is constantly changing. Besides meeting the five prerequisites set by the hermeneutics of negotiations. In the anatomy of authoritarian discourse, there are three things that are discussed: consistency, a selective attitude to signs to the balance of interests and rationality. These two thinkers consistently use their respective steps in this topic. While Mustafa Akyol is selective to the sign, unlike Hashim Kamali. Despite this, they met at the same point with the conclusion that there is no death penalty for apostate perpetrators. This discussion is based on the success of both merging the importance of preserving religion and protecting human rights
Preliminary Study on Teachers' Use of the iPad in Bachelor of Education Program at a Private University in Malaysia
No full textThis paper examines the status of iPad (1st generation) use as a learning device among primary school teachers enrolled in an undergraduate bachelor of education program at a private university in Malaysia. A survey was conducted on 93 teachers who were given iPads to assist them in this online distance-learning program in the March 2011 semester. The result of the survey indicate that iPad has effective technical features and pedagogical tools that assisted the teachers in learning, particularly due to its lightweight, responsive touch-screen, text legibility as well as other mobility features. However, the tablet is highly dependent on the Internet and areas with no Wi-Fi make the iPad inadequate for teaching and learning. Regardless, most teachers prefer to use iPad compared to laptops for teaching and learning activities and believe that iPad is a good learning device to collaborate and share ideas among fellow users
An Assessment/Investigation on Malaysia School Heads’ Technology Leadership Inclinations and Activities.
No full textA study was conducted on 120 schools heads in Malaysian schools in June 2013 to identify their inclinations and technology activities using NETS-A. Survey questions consisting of 36 items were distributed and 60% returned the questionnaires. The result of the study showed that the Teaching and Learning standard has the highest score while Social, Legal and Ethical Issues has the lowest score. Primary school outperforms secondary schools in every Educational Technology Standard. Similarly, rural area schools outperform urban schools in every standard
Penggunaan e-Pembelajaran dalam Pengajaran dan Pembelajaran yang Berkesan.
No full textKertas kerja ini akan menjelaskan konsep dan sejarah perkembangan e-Pembelajaran di Malaysia diperingkat sekolah dan pusat pengajian tinggi. Tumpuan akan diberi kepada pedagogi dan rekabentuk pengajaran dan pembelajaran dan melihat bagaimana teknologi dan media elektronik digital dapat memudahkan proses pengajaran dan pembelajaran. Dalam hal ini kerangka konseptual Technological Pedagogical Content Knowledge (TPACK) akan dijelaskan yang merupakan kerangka asas kepada integrasi dan penggunaan e-Pembelajaran dalam program pendidikan dan latihan guru. Sambil itu pengaruh dan sumbangan teori konstruktivisme dan connectivism juga akan dibincangkan terutama yang berkaitan dengan pendekatan pengajaran tumpuan pelajar dan penggunaan teknologi web 2.0 dalam rangkaian e-pembelajaran. Kertas kerja ini pada akhirnya akan membincangkan beberapa model dan amalan terbaik penggunaan e-Pembelajaran khususnya pembelajaran dalam talian, kesan, potensi dan masa depan e-Pembelajaran dalam kurun ke-21
Instructional and Learning Design in Open and Distance Learning (ODL) in Higher Education.
No full textWith the advancement in new technologies and pedagogy in 21 Century education, you may have the choice of doing higher degree as a part-time or full-time student especially in a postgraduate programme. In this paper, the authors, sharing their experiences, argued that part-time distance learners may complete the degree full-time as long as they are able to complete the stipulated Student Learning Time (SLT) required for a degree program regardless whether they are doing full-time on campus or part-time at a distance. However, to accomplish this, ODL providers in higher education need to integrate distance learning theories, online technology and pedagogy in the instructional and learning system to enable the part-time distance learners to complete the program equivalent to full-time program. A comparison is made between part-time online distance learning and full-time blended face-to-face mode, explaining the different instructional methods and technologies used and the SLT allocated for each mode.
