e/merge Africa is a new educational technology network which is mostly for educational technology researchers and practitioners in African higher education. During early 2014 e/merge Africa started offering regular professional development activities in the form of online seminars and workshops and short courses. You are invited to join our Facebook group, use the short contact form or mail us at ten.acirfaegremenull@ofni. If you would like to lead a seminar, workshop or short course please send us a proposal.
Presenter: Dr Janet Salmons, Vision2Lead, United States
Format: Asynchronous discussion from 2-3 February 2017 + Live online meeting on 2 February, 4 pm SAST (15:00 Abuja time/ 16:00 Cape Town time/ 17:00 Nairobi time).
While publishing results is a critical next step after the completion of research, too often we take what comes without reflecting fully on the best options that fit our work and goals. We aren’t sure where to start, then see a call for papers and start working on an article. We see a call for book titles or chapters, and shoot off a proposal. We answer a friend’s request to contribute to the blog of a professional association. We create a social media presence and may be very active one month and silent when things get hectic. We all know how this story goes…
Academic researchers and graduate students alike face such dilemmas. Even skilled writers can feel lost by the publication process, or get distracted by day-to-day activities. Sometimes even those who have successfully published articles or chapters still don’t feel that they had accomplished what they had hoped. While most graduate programs emphasise the need to publish, and most academic positions require publications, the space or help needed to think through the options is largely unavailable.
As a result, Dr. Janet Salmons set about to develop some supportive solutions, including materials, webinars, and a course offered with Dr. Helen Kara. The next ‘Create Your Publication Strategy’ course runs from February 10 to March 31 and e/merge Africa members signed up for this webinar are eligible for a discount. The course, with small group discussion and feedback from Janet and Helen, is designed for scholars who have completed or are nearing completion of a doctoral degree.
Performing careful reflection and systematic analysis is critical in order to make purposeful use of our research findings and the new knowledge we acquired. We call this process creating a publication strategy. A publication strategy should include carefully-defined goals, a purposeful timeline, and actionable steps for proposing and writing the kinds of pieces large or small that allow others to access what we’ve learned, produce impact, and propel our careers forward. Join this webinar to learn more about how to create a publication strategy.
Dr. Janet Salmons, is an independent researcher, writer, instructor and consultant through Vision2Lead. She has published books, chapters, articles, and blog posts. She is on the PhD faculty in the Walden University Riley College of Education. Learn more about Janet here. Janet has previously presented e/merge Africa online events on doing qualitative research online and doing online interviews. Recordings of these events are available on the e/merge Africa YouTube channel.
To take part in this event please use the form below:
Presenter: Dr. Tonia A. Dousay, University of Wyoming, United States, Robert Maribe Branch, University of Georgia, United States
Format: Asynchronous discussion from 30 January – 3 February + Live online meeting on Monday 30 January (14:00 Abuja time/ 15:00 Cape Town time/ 16:00 Nairobi time).
Survey of Instructional Design (ID) Models offers a framework for adopting or adapting (ID) models for use in curriculum, courses, and training development. Teaching and learning paradigms in conjunction with how technology influences instructional delivery, the authors help readers consider the inherent value in matching ID with a corresponding context. Thus, effective ID models, and therefore the designs themselves, must be responsive to different educational contexts. This webinar will help practicing IDs in the following areas:
- Distinguish between the process of instructional design and specific models
- Describe the different ways in which instruction is systematically designed
- Identify other philosophical approaches to designing instruction; cyclical, layered, etc.
