Jude T. Lubega

A social networked learning adoption model for higher education institutions in developing countries

Purpose – The purpose of this paper is to establish a model for adopting social networked learning in higher institutions of learning in developing countries of Africa. Design/methodology/approach – Mixed methods research methodology involving survey and interviews was adopted in the collection of data for building the model. The model was theoretically underpinned by the Technology Acceptance Model and the social constructivist learning theory, and was built and validated using structural equation modelling and Delphi techniques respectively. Findings – Adoption of social networked learning in developing countries of Africa requires self efficacy, reliable technical and administrative support, infrastructure, system interactivity, adequate budgeting and accountability, and a flexible organisational culture. Practical implications – The model provides a framework for integrating social software tools with the traditional learning systems of developing countries of Africa. This has a positive outcome of providing social constructivist information and communication technology (ICT) supported learning at low or no cost. Social implications – The model has the potential to encourage formation of communities of practice to encourage development of social learning and a student-centered pedagogy. Originality/value – The novelty of this research lies in the extension of the traditional technology acceptance models with constructs for proper budgeting and accountability and organisational culture. Time and other resources need to be devoted to developing social networked learning and the model takes this into account.

A web design framework for improved accessibility for people with disabilities (WDFAD)

Information and Communication Technology (ICT) such as the World Wide Web (WWW) has increasingly become embedded in everyday life and is progressively becoming indispensable for public, business, personal efficiency or even improvement of livelihoods [1]. Web users including People with Disabilities (PWDs) can conveniently undertake a number of tasks that would otherwise be difficult or impossible. But many Web applications such as e-learning, e-commerce and e-government are not accessible to PWDs including the blind. Through Web accessibility guidelines, Web developers can develop Web applications that are accessible to PWDs. However, majority of the available accessibility guidelines are difficult to integrate into existing developer workflows and rarely offer specific suggestions that are developer oriented. In this paper, we propose a Web Design Framework for Improved Accessibility for People with Disabilities (WDFAD). The WDFAD provides precise guidelines on how to develop Web applications that are accessible to PWDs particularly the blind. These are packaged according to the three components of Web applications namely; content, navigation and user interface. Using constructs of the Non Functional Requirements (NFR) Framework, Web accessibility design objectives are represented as primary goals and sub goals. The primary goals represent the high level accessibility design objectives, while the sub goals represent the requirements that need to be met in the Web development process in order to meet each primary goal. WDFAD also illustrates the overlaps between the process of meeting each primary goal. This unveils the optimal ways of achieving Web accessibility during Web design. The precise nature of WDFAD and its packaging according to the main components of Web applications makes Web accessibility requirements potentially easier to understand and apply by Web developers. Web Developers prefer precise and familiar tools due to their busy work life and daily interface and expression in formal instructions. In addition, the global versus local classification of Web accessibility requirements in WDFAD modularizes the web accessibility guidelines hence making them easier to understand, apply and update.

A framework for instantiating pedagogic mLearning objects applications

An increasing desire to port learning objects on mobile phones exists. However, there is limited understanding on how to pedagogically obtain access to and use learning objects on mobile phones. The limited understanding is caused by a dearth in frameworks for underpinning the development of mobile learning objects applications. Following Design Research methodology, we developed a Mobile Learning Objects Deployment and Utilisation Framework (MoLODUF) to address this problem. MoLODUF is composed of twelve dimensions, including: MLearning Objects, MLearning Device, MLearning Interface, MLearning Connectivity, MLearning Process, MLearning Costs, MLearning Resources, MLearning Context, MLearning Pedagogy, MLearning Ethics, MLearning Policy and MLearning Evaluation. The MoLODUF makes significant extensions to existing electronic and mLearning frameworks. It provides a competency set of guidelines for developing and/or evaluating applications for deploying and utilising learning objects on mobile phones.

Integrating Accessibility and Functional Requirements

Initial research on Web accessibility was focused on testing completed Web pages. More recently, the focus is moving to integrating accessibility features into coding tools such as Dreamweaver 8 and plugins notably LIFT. Thus accessibility is being considered slightly earlier in the development process. However, the state of Web accessibility is still disappointing even on websites that have followed the guidelines and or used evaluation and coding tools. We are proposing an approach to start considering accessibility much earlier. Our purpose is to address accessibility in the context of what is to be done and who will be participating. In this paper, we present views of Web developers about this approach. We then show (using a case study) how Web developers can elicit accessibility requirements alongside functional requirements and integrate the two to obtain conceptual models with explicit traces of accessibility requirements integrated with functional requirements. Finally we discuss lessons learnt from the case study and common benefits of the approach for Web accessibility and Web projects.