Key words: Open and distance education; distance learning, online learning; blended learning; distance learning theorie
Preliminary Study on Teachers' Use of the iPad in Bachelor of Education Program at a Private University in Malaysia
No full textIn March 2011, 97 teachers registered at a
private Malaysian university where each of
them was given a 1st generation iPad tablet to
assist them in their studies. The university
practices blended learning, which combines
face-to-face interaction with online learning
using mobile technologies. At that moment, it
is the only university that provides iPad tablets
to teachers in the Teacher Education Graduating
program.
Kepimpinan Teknologi Pendidikan Dalam Kurun Ke-21 : Cabaran Untuk Pemimpin Dan Pentadbir Sekolah
No full textTeknologi daripada awal lagi telah merubah cara guru mengajar dan murid
belajar dari penggunaan tablet papan batu hinggalah kepada penggunaan tablet
komputer seperti Ipad atau Samsung. Bagaimana pengetua atau gurubesar harus
menghadapi perkembangan teknologi yang begitu pesat yang mempengaruhi ledakan
maklumat dan kompleksiti pedagogi yang digunakan dalam kurun ke-21? Pemimpin
dan pengurus sekolah harus bertanggungjawab menghadapi perubahan ini. Adakah
sekolah harus menyediakan satu plan teknologi untuk melaksana dan mengintegrasikan
penggunaan teknologi pendidikan dalam pengurusan dan pengajaran dan pembelajaran
agar dapat membawa masyarakat pendidik dan pelajar sekolah ke Zaman Digital?
Dalam pendidikan guru, model TPACK (Koehler & Mishra, 2008) diberi tumpuan untuk
menghasilkan guru yang berupaya mengintegrasikan teknologi, kandungan dan pedagogi
dalam proses pengajaran dan pembelajaran. Kertas kerja ini juga, akan membincangkan
Lima Standard Nasional Teknologi Pendidikan atau National Educational Technology
Standards (NETS, 2009) untuk pentadbir sekolah yang telah dikemukakan oleh International
Society of Technology Education (ISTE), Amerika.. Di samping itu, dapatan
kajian penggunaan teknologi pendidikan di kalangan pengetua atau gurubesar
menggunakan Technology Standards for School Administrators (TSSA) (2001)
akan dibincangkan. Dapatan kajian menunjukkan peratus keseluruhan bagi enam
standard ini adalah 76.6% (sederhana tinggi.) Dari enam standard ini sokongan
tertinggi bagi pengetua atau gurubesar adalah dalam Standard Pembelajaran
dan Pengajaran (86.4%) diikuti oleh Kepimpinan dan Visi Teknologi Instruksional
(77.7%), Produktiviti dan Amalam Profesional (76.9%), Isu Sosial, Perundangan dan
Etika (76.9%), dan Standard Sokongan, Pengurusan dan Operasi (75.3%). Manakala
standard yang terendah ialah dalam Standard Pentaksiran dan Penilaian (66.5%).
Beberapa cadangan telah dikemukakan untuk meningkatkan lagi penggunaan teknologi
instruksional di sekolah. Sebagai penutup, satu soalan tentang pentaksiran standard
teknologi berasaskan NETS (2002) telah disediakan untuk menilai standard teknologi di sekolah
21st century education: Are We Heading the Right Direction of Improving Teaching and Learning as Needed by educational Programme
No full textThere are not much dialogues or discussions going on relating to 21 century learning in Malaysia. But we have several dialogues on e-learning or use of ICT in schools specifically the implementation of Smart Schools (1999) to prepare students for the information age, EduwebTV (2009) to provide education for all and recently the use of virtual learning using FrogAsia (VLE) as the platform to implement virtual learning in schools. At this juncture, I think some are not sure or at least inquisitive how these educational technology innovations fit into 21 century education or at least understand the concept that form the framework of 21 century learning. Is 21 century education part of the overall educational transformation envisioned by Malaysian government? If it is, this paper tries to look at some of the development that influence e-learning in schools and discuss whether we are going into the right direction of using instructional technology or educational technology to facilitate and improve teaching and learning. Some of the issues discussed are the concept and framework of 21 century learning, instructional and learning theories and new strategies in teaching and learning and educational technology standards that drive teachers, students and school administrators to implement e-learning in 21st century education
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