- Visualize the processes commonly used to design instruction
- Discuss future implications for instructional design
Robert Maribe Branch, Ed.D., is a professor of Learning, Design, and Technology at the University of Georgia and the head of the Department of Career and Information Studies. Rob taught secondary school in Botswana as a Peace Corps volunteer and later joined the University of Botswana as a lecturer in the Technology Education Department. Branch worked as Fulbright lecturer/researcher at the University of KwaZulu-Natal in South Africa, conducting research on the complexities of intentional learning spaces. Branch taught graduate courses and conducted research at Syracuse University prior to relocating to Athens. Branch edits the Educational Media and Technology Yearbook and published Instructional Design: The ADDIE Approach. Branch’s published research focuses on diagramming complex conceptual relationships and other complicated flow processes. He is a past Dousay received the 2015 AECT-IAP Distance Education Best Practices Award, the 2014 Mary Garland Early Career Fellowship Award from the University of Wyoming, and the 2013 AECT-MPD Immersive president of the Association for Educational Communications and Technology.
Tonia A. Dousay, Ph.D., is an assistant professor of Instructional Technology at the University of Wyoming with fifteen years of instructional design and project management experience. Tonia’s teaching and research focus on design-based learning activities and the knowledge and skills acquired and reinforced through these opportunities, both in face-to-face and online classrooms. Learning Award. She is an active member of the Association for Educational Communications and Technology and can be contacted at ude.oywunull@yasuodt or on Twitter at @tadousay
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Presenter: Nodumo Dhlamini, Association of African Universities & Thomas King, Research on Open Educational Resources for Development (ROER4D), University of Cape Town, South Africa
Format: Asynchronous discussion from 6 – 10 February + two webinars:
Webinar 1: Nodumo Dhlamini Monday 6 February 2017 at 1 pm (SAST)
Webinar 2: Thomas King Thursday 9 February 1 pm (SAST)
What is open data? Why is it important? What are some of the global and local drivers of the growing open data movement? Who is currently engaging in sharing open data in Africa and why? How can we create and share open data? Whose interests does it serve to do so?
Do we perhaps want to include where to find open data? And suggestions for how it might be used or possible relevance for different audiences?
This online event will consist of two webinars. The first webinar will be presented by Nodumo Dhlamini who will provide an introduction to open data and share an overview of the current state of open data in Africa. She will discuss global and local drivers of the growing open data movement and provide some insight into who is currently involved in sharing open data in Africa and why. The second webinar will be co-presented by Michelle Willmers and Thomas King. They will share their experiences of publishing open data as part of their work on the Research on Open Educational Resources for Development (ROER4D) project hosted in the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town, South Africa. They will share useful advice for researchers who are just getting started with curating and sharing their data, highlighting ethical, contractual and other practical issues for consideration
Nodumo Dhlamini is the Director of ICT Services and Knowledge Management for the Association of African Universities. Her background is in Information Technology Systems, Communication and Knowledge Management.
Thomas King is the Data Administrator for ROER4D and has worked on the Vice Chancellor’s Open Educational Resources Adaptation project and the Scholarly Communication in Africa Programme. His primary research interests revolve around Open Educational Resources and quantifying/analysing ‘impact’ in research and education. His Masters investigated OER production and adaptation by students at the Unviersity of Cape Town.
To take part in this event please use the form below:
Presenter: Carla Aerts, University College London, United Kingdom
Format: This is the first event out of three events lead by Director of Futures at Institute of Education, UCL Carla Aerts. In this session Carla will lead a one hour live session (time and date will be announced later) followed by a one week asynchronous discussion.
Learning with Technologies is often described or considered from a ‘one fits all’ perspective. Often, Learning Management Systems or Learning Technologies force ‘processes’ and ‘management of learning’ into ways of doing that don’t take contexts and teaching or learning behaviours into account, but see learning as a sequence of steps or processes that may not aid the stakeholders, but tend to raise barriers and hurdles.
Whilst the technologies are often driven by technologist or even the tech-giant, the context in which learning and teaching happens, never mind its cultural setting are not often considered. With AI increasingly influencing and emerging in technology and life today, education is by no means an exception.
More of a reason that context and outcomes should be increasingly scrutinised and not just be included in – at times – outlandish statements on the merit of educational technology.
