Browsing by Author "Kabugo, David"

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    Open Access
    Acquiring Digital Education Leadership Capabilities through Heutagogy: A Case of C-DELTA Implementation at Makerere University
    (2019-09) Kabugo, David; Kakeeto, David
    Although the need for Digital Education Leadership (DEL) credentials is rising among educators at Higher Education Institutions (HEIs) in both developing and developed contexts, occupying this niche through conventional controlled instruction has not been a plausible solution in either contexts. On the other hand, self-determined learning (heutagogy) has a lot of potential, which remains under researched and underexploited. Using the Commonwealth Digital Education Training in Action (C-DELTA) implementation at Makerere University in Uganda as a case, this study sought analyse how self-determined learning mediated by Web 2.0 platform supported university lecturers to acquire DEL capabilities through self-determined learning. Using descriptive statistics and theory-driven thematic based analysis, educators’ web-based DEL learning artefacts (especially postings in the Online Discussion Forum) were analyzed and their discursive genres generated to augment meanings inferred from the descriptive statistic regarding lecturers’ (n=50)’s pre-test and post-test scores on DEL related learning assignments. DEL learning tasks were designed to cultivate educators’ capabilities to; a) Mobilize resources, C) Develop digital identities and c) Engage with networks. Results showed that the C-DELTA platform enabled a heutagogical approach by allowing educators to self-direct and determine their learning path and by enabling them to take an active rather than passive role in acquiring DEL skills. The key affordances of the C-DELTA platform that were identified include: interactivity, reflexivity, dialogue, and collaboration, information sharing, as well as promoting of educators’ autonomy on critical issues of DEL.// Paper ID 234
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    Open Access
    A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
    (2015) Kabugo, David; Masaazi, Fred M; Mugagga, Anthony M
    While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract Conceptualizations (ACs) about it (Kolb, 1984). Whereas, scaffolding ACs has potential to expand a teacher’s knowledge of integrating ETs in teaching, it is difficult to enact in a pedagogically sound manner. This paper emerges from a Design Based Research in which 68 Luganda language teacher-trainees at Makerere University were enrolled in a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb’s (1984) Experiential Learning Theory (ELT) and Reeves’ (2006) model of conducting research in authentic e-learning contexts. Six distinct abstract conceptualisations of ETs emerged from trainees’ responses. This paper discusses the implications of such abstract conceptualization in the revitalisation of Luganda language.
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    Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University
    (2019-09) Muyinda, Paul B; Siminyu, Samuel N; Aguti, Jessica N; Mayende, Godfrey; Nampijja, Dianah; Kajumbula, Richard; Mayanja, Jamiah; Ssebbowa, Dorothy K; Nabushawo, Harriet; Kabugo, David; Walimbwa, Michael; Mbulankende, Julius S; Turyakira, Nazarius; Isabwe, Ghislain M N
    Information and communication technologies (ICTs) are presenting pedagogical affordances that are not only being embraced by open distance learning universities but also traditional presential universities. Presential universities are adopting blended learning and teaching approaches in their provisions albeit with some resistance from some staff. This paper shares the experiences and lessons learned from developing the Master of Instructional Design and Technology (MIDT) blended learning curriculum in a traditional presential university. The lessons are drawn from three (3) research questions, namely: 1) What process steps are traditional presential universities taking in the design and development of blended learning curriculum? 2) What is compelling presential universities to adopt blended learning? 3) How are presential universities metamorphosing into blended learning? The paper takes a case study approach employing in-depth document analysis and personal experience explications from staff at the heart of developing curriculum. Findings indicate that contemporary realities such as globalization, increased emphasis on learner-centeredness, increased proliferation of ICTs and others are disrupting the ivory tower traditions and practices of presential universities. These universities are being compelled to open up their gates to non-traditional learners through blended learning, but with a lot more caution. The caution is evidenced by the great amount of rigor invoked in the process of approving blended learning curricula as compared to traditional face-to-face curricula. As such champions of blended learning curricula in presential universities should be prepared to spend more time, energy and resources to have blended learning curricula approved. Putting in place policies and strategies for spurring blended learning; sensitizing staff on the affordances of blended learning and training faculty on how to employ blended pedagogy should take centre stage. Further, the top management of these universities need to be involved at all levels of blended learning curriculum development. // Paper ID 167
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    Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
    (2016) Kabugo, David; Muyinda, Paul B; Masaazi, Fred M; Mugagga, Anthony M; Mulumba, Mathias B
    Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.