There is no level at which taking in knowledge is enough

Impressions from the IDS Learning Event which took place at Strathmore University in July 2016

Picture credit: Pixapopz/Pixabay. CC0 Public Domain.

I must say, when I knew the programme was aimed at the lecturers, I really tried to think of how it would help me in any way. Initially I knew that to become a lecturer you must have gone through some type of study, and on completion, become a lecturer, but what I did not know is that even when you become a lecturer, you normally still undergo training here and there to become better at it, and also to learn more!

In the workshops that took place over four days, there were four universities that were participating namely: Kenyatta University (Kenya), Jimma University (Ethiopia), Muhimbili University of Health and Allied Sciences/MUHAS, (Tanzania) and Strathmore University (also Kenya). I was shocked that people who have studied to PHD level would sit down and listen to what someone else had to say. Due to ignorance, I thought that once you have a doctorate degree then ‘you know it all’ but it turns out that no-one knows everything. This got me into great surprise about how the people there were so eager to know and learn more as though they knew nothing.

During the sessions, we (the student volunteers) were encouraged to join in the different groups and to participate. I was an active participant in the first group and since, we were mixed, I learnt quite a lot from it. Some of the things I learnt were that we, as students, have different levels of understanding and ways of taking in knowledge hence it’s the work of the lecturer to make sure that each and everyone understands and to make sure that students are moving at the same pace.

During the first workshop I also learnt that in order to make a lecture interactive, we ought to engage the students in discussions and group work so that they can also share some of their ideas and not get bored.

In the last two sessions, groups were mainly categorized into respective universities and the main topic of discussion was e-learning, the need to implement it, and how to maintain it. (By e-learning I mean using the internet to teach, for example, people who are not in Kenya or Nairobi and want to enroll in Strathmore, e-learning means they are able to do so and can learn from wherever they are through the internet.) I saw the need to be part of a different university so as to learn more about the education system in the respective country, and how their university functions. I was honored to be part of MUHAS located in Tanzania. It came to my understanding that their level of education is not as advanced as the one in Strathmore University. For instance, in Strathmore it is almost obvious that all lectures use the e-learning platform to either post slides, share videos or give assignments while, at MUHAS, the number of lectures using the platform are around two in every department and some departments do not use it at all. This made me appreciate what Strathmore does for us as students and the different opportunities offered by Strathmore and not to take it for granted.

During my free time (that is during meals and breaks) I managed to interact with different lecturers and they were very surprised at how the university functions, and they loved the hospitality of the university in general, the structures of the university and how disciplined the students are. I can proudly say that I do not take lecturers for granted anymore and I now understand why they do what they do and have learnt to appreciate their good work. Just as they were eager to learn more, despite their high level of education, I am also eager to learn more and have learnt that there is no level at which taking in knowledge is enough.

Finally, I would like to give thanks to the organizers of the workshop for giving me the opportunity to be part of the workshop and to also be part of the great experience. 

Linda Nzavi is an undergraduate student at Strathmore University. She is studying for the Bachelor of Business Information technology.

Pedagogy before technology?

Introduction

Picture credit: Mr. Tadele Mulat/Jimma University, Ethiopia

To implement online learning, we need a technology platform. However, without the knowledge of pedagogy, implementing e-learning is like being on a ship on the ocean without a captain. Pedagogy is key for implementing all learning including online learning. Pedagogy is a profession, or science of teaching, that is concerned with the study of, and practice of, how best to teach. It is a tool for managing teaching content in a specific manner.

Technology plays an important and pervasive role in modern education, business and everyday living. It is associated with an efficient modern society and economic health. The use of digital technology for improving the delivery of education has enormous potential to raise standards and increase employability. It also requires a change in teaching style, a change in learning approaches, and a change in access to information.

Online learning is a way of teaching modalities to learners who do not need to physically attend classes on campus. As it is a system of learning using the internet, online learning means students can attend the classes without being limited by time, distance and geographical constraints. This is an opportunity to provide online learning to learners who may find it difficult to come to campus for a variety of reasons and so providing online learning can be a way to ensure your courses are more effectively designed and taken up by your target audience.

For this reason the Institute of Development Studies (IDS), drawing on the work of the African Universities’ Research Approaches (AURA) programme, coordinated  a two day workshop at Strathmore University, Kenya on “Developing a strategic plan to operationalize investments in strengthening research and teaching ” (July 27 & 28, 2016).  The workshop was attended by Jimma University, Ethiopia; Muhimbili University of Health and Allied Sciences (MUHAS), Tanzania; and Kenyatta University and Strathmore University, both in Kenya. An important aim of the workshop was to focus on strategies for implementing e-learning for research and teaching.

Producing an operational plan: a starting point for online learning

On the first day, our training focused on what the operational plan means and how it looks in terms of the main content that needs to be included. This topic was presented by Jagdeep Shokar, IDS.

The content that should be included in an operational plan include:

• An executive summary (what the plan aims to achieve, why this is important and how it will go about achieving this)
• The lead person (i.e. the individual who will lead the overall activities of the project)
• Background or content
• Outcome and output,
• Resources
• Risks and challenges. 