To take part in this event please use the form below:
Presenter: Dr. Jerome Dooga, Lecturer University of Jos, Nigeria
Format: Asynchronous discussion from 5 – 9 December + Live online meeting on Tuesday 6 December (12:00 Abuja time/ 13:00 Cape Town time/ 14:00 Nairobi time). Using a Nigerian Open and Distance Learning Institution as case study, this seminar engages participants in a conversation on what factors are hindering technology uptake in education and the role of learning design approaches as a driver in technology uptake.
More and more institutions are adopting some form of technology in teaching and learning. Even those yet to do so hold a positive view of its use. Yet, many who have, struggle to add value to the learning process with its use. Many feel that use of technological tools and devices seems to add little value to their practice and sometimes is actually a hindrance or a distraction to learning. Thus, even some Open and Distance Learning (ODL) institutions can’t seem to fully embrace technology for their course offerings. One reason for such frustrations may lie in the focus on the tool rather than the principles of best practice in teaching and the misalignment of learning design and technology choices. In this presentation, I will argue that learning design should drive technology choices. Conole defines learning design as “a methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies” (2013:7). In order to use technology effectively for teaching and learning, educators need to ask basic questions about the classroom: what do we want to do? With what goal and objectives? What outcomes are desired? The answers to such questions will inform what tools are needed to accomplish what is desired. Technology integration will therefore align with the learning design. During this presentation I will share examples from my own teaching contexts in Nigeria to illustrate how learning design involves reimagining some key functions of the classroom and that this is essential for effective technology integration. Such reimagination is key for making best use of technological affordances to enhance teaching and learning experiences.
Dr. Jerome Dooga is an Lecturer,Department of English, Faculty of Arts, University of Jos, Nigeria.
He is also the e/merge Africa Regional Coordinator for West Africa and Commonwealth of Learning (COL) eLearning consultant to the School of Education at the National Open University of Nigeria (NOUN). Jerome holds a PhD in English and has received postgraduate training in Educational Technology at the University of Cape Town. He has presented research papers at various fora in a range of African countries including a number of conferences. He has published widely in the field and is co-author and editor of a new book on technology in African Higher Ed.
This seminar has ended please review seminar resources here
Presenter: Tutaleni I. Asino, Ph.D. , Assistant Professor, Educational Technology, School of Educational Studies, College of Education, Oklahoma State University
Format: Asynchronous discussion from 14 – 18 November + Live online meeting on Thursday 17 November (14:00 Abuja time/ 15:00 Cape Town time/ 16:00 Nairobi time). Using a case study on factors that influence the diffusion process of mobile devices in Botswana and Namibia, this seminar engages participants in a conversation on how to study diffusion and adoption of technology in Afrikan education.
Afrikan countries such as Botswana and Namibia are experiencing a surge in mobile device usage (Aker & Mbiti, 2010; Mbarika & Mbarika, 2006), where everyday use of tablets and mobile phones has spread rapidly at unprecedented rates (ICT Update, 2008; Kalba, 2008). In these countries, mobile devices are used for mobile banking (accessing bank accounts, paying for utilities and credit cards; Brown, Cajee, Davies, & Stroebel, 2003), mobile health (diagnosing disease, patient monitoring, accessing health information, awareness campaign), and mobile life (social communication and entertainment; Donner & Tellez, 2008; Semali & Asino, 2013). However, the diffusion of mobile devices that has occurred for everyday use, health, and business applications has not occurred in educational environments.
A common belief held in many Afrikan countries (and globally) is that there is value in utilizing technology for educational purposes. Reports from the African Union, the Southern African Universities Association and the Association of African Universities provide evidence of commitments from Afrikan nations to make technology in education an integral part of educational systems. Yet, when in comes to understanding the diffusion of innovations on the continent, the often repeated phrase is that “there is little research.”
Tutaleni I. Asino, Ph.D. is an Assistant Professor of Educational Technology in the School of Educational Studies at the College of Education in Oklahoma State University. His research interests include diffusion of innovation, adoption and use of Emerging technologies and Learning environments, Mobile Learning, Design for Mobile Devices, Indigenous knowledge, STEAM, Comparative International Education, and the role of culture in the development and evaluation of learning technologies.
