Browsing by Author "Ogange, Betty"
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- ItemOpen AccessBuilding Individual and Community Resilience through Open Education Resources for Health Literacy Education in sub-Saharan Africa(2022-09) Sider, Steve; Gatobu, Sospeter; Ogange, BettyPCF10 Sub-theme: Building Resilience // Health literacy is the ability of individuals to understand health information and to make informed health decisions. As part of a larger project, we completed a scoping review to consider the question “To what extent does teacher education in sub-Saharan Africa (SSA) currently include a focus on health literacy?” In this paper, we specifically address the question, “How might OER support teacher education in health literacy to support individual and community resilience in sub-Saharan Africa?” We examine the extent literature on health literacy, its relevance to teacher education and OER, and how OER can be used to support health literacy education in SSA. A discussion on the ways in which health literacy education in SSA can be fostered through governments and through other partnership is explored. // Paper ID 3675
- ItemOpen AccessCapacity-building of Teachers and Parents in Cyber Safety and Security: The COL Experience(2022-11-23) Kanwar, Asha; Balaji, Venkataraman; Ogange, BettyPresented by Professor Asha Kanwar, COL President & CEO at the International Conference on Cyberlaw, Cybercrime and Cybersecurity in India, on 23 November 2022. Co-written with Dr V Balaji, Vice President, COL, and Dr Betty Ogange, Education Specialist: Teacher Education, COL.
- ItemOpen AccessConnectivism, Self-Directed Learning, and MOOCs in Teacher Professional Development(2023-05) Ogange, BettyConnectivism, Self-Directed Learning, and MOOCs in Teacher Professional Development. Presented by Dr Betty Ogange, COL Education Specialist: Teacher Education, at the 10th Teaching and Learning Conference organised by the Africa Federation of Teaching Regulatory Authorities (AFTRA) on May 9 -12, 2023 in Namibia.
- ItemOpen AccessCybersecurity in Online Learning: Innovations for Teacher Training and Empowerment(2022-09) Buyu, Walter; Ogange, BettyPCF10 Sub-theme: Inspiring Innovations // Recent technological advances in teaching and learning provide dynamic tools required to meet the educational needs of the digital era. However, teachers and other educators are increasingly experiencing cyber threats while teaching online, thereby affecting the quality of teaching as well as learning outcomes. In recent times, there have been reports of learning disruption caused by cybercriminals using attacks like ransomware, denial of service and data theft. In this context, teachers need to be able to harness the right tools, resources, and instructional practices to ensure not only continuity but also quality and effective learning. In this paper, we use the Cybersecurity Training for Teachers course series as a detailed case study to determine the cybersecurity challenges that educators faced when they moved their classes online, and how the knowledge and skills gained from the training helped to address them. The course series, offered by COL over a period of 2 years, attracted more than 7000 participants from 96 countries. Drawing from participant surveys, the paper presents an assessment of the perceived pedagogical impact of specific cyber threats. Finally, we propose innovations for teacher training and on-going empowerment in cybersecurity, to minimise the negative impact of cyber threats on online teaching and learning. // Paper ID 8823
- ItemOpen AccessEffectiveness of Multimodal Microlearning for In-service Teacher Training(2020-11-20) Ogange, Betty; Muhammad, Junaid; Allela, Melisa; Panda, SantoshTo meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
- ItemOpen AccessEvaluating the Effectiveness of a Multi-Modal Approach to the Design and Integration of Microlearning Resources in In-Service Teacher Training(2019-09) Allela, Melisa; Ogange, Betty; Junaid, Mohammed; Prince, BrainardTo meet the growing demand for continuing professional development of practicing teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone.A multimodal approach was considered and implemented to mitigate internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practiced during a face-to-face roll-out seminar, and finally, Whatsapp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. Participants will be encouraged to provide feedback on this approach as well as the findings resulting from the challenges and lessons learnt. //Paper ID 180
- ItemOpen AccessMainstreaming Gender and Inclusion in Distance Learning Resources: A Case Study(2022-09) Were, Pamella; Ferreira, Frances; Ogange, BettyPCF10 Sub-theme: Promoting Equity and Inclusion // Studies have shown that gender imbalances and biased gender representations are common in materials used in educational systems throughout the world. Learning resources for Open and Distance Learning programmes are, potentially, a powerful tool for reinforcing gender stereotypes, thereby perpetuating gender inequalities through education. This paper reports the methodology and results of a gender analysis of Environmental Education resources offered as part of a distance learning programme by a COL partner institution in Nigeria. A review of the written curriculum was conducted to determine the level of gender responsiveness of the programme, with a view to determining conformity to minimum standards stipulated in international best practice and promoting gender equality as a fundamental dimension of inclusivity for sustainable development. An analytical framework using both quantitative and qualitative instruments was applied to the resources to determine both subtle and more obvious expressions of gender disparities and biases, as well as to determine examples of good practice that promote gender equality and empowerment. The paper reports the results of the analysis and proposes ways to integrate gender responsive pedagogical methods in distance learning resources, for inclusion and sustainable development. Results indicate program has great potential for gender mainstreaming. // Paper ID 1556
- ItemOpen AccessPacific Partnership for Open, Flexible and Distance Learning: Two Case Studies(2021-09-09) Neal, Terry; Mays, Tony; Ogange, Betty"Pacific Partnership for Open, Flexible and Distance Learning: Two Case Studies" presentation at the New Zealand Vocational Education Training Research Forum on 9 September, 2021.
