OAsis, COL's Open Access Repository
Welcome to OAsis, Commonwealth of Learning's online institutional repository
for learning resources and publications.
for learning resources and publications.
Categories in OAsis
Select a category to browse its collections.
Recent Submissions
Item
Open Access
Women’s Rights and Gender-Based Violence: Training Manual
(2024-10) Malik, Saleem
This training manual is designed to be used by trainers of trainers (ToTs) to prepare future instructors (referred to in this manual as participants) to teach their own students — for example, advocates for gender equality, gender equality field workers and survivors of gender-based violence (GBV).
Item
Open Access
Pedagogy 4.0: Technology Enhanced Teaching and Learning
(2024-11-28) Mays, Tony
Keynote address by Dr Tony Mays, Director: Education, Commonwealth of Learning, at the Teaching with 21st Century Technology Conference at the University of the West Indies, Moana, Jamaica, 28 November 2024.
Item
Open Access
Book Review: Critical digital pedagogy in higher education
(2024-11-19) Hill, LeRoy; Panda, Santosh
“Critical Digital Pedagogy in Higher Education,” edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell, is a seminal work that addresses the pressing need for a pedagogical shift in higher education. Rooted in the digital landscape, the book critiques traditional power structures and advocates for a learner-centred approach that resonates with students’ socio-cultural contexts. Drawing inspiration from Paulo Freire’s “Pedagogy of the Oppressed,” the editors present a contemplative framework that challenges educational norms and promotes critical consciousness, shared learning experiences, and a nurturing online environment.
The volume stands out for its collaborative nature, incorporating diverse expert voices to explore themes like care ethics, Indigenous knowledge, and the pervasive influence of digital tools. This approach not only enriches the discourse on digital pedagogy but also encourages the practical application of theory in contemporary teaching and learning. The book is a valuable resource for a wide audience, seeking to foster meaningful engagement and transform higher education in the post-Covid-19 era.
Item
Open Access
Problems Confronting the Teaching Profession in Tanzania and Implications towards Educational Excellence in the Digital Age
(2024-11-19) Mgaya, Rose; Panda, Santosh
This study examined the problems encountered by the teaching profession in Tanzania and their impact on achieving educational excellence in the digital age. It was a qualitative phenomenological study involving 33 participants, including key educational administrators, heads of schools, and teachers. Interviews and Focus Group Discussions (FGDs) formed the main data collection methods, whereas, data collected were subjected to thematic analysis. The findings revealed several problems, including technology integration in teaching due to a lack of ICT resources, teachers' lack of digital competence, nonchalant attitudes towards technology and a reluctance to change, deplorable working and living conditions, limited opportunities for professional development and professional misconduct. These problems affect the quality of teaching and the country's education system. The study recommends the improvement of training programmes by equipping teachers with technological competencies needed in the contemporary digital age.
Item
Open Access
Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’
(2024-11-19) Jordan, Katy; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia; Panda, Santosh
The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.