The Pan African Research Agenda on the Pedagogical Integration of ICTs (PanAf) is a joint initiative of the Educational Research Network for West and Central Africa (ERNWACA) and the University of Montreal (Canada). It covers twelve (12) African countries, both French, English and Portuguese and is supported by the faculties of education in member countries such as Senegal, the Faculty of Science and Technology Education and Training ( FASTEF or ex ENS).
This project, which started in (...)
By using an extensive framework for e-learning enablers and disablers (including 37 factors) this paper sets out to identify which of these challenges are most salient for an e-learning course in Sri Lanka. The study includes 1887 informants and data has been collected from year 2004 to 2007, covering opinions of students and staff. A quantitative approach is taken to identify the most important factors followed by a qualitative analysis to explain why and how they are important. The study (...)
The report offers a comprehensive overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications. It will be of particular interest to those involved in e-learning or strategic decision making within higher education.
For more information, see: Giving (...)
The aims of this manual is improving the availability and comparability of statistics on access to, and use of ICTs by households and individuals. Its main focus is on the core list of ICT indicators (as revised in 2008) agreed under the framework of the Partnership on Measuring ICT for Development. The Manual can be used as basic reference material when preparing, designing and implementing ICT household surveys. It also serves as the basis for ITU’s training course on ICT household (...)
The analysis in this report is presented as answers to questions which educators and policy makers may have about social software initiatives. It is hoped that the lessons and the recommendations, as captured in this report and the case studies will influence the learning and teaching strategies in higher and further education – specifically institutions which are considering the use of social software. The results highlight the different pedagogical roles of social software: communication, (...)
"Handbook of Emerging Technologies for Learning" seeks to explore the role of technology in transforming learning and pedagogy in higher education. Written by George Siemens and Peter Tittenberger, this document, intended to serve as a handy resource for teachers and educators seeeking to integrate technology in teaching and distance learning methdologies, argues that today’s world is witnessing political, social and educational changes which is transforming the traditional educational (...)
The Djoliba Center in Bamako hosted on Tuesday 14 April, a policy dialogue workshop on the integration of ICTs in education. The opening ceremony of the workshop was chaired by the Deputy National Director of Secondary Education General Mohamedoun Ag Hantafaye. He was surrounded by ERNWACA Regional Coordinator Professor Traoré Djénéba and Professor Denis Dougnon.
As part of improving the quality of education through the use of information communications and technologiesin secondary schools, (...)
FACEBOOK users may feel socially successful in cyberspace but they are more likely to perform poorly in exams, according to new research into the academic impact of the social networking website.
The majority of students who use Facebook every day are underachieving by as much as an entire grade compared with those who shun the site.
Researchers have discovered how students who spend their time accumulating friends, chatting and “poking” others on the site may devote as little as one hour a (...)