As, at Jimma, we have not had many opportunities to think about our operational plans in this way before, it was useful to go over these basic steps.  Since we are keen to address the challenges of developing e-learning at Jimma, writing an operational plan that will include strategies for implementing our e-learning was a useful starting point.  

Blended learning can be a useful approach (using a mix of online and face-to-face)

It was interesting to hear Professor Gilbert Kokwano, from Strathmore University Business School, highlight the importance of online access even if the connectivity is not perfect. He believes that using a blended learning approach is better than just face-to-face learning and would be a good approach for education, in particular in an African context. He also emphasized that multidisciplinary or geographical variations, of learners coming together in one place (online or face-to-face) enables individuals to learn through others’ experiences.  After the presentation we had the opportunity to reflect on how we relate to each institution on online learning. What was significant here was there were different experiences, and contexts, expressed in the group which allowed us to appreciate that we are not alone in the challenges we face at Jimma.

Open Access

Professor Martin Weller’s film on “Digital scholarship and openness in Higher Education” made us excited. Weller explores how digital network technology and open access movements are very vital for sharing resources. In terms of promoting your research to a wider audience, open access can be more vital for reaching out than academic publishing channels as open access are available to the public and academic journals can be costly.

Weller adds that the quality of online learning can be as good as face-to-face learning, provided that it is designed appropriately for an online environment. In sharing his insights - like the impact of new technologies, open education and learning environments - Weller has given us some ideas and approaches that we can take back and apply within our institutions.   For me these are inspiring ideas because one of the areas we want to develop at Jimma is our online learning.  The concept of applying a pedagogical approach to enriching our e-learning strategy and plans for the future is a good place to start.

Getting support is key to developing online learning

Irene Maweu, e/merge Africa, talked about “E/merge Africa: unleashing the power of networks in Africa”.  E/merge Africa is a free membership group created in Africa in order to share online support, IT support, course delivery, facilitating webinar etc.  Since she is an expert in human capacity development and communication, especially in e-learning, course design and content development, she had some valuable information for us (e/merge Africa could be a way that we can get some support for our plans to develop our online learning).

Esther Gacicio, Kenya Institute of Curriculum Development (KICD), specializes in instructional designer and content development as well as e-learning facilitation has talked about “Moving teachers competencies in curriculum delivery to the 21 first century”.  KICD’s objective is to give training for the Kenyan elementary and high school teachers on how they can develop curriculum and implement on their activities of teaching and learning processes in the entire nation (Kenya). Ethiopia does not yet have an institution like KICD looking at this area – there is a clear need for an institution like this in my country – although the Ministry of Education has played such roles at different times for different universities, high schools and for elementary teachers.

Luis Arnoldo Ordonez Vela spoke about “building collaboration interdisciplinary groups with the support of technology tools and social media”. His current research interests focus on the determinants of participation in society and the impact of digital technologies, specifically, the role of information in decision-making mechanisms in the Latin American environment and mobilization of knowledge between universities and Latin American society. His presentation was more on how we can share and transfer knowledge through social media, libraries, culture, ICCT etc. He also shares how collaborative research is very important for the development of any country. This is an interesting perspective for me because in Ethiopia, there is a need for a more inclusive, interdisciplinary approach and developing our technology tools, and fostering usage, would be a valuable step in progressing our country to being an efficient modern society enjoying better economic health. In Jimma, we have started working with an interdisciplinary approach and can really see the benefits; however, good access to the internet remains a serious challenge which, until it is overcome, prevents us from being in a position to take up the challenge of sharing and transferring knowledge in this way.

Preparing our operational plans

We also had the opportunity, during the two-day workshop, to prepare operational plans for each institution which we did in groups with support from the presenters and facilitators. Through the process, our guide reiterated that pedagogy, ICT and content experts are very vital in order to implement successful online learning. After the discussion, and once work on operational plans had concluded, one presenter selected from each group presented the plan that had been worked on. At the end of each group presentation there was several questions and discussions in order to shape the operational plan of each institution.  I found it a useful process to work on an operational plan for Jimma as a group as it allowed our group to discuss our context in detail, in particular the challenges we face in delivering online learning, and to work through our concerns with support from the facilitators and experts.  

Exploring teaching styles

On the second day, we looked different teaching styles which was facilitated by Siobhan Duvigneau, IDS, and utilized a number of quizzes on teaching styles which are available online (through Google). We have got a lot of experiences from the sites that we visited, and we tried to answer the quizzes to the best of our knowledge.  The focus of Siobhan’s agenda was: exploring how to improve teaching and learning experiences, behaviours and skills. She is passionate about approaches that foster critical thinkers, independent and self-directed learners who are confident networks, problem-solvers and knowledge co-creators. 