- ItemOpen AccessPolicy Brief: Leveraging MOOCs for Teacher Development in Low-Income Countries and Disadvantaged Regions(2021-11) Traxler, John; Ogange, Betty; Commonwealth of LearningThis policy brief looks at open digital distance learning and the potential of massive open online courses to deliver and support teacher development in low-income countries and disadvantaged regions. It addresses the particular barriers faced by teachers and their communities and proposes options to help overcome their challenges. Recommendations cover areas of local, national and global policy.
- ItemOpen AccessRe-imagining teacher education for a post-pandemic future(2021-08-04) Kanwar, Asha; Ogange, BettyRe-imagining teacher education for a post-pandemic future: Virtual keynote address by Professor Asha Kanwar, COL President & CEO at the DETA Conference on 4 August 2021.
- ItemOpen AccessThe Role of an Educator Mentor in a Technology-Enabled Community of Practice(2019-09) Brainard, Prince Charles; Ogange, Betty; Junaid, Muhammad; Allela, MelisaThe focus of this paper is on the role of an educator mentor in the conduct of a technology-enabled Community of Practice (CoP) in Junior Secondary schools (JSS) in Sierra Leone. The project is supported by the Commonwealth of Learning (COL) and aims to improve the quality of teaching and learning outcomes in JSS. The educator mentors are lecturers drawn from Freetown Teachers College (FTC). They play an instructional role in guiding and supporting school-based teachers in groups in pilot schools to collaborate around tasks and share responses with colleagues. “Bite-size” tasks are sent by the mentor to the teachers through WhatsApp. The tasks or questions are discussed among members in groups of teachers in a cluster until they arrive at a consensus answer to the question. This is then summarized and posted back to the mentor by the school champion in the group. The study explores the nature of support provided by the educator mentors in the Teacher Professional Development process in the CoP, as well as its effectiveness as perceived by the teachers. The design of the study is a mixed method approach using both quantitative and qualitative techniques. The study sample comprised 149 JSS teachers from the 12 JSS pilot schools, 12 JSS school Champions, 12 JSS school principals and 12 FTC lecturers (Mentors). The findings of the study will contribute to a better understanding of educator mentor-teacher engagement, as well as an assessment of the level of support needed by teachers to construct knowledge collaboratively in a technology-enabled CoP for quality learning outcomes in their students at school. // Paper ID 257
- ItemOpen AccessShaping the Future of Teacher Education in Sub-Saharan Africa(2023-07) Kanwar, Asha; Ogange, BettyVideo presentation delivered by Professor Asha Kanwar, COL President & CEO at DETA Conference 2023, Makerere University, Kampala, Uganda on 25 July 2023. Co-written with Dr Betty Ogange, COL Education Specialist: Teacher Education.
- ItemOpen AccessSupporting Learning for Sustainable Development Through Integrated School-Based Teacher Development(2018-03-13) Ogange, BettyPresented by Dr Betty Ogange, Adviser: Teacher Education, COL, at an eFacilitation Workshop, National Teachers Institute, Kaduna, Nigeria, 13 March 2018.
- ItemOpen AccessSupporting Teachers Moving Online, Using a MOOC, During the COVID-19 Pandemic(2021-03-18) Mays, Tony J; Ogange, Betty; Naidu, Som; Perris, Kirk; Panda, SantoshFollowing campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.
- ItemOpen AccessTechnology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project(2019-09) Junaid, Muhammad; Ogange, Betty; Allela, MelisaContinuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved. // Paper ID 287