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

Hypermobile Learning in an Anti-Mobile Society: Four Tanzanian Universities and One Globe

The contradictions of depoliticized (economic) globalization in Africa south of the Sahara are reinforced by current communication technologies. Inadequate ICT skills among students and teachers, traditional philosophy of teaching and learning, lack of technical expertise on digital contents production, lack of relevant e-learning curriculum, and selective investments in ICT infrastructure have led to ‘hypermobile learning’. We witness the imbrication of neo-colonial object-subject relations with the fractal of domesticated fertility (the lure of foreign novelty) characterizing ‘forest fringe cultures’ in Africa. The internet and smartphones hailed for facilitating elegant assemblages of work and leisure, of private and public spheres, contribute to blurring the divides that traditionally maintained the integrity of individuals. Dealing with ailing ICT infrastructure in African universities, both lecturers and students are expected to produce coping strategies from their personal mobile devices. Our qualitative research shows both groups to complain about the hypocrisy of the educational system, which bans the wayward smartphone in the formative primary and secondary levels, yet counts on that very tool for students to accomplish their university studies. Available mobile networks are overloaded such that students choose to wait until midnight to access them. The new forms of bricolage between technologies and life/work cycles, ambivalently propagated as m-learning, in fact impede structural interventions, sustained power brokerage and life-time mobility. The implied ‘human sacrifice’, we argue, is what occupy-sites and recent student protests in (South) Africa decry

Neuro-ophthalmologic assessment and investigations in children and adults with cerebellar diseases

In this chapter, we present the bedside assessment and laboratory tests that are available for the neuro-ophthalmologic evaluation of children and adults with cerebellar diseases. In the evaluation of a patient with cerebellar dysfunction, recognizing the pattern of ocular motor and / or vestibular impairment is often a key step to the correct diagnosis. The cerebellum is very important in processing a wide range of different eye movements, including angular vestibulo-ocular reflexes, otolith-ocular reflexes, fixation and gaze holding, smooth pursuit eye movements, saccadic eye movements, optokinetic response, ocular alignment, and vergence. Quantitative eye movement recording is now widely available in specialized clinics and medical practices, especially for testing the vestibulo-ocular reflexes. We describe the approach for assessing specific eye movements linked to cerebellar function, discuss appropriate eye movement laboratory tests, and summarize recent related research findings. In addition, for each laboratory test, we discuss its advantages, disadvantages, indications, and interpretations. Furthermore, we provide differential diagnoses for specific ocular motor and vestibular abnormalities such as slow saccades or impaired vestibulo-ocular reflexes