“‘Curating Kisumu’ and ‘Curating East Africa’: Academic Collaboration and Public Engagement in the Digital Age”

This essay examines the origin, permutations, potentials, challenges, and implications of two successive, collaborative public history research, teaching, and learning projects undertaken by the Department of History at Cleveland State University, Cleveland, Ohio, and the Department of History and Archeology at Maseno University, Kisumu, Kenya between 2014 and 2018. The two projects explored how opportunities created by the mobile revolution in Africa could be leveraged to generate new ways of acquiring historical information and knowledge between students and faculty in universities separated by enormous distances and by disparate social, economic, and political experiences. Specifically, the projects examined how the cellphone revolution could reshape the production and dissemination of knowledge about important sites, places, events, and people in modern Africa. The essay examines the conception and permutations of the two projects; identifies and explores their potentials and challenges; and proffers thoughts and suggestions that may guide similar future endeavors

Towards mobile learning deployment in higher learning institutions : a report on the qualitative inquiries conducted in four universities in Tanzania

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of de- sign science research approach and qualitative methods including grounded theory, document re- views, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students ́ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the exist- ing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will im- prove access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity.
 We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education

Deep Learning for Mobile Mental Health: Challenges and recent advances

Mental health plays a key role in everyone’s day-to-day lives, impacting our thoughts, behaviours, and emotions. Also, over the past years, given its ubiquitous and affordable characteristics, the use of smartphones and wearable devices has grown rapidly and provided support within all aspects of mental health research and care, spanning from screening and diagnosis to treatment and monitoring, and attained significant progress to improve remote mental health interventions. While there are still many challenges to be tackled in this emerging cross-discipline research field, such as data scarcity, lack of personalisation, and privacy concerns, it is of primary importance that innovative signal processing and deep learning techniques are exploited. Particularly, recent advances in deep learning can help provide the key enabling technology for the development of the next-generation user-centric mobile mental health applications. In this article, we first brief basic principles associated with mobile device-based mental health analysis, review the main system components, and highlight conventional technologies involved. Next, we describe several major challenges and various deep learning technologies that have potentials for a strong contribution in dealing with these challenges, respectively. Finally, we discuss other remaining problems which need to be addressed via research collaboration across multiple disciplines.This paper has been partially funded by the Bavarian Ministry of Science and Arts as part of the Bavarian Research Association ForDigitHealth, the National Natural Science Foundation of China (Grant No. 62071330, 61702370), and the Key Program of the National Natural Science Foundation of China (Grant No: 61831022)

The TESSA OER Experience: Building sustainable models of production and user implementation

This paper offers a review of the origins, design strategy and implementation plans of the Teacher Education in Sub-Saharan Africa (TESSA) research and development programme. The programme is working to develop new models of teacher education, particularly school based training, including the creation of a programme webspace and an extensive bank of Open Educational Resources. This paper identifies key research findings and literature which informed the TESSA approach and activity design. Drawing on participant experiences in different development activities and data generated in development testing activities, I offer a personal account of the programme to date. The paper concludes by suggesting a pattern of resource making and design that could be adopted by other programmes serving parallel development needs

Geoweb 2.0 for Participatory Urban Design: Affordances and Critical Success Factors

In this paper, we discuss the affordances of open-source Geoweb 2.0 platforms to support the participatory design of urban projects in real-world practices.We first introduce the two open-source platforms used in our study for testing purposes. Then, based on evidence from five different field studies we identify five affordances of these platforms: conversations on alternative urban projects, citizen consultation, design empowerment, design studio learning and design research. We elaborate on these in detail and identify a key set of success factors for the facilitation of better practices in the future

Information Communication Technology and the African Student

To engage students, improve learning and become a cutting edge educator, it becomes necessary to combine traditional classroom instruction with online or mobile learning activities through the technological world which moves so fast and changes so rapidly. The objective of this study was to build an evidence-based framework that explains the challenge of the developing countries’ students in respect of maximizing the full potentials of the computer for educational activities. Questionnaires were administered to 213 students of the University of Ibadan and the Polytechnic, Ibadan, Oyo state of Nigeria. A major limitation to maximizing the full potentials of the computer is poor power energy supply. 62.9% of the population understudied pay to use computer for academic purposes. The cost per hour ranged between #50 to #100 plus. The benefits of collaborative learning and teaching with multiple instructors; integration of external expertise and video conferencing system to create geographically distributed discussion of panels of experts is visibly not maximized. Ultimately, the significant gain in economic productivity as a result of education which may be the most promising way to stimulate general economic growth is lost. This study strongly recommends improved access to computers for the African students.Keywords: Information communication technology, education, challenges, development, statistic