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Highlights of the 13th International Conference on e-Learning (Part 2)

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Today I continue my reflections on the highlights on the 13th International Conference on e-Learning that I attended last year in South Africa. 
During the two day conference, a total of 61 academic research papers, 3 PhD research, 3 Masters research and 2 Work in Progress papers were published in the Conference proceedings. These papers represented global research in e-Learning, with contributions from Australia, Bangladesh, Bhutan, Canada, Chile, Colombia, Czech Republic, Denmark, Egypt, France, Germany, Malta, Nigeria, Norway, Saudi Arabia, Slovakia, South Africa, Taiwan, Uganda, UAE, UK, USA, Zambia and Zimbabwe. The detailed conference programme is attached to this report.
Beautiful sunset at the Conference Venue
Conference Sessions that I attended Apart from the 5 keynotes above, I attended the following Conference sessions: Effective Blended Learning Teaching Strategies on Students’ Self-direction by Adinda Dina & Pascal Marquet, University of Strasbourg, FranceMeeting the need…

Highlights on the 13th International Conference on e-Learning

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13th International Conference on e-Learning held at The Cape Peninsula University of Technology, Cape Town, South Africa, 5-6 July, 2018
Last year I attended the International Conference on e-Learning in Cape Town, South Africa. The Conference was hosted by the Cape Peninsula University of Technology. It was my first time to attend this Conference. In this blog, I give some of the highlights during the Conference.The 13th International Conference on e-Learning (ICEL) which I attended comprised useful topics on e-Learning such as blended learning approaches, learning management systems, learning design and learning analytics. ICEL is generally attended by participants from more than 25 countries and attracts an interesting combination of academic scholars, practitioners and individuals who are engaged in various aspects of      e-Learning. 
Cape Peninsula University of Technology
e-Learning is an ever evolving field in which there is a strong relationship between research and implementati…

Towards a Pedagogical Framework for Construction of Historicity

In this blog, I present an abstract for a thesis entitled "Towards a Pedagogical Framework for Construction of Historicity: a case of using Wikis among pre-service teachers at Makerere University" by Dr. Dorothy Sebbowa of Makerere University in Uganda. The thesis was her PhD research at the University of Cape Town in South Africa. 
Abstract: This thesis originates from the realization that the pedagogy of history is becoming dangerously obsolete, as it does not always relate to the contemporary needs of 21st century learners, who often find learning history irrelevant to their present situation. This challenge is attributed to, among other reasons, the way history is taught employing largely behaviorist pedagogies with significantly reduced active learner engagement and little alignment to the way today's students learn. Gadamer's historical hermeneutic theory was employed to advocate for a dialogical approach between the past (part) and the present (whole) mediated b…

25 Tips For Successful Online Course Facilitation

Many educators are beginning to see the importance of online facilitation and would want some tips on how to be an effective online facilitator. I find these tips by Matthew Guyan in an article '25 Tips For Successful Online Course Facilitation' quite helpful and I hope you will too. Though the article was done in 2013, it is still relevant. Read on. Teaching in the online environment is quite different from teaching in the classroom and as such has a number of unique characteristics and limitations. The following guide (based on my experience) is designed to help you before, during and after an online teaching event. Nowadays online course facilitation is extremely important to teachers, educators, and professors. At this post you will find a total of 25 Tips For Successful Online Course Facilitation separated in the following 4 sections: Before The Online Course StartsAt The Beginning Of The Online CourseDuring The Online CourseAfter The Online Course FinishesDo not hesitate to…

Secondary School Perceptions of eContent Design: An Activity Theory Perspective

This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. 
Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. 
Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting withi…

Analysing Cameroon Government’s ICT Policy Documents and Trainee Teachers’ Perception of ICT in education policy implementation using Critical Discourse Analysis

In a paper on 'Analysing Cameroon Government’s ICT Policy Documents and Trainee Teachers’Perception of ICT in education policy implementation using Critical Discourse Analysis' Kinsley Ndenge, an Educational Technology expert  investigates the Cameroon government’s view on ICTs for education and development and by doing so; the researcher wishes to gain insight on how trainee teachers experience this process of policy implementation through their training. Critical Discourse analysis would be used to analyse teachers discourse both at the text, discursive and socio-cultural level through text collected from forum discussions on a mobile site. 
Lessons learnt from this research would be applicable to other developing countries because Cameroon faces the same challenges in terms of ICT infrastructure development hence similar problems in the difficulty of implementation of ICT policies due to inadequate ICT infrastructure. The researcher argues here that Cameroon government’s I…

Vocational Education and Training in Sub-Saharan Africa: Current Situation and Development

"There is a rising demand for specialist workers in several countries of Sub-Saharan Africa (SSA). The area still lacks a consistent system of professional training and further education. The conference transcript comprises practical knowledge collected by the authors to depict the current state of professional training within the Sub-Saharan African countries.
The paper also introduces the reader to concepts for the development of a professional training system and provides an overview of the strategies and plans of different countries and institutions. The included articles were written within the framework of a symposium on the status quo and the perspective of professional training and further education. This gathering took place in Namibia in August 2016 and brought together researchers and business actors from the Sub-Saharan states, Europe, Australia, and Asia".
The above words are taken from the back cover of a book entitled: Vocational Education and Training in Sub-S…