@article{mtebe_covid-19_2021, title = {{COVID}-19 and {Technology} {Enhanced} {Teaching} in {Higher} {Education} in sub-{Saharan} {Africa}: {A} {Case} of the {University} of {Dar} es {Salaam}, {Tanzania}}, volume = {8}, copyright = {Copyright (c) 2021 Joel S. Mtebe, Katherine Fulgence, Michael Gallagher}, issn = {2311-1550}, shorttitle = {{COVID}-19 and {Technology} {Enhanced} {Teaching} in {Higher} {Education} in sub-{Saharan} {Africa}}, url = {https://jl4d.org/index.php/ejl4d/article/view/483}, abstract = {This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis.  The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.}, language = {en}, number = {2}, urldate = {2022-04-05}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S. and Fulgence, Katherine and Gallagher, Michael}, month = jul, year = {2021}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:6LN9VHQ4}, keywords = {CoVID-19 Pandemic, \_genre:PR-primary\_research, online learning, technology enhnaced teaching and learning, ⛔ No DOI found}, pages = {383--397}, } @article{maro_deployment_2023, title = {Deployment of {Offline} {Learning} {Management} {Systems}: {Comparing} the {Performance} of {Selected} {Micro}-servers in {Tanzania}}, volume = {10}, copyright = {Copyright (c) 2023 Salome Maro, Aron Kondoro, Björn Haßler, Joel Mtebe, Jamie Proctor}, issn = {2311-1550}, shorttitle = {Deployment of {Offline} {Learning} {Management} {Systems}}, url = {https://jl4d.org/index.php/ejl4d/article/view/835}, doi = {10.56059/jl4d.v10i2.835}, abstract = {Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.}, language = {en}, number = {2}, urldate = {2023-07-29}, journal = {Journal of Learning for Development}, author = {Maro, Salome and Kondoro, Aron and Haßler, Björn and Mtebe, Joel and Proctor, Jamie}, month = jul, year = {2023}, note = {Number: 2}, pages = {280--296}, } @inproceedings{kondoro_towards_2023, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, doi = {10.23919/IST-Africa60249.2023.10187797}, abstract = {Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {ISSN: 2576-8581}, keywords = {Accessibility., Color, Learning Management System, Learning management systems, Object recognition, Protocols, Testing, Usability, User experience, Visually impaired}, pages = {1--10}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R}, keywords = {Author:OpenDevEd, \_EdTechHub\_Output, \_MELA\_seen, \_\_\_duplicate\_item, \_bjoern\_cv, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{adam_use_2021, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R}, keywords = {Final\_citation, cited, existing}, } @techreport{hasler_improving_2022, type = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}}, title = {Improving {Learning} {Through} {Classroom} {Experience} in {East} {Africa}: {Temperature}, {Lighting}, and {Sound} {Quality} – {Inception} report}, copyright = {Creative Commons Attribution 4.0}, url = {https://docs.opendeved.net/lib/44YQ4VEG}, language = {en}, number = {1}, institution = {Open Development \& Education}, author = {Haßler, Björn and Villavicencio Peralta, Xuzel Ana and Macharia, Grace and Toyinbo, Oluyemi and Nambatya, Mauricia and Mtebe, Joel and Schaffer, Jens and Wargocki, Pawel and Adam, Taskeen}, month = dec, year = {2022}, doi = {10.53832/opendeved.0286}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0286 2129771:44YQ4VEG 2129771:GSFGV6IU}, keywords = {Author:OpenDevEd, \_publish, \_r:AddedByZotZen, \_r:ImportedToMyEducationEvidence}, }