Browsing by Author "Lynch, Kathy"

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    A Framework for Instantiating Pedagogic mLearning Objects Applications
    (Springer, Berlin, Heidelberg, 2011) Birevu Muyinda, Paul; Lubega, Jude T.; Lynch, Kathy; van der Weide, Theo
    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.
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    A Model for Scaffolding Traditional Distance Learners in Africa For Constructivistic Online Learning
    (Makerere Journal of Higher Education, 2009) Muyinda, Paul B.; Lubega, Jude T.; Lynch, Kathy
    How can we solve the lull in uptake and usage of online learning amongst traditional distance learners in Africa? Several online learning initiatives are taking place in Africa, but a critical assessment of their impact in terms of increasing access to higher education through distance learning indicates, in most cases, lack of value for money. A few distance learners use online learning management systems and other online resources in those institutions. How then do we interest and motivate the majority of traditional distance learners in Africa to adopt and uphold online learning practices? This paper provides a model that can be used to scaffold traditional distance learners in Africa for constructivistic online learning. The framework is built based on experiences derived from a survey of third year Bachelor of Commerce distance learning students at Makerere University who participated in an online learning pilot. The students were, for their very first time, asked to undertake three out of ten modules of an Information Technology course using an online learning mode. This course had previously been tutored using traditional face to face and print based materials methods. The three online modules were tutored using the BlackboardTM Learning Management System. The model is important for managing change from traditional distance learning delivery methods to online delivery methods and ensuring that distance learners in Africa uphold online learning practices.
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    Unleashing mobile phones for research supervision support at Makerere University, Uganda: the lessons learned
    (International Journal of innovation and Learning, 2010) Muyinda, Paul B.; Lubega, Jude T.; Lynch, Kathy
    This paper provides the lessons learned in an m-learning initiative to support distance learning students undertaking a field research project. Learner survey and staff interview data revealed that m-learning overcomes the odds that inhibit the implementation of ‘conventional’ e-learning and creates a platform for regular interaction. M-learning creates a customer care attitude and intimacy between the interacting parties, hence removing the phobia that students attach to lecturers. It encourages active learning, paces learners and improves learner satisfaction and motivation. On the contrary, m-learning creates cognitive overload for a lecturer facilitating a large group of students and introduces a strange vocabulary.