Optimization Technique for Implementation of Blended Learning in Constrained Low Bandwidth Environment

This paper proposes a novel optimization technique that addresses the most critical issue that impedes the process of technology integration in the universities in developing countries. The problem is addressed by optimizing the network efficiency and multimedia performance that matches with the challenges of constrained low bandwidth environment. The Paper also provides a comprehensive review of the existing blended learning frameworks.

Design for a Learner-Oriented Tracking

Learning Management Systems (LMS) in e-learning have functionality for monitoring learning activities. The statistics generated from learning performances can be processed for tutors and a group of learners to improve their quality of teaching and learning. However the current LMS are not designed to facilitate personalised learning support for an individual learner, e.g. adaptive delivery, constructive feedback on assessment and real-time learning activities monitoring. This paper presents a learner-oriented tracking approach for one-to-one support. Technical components of this approach can be embedded in the LMS to effectively facilitate learning experience of the individual learner and quality of learning content design. A learner-oriented tracking model relies on the information from a Learner’s Profile and educational requirements. This determines initially suitable learning content (learning objects) and delivery methods and also provides monitoring information about learners’ experiences.

A design for generating personalised feedback in knowledge construction

As the learning paradigm shifts to a more personalised learning process, users need dynamic feedback from their knowledge path. Learning Management Systems (LMS) offer customised feedback dependent on questions and the answers given. However these LMSs are not designed to generate personalised feedback for an individual learner, tutor and instructional designer. This paper presents an approach for generating constructive feedback for all stakeholders during a personalised learning process. The dynamic personalised feedback model generates feedback based on the learning objectives for the Learning Object. Feedback can be generated at Learning Object level and the Information Object level for both the individual learner and the group. The group feedback is meant for the tutors and instructional designer to improve the learning process.

A Framework for e-Learning Resources Sharing (FeLRS)

—Educational resource sharing is emerging as a viable means to improve the quality of and access to education. By pooling resources and taking advantage of each others expertise, learning providers could build adequate capacity and reduce costs, tap into the resources that they do not have and participate in a networked resource development process. This paper describes an ongoing study that was undertaken to explore the feasibility of sharing electronic educational resources within higher education. It takes the case of universities in East Africa, and proposes a Framework for e-Learning Resources Sharing (FeLRS) that is expected to maximize the utilization of available e-learning resources for academic and research purposes. Two case studies are undertaken to collect data from a sample of universities in five countries, and descriptive statistics is used to analyze and present the data. Unified Modeling Language (UML) is used to provide the notation for describing the processes which are logically grouped into two general scenarios – laying foundation for e-resources sharing, and implementation arrangements for e-resources sharing. The resultant framework is described showing the relationships between the various processes that lead to e-learning resources sharing. These main processes include establishing demand for e-resources, harmonisation of policies and processes, resources mobilization, developing ICT human resources capacity, establishing physical infrastructure, maintaining adequate e-resources, and creating awareness for e-resources.

Factors for success and failure of e-government projects: the case of e-government projects in Uganda

This paper is a discussion of factors for success and failure of e-government projects based on a study of sample projects that have so far registered either partial or total success. The paper also discusses key strategies from recommendations of participants from the studied projects and existing literature that e-government projects can benefit from for higher levels of success.

Multimedia to enhance blended learning experience in constrained low bandwidth environment

This paper identifies multimedia compatible with the challenges of constrained low bandwidth environment by using a Multi Level Systematic Approach (MLSA) through literature investigation, aimed to enhance blended learning experience in developing countries. At level I, a huge database for various media formats was identified. At level II, most commonly used visual media was selected based upon the usability characteristics. At Level III, we conducted a critical deep investigation of selected very commonly used media formats using different characteristics. The analysis of Level III investigation was done at Level IV. The study concluded that MP4, MP3 and JPEG or PNG are, respectively, the video, audio and graphic formats compatible with the challenges of constrained low bandwidth environment. This paper extends some sections of the previous work published by the same authors.