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Presenter: Dr Nicola Pallitt, Centre for Innovation in Learning and Teaching
Format: Webinar on 9 November at 1 pm (SA time)
What happens in Vegas, stays in Vegas? This year the AECT (Association for Educational Communications and Technology) conference organisers decided to break this code with their 2016 theme ‘Learning from Las Vegas’. In this reportback session Nicola will share what happened in Vegas and share some reflections and learnings related to this conference experience. Over the past year, the AECT has made a significant effort to promote scholarship, best practices, and leadership in the creation, use, and management of technologies for effective teaching and learning. e/merge Africa recently became an affiliate organisation. This session will also discuss what this means for e/merge Africa members. This reportback is therefore also a virtual celebration – come and join the party.
Dr Nicola Pallitt is a member of the e/merge Africa team. She enjoys networking and meeting EdTech practitioners and researchers from across the globe. Nicola is passionate about online facilitation, social media and educational technology in general. She also co-teaches on postgraduate courses in Educational Technology in the Centre for Innovation in Learning and Teaching at the University of Cape Town.
Thank you to those of you taking part in this session. View or re-view Nicola’s report back here (introduction by Catherine Fortune)
Dr Juliet Inegbedion, National Open University of Nigeria (NOUN)
Format: There will be one 1 hour online session on Monday 7 November at 1:00 pm (SAST) and asynchronous discussion from 7-11 November.
Across Africa conventional universities can only provide places for a tiny fraction of students who meet all the entrance requirements so open and distance learning widens access to university education. The Nigerian Federal Government established the National Open University of Nigeria (NOUN) in 2002 to provide access to those who seek quality education at the university level through flexible learning.
The quality of the programmes and courses depends on the academics who plan the programmes, develop the curriculum, manage courses & programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the conventional universities into the open and distance education universities. This may be attributed to inadequate spread in the duties assigned, which if not checked could affect the quality of teaching and learning. This study seeks to examine NOUN policy on the workload framework, workload planning and the implications for teaching and learning. The outcome of this study will not only be beneficial to NOUN but every other open and distance education institution which faces similar challenges.
|Dr Juliet Obhajajie Inegbedion is a specialist in educational planning with special interest in economics of education, e-learning, open and distance education and instructional design. She has served as resource person at both national and international levels in these areas, and always willing to impart knowledge. She is currently a Senior Lecturer in National Open University of Nigeria in the Faculty of Education|
Join us today online at 10 am (SAST) today (Accra 8 am/Abuja 9 am/Nairobi 11 am) when we present preliminary findings from our needs and assessment survey conducted in collaboration with the Association of African Universities.
1) go to the e/merge Africa Adobe Connect Meeting Room (http://meeting.uct.ac.za/emergeafrica)
2) Choose ‘Enter as Guest’ (usually default option)
3) Type in your name in the text box
4) Click Sign in to room.
During April, May and June, the e/merge Africa team joined forces with the Association for African Universities (AAU) to conduct an e-learning needs assessment survey. Designed to understand the needs and priorities of elearning practitioners and researchers in African higher education the survey was distributed to institutions throughout the continent receiving 287 responses. The survey closed in early June and we are now ready to share provisional findings based on the analysed survey data. Join us on 22 September at 10 am (SAST) for an insight into what African colleagues consider is needed to make blended and online based teaching successful in African institutions.
Please note this will be a blended session: If you are at the University of Cape Town campus we welcome you to join us at the Centre for Innovation in Learning and Teaching (CILT), Upper Campus, PD Hahn building, Level 7. Should time or distance only permit participation remotely then this is possible via Adobe Connect (please view this guide for instructions on how to attend). Please sign up below.
This event has ended thank you to all who took part – To view the recording of the webinar and continue the conversation please access this forum (requires login)