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Stella Achen and Ruth Nsibirano Makerere University, Kampala, Uganda

Leapfrogging 1 st Generation Distance Education into 4 th and 5 th Generation Distance Education at Makerere University: A Study Materials Writers’ Experiences. Stella Achen and Ruth Nsibirano Makerere University, Kampala, Uganda. Presentation Outline. Introduction

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Stella Achen and Ruth Nsibirano Makerere University, Kampala, Uganda

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  1. Leapfrogging 1st Generation Distance Education into 4th and 5th Generation Distance Education at Makerere University: A Study Materials Writers’ Experiences Stella Achen and Ruth Nsibirano Makerere University, Kampala, Uganda

  2. Presentation Outline • Introduction • Identification of course writers • Tasks for course writers • Findings • Challenges • Recommendations

  3. Introduction • Greatest development and growth of new technologies in the 20th and 21st Centuries than any other century. • New technologies and systems are increasingly being used in education among other sectors. • Makerere University through the department of Open and Distance Education(ODL) has run a 1st generation mode of distance education(DE) programs

  4. Introduction Cont’d • In 1991,ODL was launched with two academic programmes – Bachelor of Commerce and Bachelor of Education • In 2001, two more academic programmes added- Commonwealth Diploma in Youth in Development Work programme (CYP) and Bachelor of Science (External) • Student enrolment rose from 246 (1992) to 8,000 students in 2001

  5. Introduction Cont’d • Successful proposal to NORAD • ODL sought to leapfrog DE from 1st to 4th and 5th generations of DE • A number of activities including developing course materials fit for the 4th and 5th generations DE programme

  6. Aim • Writers, Trainers, Project Administrators and reviewers (in and out of Mak) • Personality & context issues • This paper examines the experiences of the 20 course writers for the fifth generation modules

  7. Methods Used • Study designed • Qualitative and qualitative data was collected through • Study population = 20 course writers for the fifth generation modules

  8. Identification of course writers • Course writers were identified by the committee for DELP • Lecturers and practitioners from various disciplines • DELP conducted a series of workshops • Understanding a distance Learner • curriculum development for DE learners • Content for the 4th and fifth generation of DE.

  9. Tasks for course writers • Writers were given time lines (month) for drafts of courses • Effects from change of working environments • Conflicting demands • Writers transformed their course materials to online • Poodle & moodle • Infrastructural issues • Uploaded MUELE • About 20 courses uploaded on MUELE.

  10. Findings • 90 percent writers had never participated in such an activity. • A challenge to develop interactive online content “It is much harder to writer materials for distance education learners because you must write content in form of a dialogue. It is also more time consuming because a lot of planning must be done”.

  11. Observations • Much easier to conduct face-to-face lectures than online lectures • Easier to drop out • University calendar affects scheduling of training workshops • Even harder to transform content to online learning materials with activities

  12. Best Practices and Lessons Learnt • Time constraints due to push and pull factors • Writers must be learners first • Communication & commitment is essential • Interpersonal skills (soft skills) needed • Embarrassment of writers by some facilitators.

  13. Recommendations • The University should train more human resources with skills for curriculum development of DE materials befitting the 4th and 5th generations. • The University should start more online DE programmes to decongest the campus • Facilitators should consider slow learners during sessions.

  14. END • Thank you for listening

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