Teaching methods are general principles, or pedagogy, used for classroom instruction. There are different teaching styles in the world. Each country or university has its own teaching styles depending on the curriculum they have. For me, a student-centered approach is very important. It is a teaching method that focuses on student investigation and hands-on learning. In this method the instructor role is facilitating, providing guidance and supporting of students through the learning process, so that students play an active and participatory role in their own learning process. So, this is very important for Ethiopia/Jimma University in order to create skillful students to have their own jobs than seeking from the government.

The next presenter was Dr. Philipp Grunewald. He asked us to reflect on yesterday’s work (operational planning) on how was that useful to me and to my university? According to Philipp, when we are involved in teaching and research, we can contribute knowledge to the community and to the entire nation. This indicates that better teaching, and better teachers, will be created. He gave a strong emphasis on knowledge and skill. As a teacher we have to teach students to gain more skill than knowledge. To increase employability, we need to focus on active learning rather than passive learning; train students to be job makers rather than job seekers. In that context, Dr Grunewald is inquiring how creative commons and open source software can support social systems (organizations, corporations, enterprises, social movements, etc.)

In order to alleviate problems in Ethiopia, students who have graduated from the universities should become involved in the private sector and look at creating jobs for themselves rather than seeking work from the government. So, the universities strategy, when they teach students, should focus on skill rather than knowledge. If students are mature in skill, they might have a possibility to create jobs rather than seeking them from the government. I think this is the good idea that I got from the workshop.

Conclusion

Do you believe that pedagogy comes before technology?  I am still reflecting on this question as a result of all that I experienced in the two day workshop and it seems to me that pedagogy is quite key for designing online courses, and that e-learning (or a blend of face-to-face and e-learning) could provide opportunities in an African context which will really progress our education and research agendas.  However, it was also beneficial to look in detail at developing an operational plan that includes strategies for online learning as this is what an institution really needs in order to support teaching and research. 

Last, but not least, I would like to thank the host organizer (Strathmore University, Kenya) and also the sponsor organization IDS and the AURA project team members.

Mr. Tadele Mulat, ICT Team Leader, Jimma University Library System 

Fostering competencies in interactive online teaching and learning assessment

About seven faculty members from the Muhimbili University of Health and Allied Sciences (MUHAS), attended a two day workshop on teaching and learning assessment at Strathmore University from 25th to 26th July 2016. This workshop was immediately followed by another workshop on strategic planning from 27th to 28th July, 2016. The workshops were organized by the Institute of Development Studies (IDS) and drew on the work of the African Universities' Research Approaches (AURA) programme.

Both workshops were very useful to participants because participants were exposed to various issues related to e-learning, including: learning assessment approaches, how to use technology for assessment, technology based learning and pedagogical theories that could be applied in a technology-based environment. Furthermore, participants were taught about how to operationalize what they learnt when they go back to their institutions by developing Operational Strategic Plans.

The teaching modality throughout the two workshops was participatory, and focused on peer to peer learning and assessment as well as on learning from instructors.  Participants appreciated the fact that they were able to learn from their colleagues and to share what they knew regarding the topic that they were working on. They were enabled to expand their network of researchers to work with, due to the task that they were given to write up in groups. 

Most of the topics were completely new to participants (i.e. learning analytics, learning theories. Given their medical science background, MUHAS faculty members were therefore able to learn and appreciate many of the topics taught and of which they had not had opportunities to explore prior to the workshop.  They also learnt, and appreciated, the technology-based assessment methods which were completely new to them. This kind of training was very important, and timely, given the fact that MUHAS is implementing competency based curricular by using blended learning approaches.

Participants were also able to develop operational plans which they will be able to implement when they go back to their institutions with what they had learnt throughout the workshop. Through the development of operational plans, participants expect that they should be able to cascade what they have learnt back into their institutions. Despite the fact that a learning management system (LMS) has been implemented at MUHAS for over four years now, its' uptake has been very low. Through developing an operational plan, it is expected that academic staff at MUHAS will be able to adopt interactive teaching methods and engage students in the e-learning platform more readily.

Conclusion

In conclusion, the teaching and learning assessment workshop enabled participants to acquire skills on learning assessment approaches, how to use technology for assessment, technology based learning and pedagogical theories that could be applied in a technology-based environment. Participants also learnt about how to strategically operationalize technology-based learning in their institutions. Participants appreciated the teaching methodology and it is expected that they will adopt this modality into their teaching, especially the use of blended learning approaches.  

Professor Lwoga holds a PhD in information studies from the University of KwaZulu Natal, South Africa. She teaches and supervises both undergraduate and postgraduate students. She has facilitated a number of workshops and short courses.  She has published widely and has presented over 30 research papers in both international and local conferences.  Professor Lwoga currently coordinates the African Universities' Research Approaches (AURA) programme at Muhimbili University of Health and Allied Sciences (MUHAS), Tanzania, together with an additional four projects working with international partners in Sweden, South Africa and USA.

Dr. Doreen Mloka is a Medical Microbiologist/Molecular biologist. She is a Medical Education Fellow and the Director of Continuing Education and Professional Development at Muhimbili University of Health and Allied Sciences (MUHAS), Tanzania. She currently coordinates two medical education projects and several microbiology projects.