Academic Digital Fluency: Academic integrity in the digital age

This is the fourth module in the Digital Fluency course for academics. In this module learners will be introduced to issues related to academic integrity, which has become a matter of increasing concern in the digital age. Use of Information and Communication Technologies (ICT) has been widely embraced and much information and many resources are readily accessible through the internet. However, these available resources may be licensed or copyrighted in a variety of ways, and adhering to this may cause challenges in ensuring academic integrity in higher education. Although the promotion and use of licensed Open Educational Resources (OER) goes some way towards mitigating this challenge, attention needs to be paid to the user’s behaviour when dealing with any resource, data, or information, whatever its licensing. Teachers and learners should be supported in employing newly acquired digital skills in an efficient, effective and appropriate manner within an academic environment. This module is therefore intended to stimulate ethical thinking and behaviour, and promote good practice in evaluating and using available resources to create quality scholarly reports and academic resources. In order to promote academic integrity this module has been designed to provide learners with the opportunity to obtain hands-on experience via a series of practical activities

Academic digital influence: academic integrity in the digital age

This is the fourth module in the Digital Fluency course for academics. In this module learners will be introduced to issues related to academic integrity, which has become a matter of increasing concern in the digital age. Use of Information and Communication Technologies (ICT) has been widely embraced and much information and many resources are readily accessible through the internet. However, these available resources may be licensed or copyrighted in a variety of ways, and adhering to this may cause challenges in ensuring academic integrity in higher education. Although the promotion and use of licensed Open Educational Resources (OER) goes some way towards mitigating this challenge, attention needs to be paid to the user’s behaviour when dealing with any resource, data, or information, whatever its licensing. Teachers and learners should be supported in employing newly acquired digital skills in an efficient, effective and appropriate manner within an academic environment. This module is therefore intended to stimulate ethical thinking and behaviour, and promote good practice in evaluating and using available resources to create quality scholarly reports and academic resources. In order to promote academic integrity this module has been designed to provide learners with the opportunity to obtain hands-on experience via a series of practical activities

Huria Journal

Editorial Esteemed readers I cordially invite you to peruse Volume VIII August, 2010 of Huria Journal. In this issue, I wish to commend and appreciate the work done by authors, reviewers and the editorial part, whose collaboration has resulted in the production of nine good papers. In the current issue Ngaruko tries to apply transaction cost economics to identify and quantify transaction costs and their impact on choice by principal agrocredit suppliers of the most efficient transaction contractual arrangements. Based on information from the sample of 78 agrocredit transaction contracts in Kibondo District in the Western part of Tanzania, he applied both qualitative and quantitative analytical tools to first describe principal suppliers and institutional arrangements through which farmers access agrocredit, second to identify and quantify determinants of transaction costs involved in credit supply arrangements to smallholder farmers, and third to examine the relationship between transactions cost determinants and choice of agrocredit transaction arrangements. The author observes that contractual transaction arrangements (CTAs) involving intermediaries were found to have higher mean transaction costs compared to direct transaction arrangements; and the logics for negotiation and enforcement costs were more significant in determining probability that private principal suppliers used CTAs with intermediaries than those without intermediaries. Kyando in his article describes the education policy dialogue in the context of Civil Society Organizations (CSOs) involvement in Education for All) EFA process. He divides the article into three sections: The first is an introduction to the study, describing methodological issues and the rationale behind this study. The second section aims at connecting issues that respondents of this study brought up to the issues addresses by documents that were used in this study as reference and /or even previous studies related to this study. In a way of concluding the study, the last part, section highlights matters that indicate the state of CSOs linkage / involvement in policy dialogue. It ends by indicating ways forward for better linkages that are in the future. The picture for future CSOs involvement is made as broader as possible to include all key partners in policy processes. The article by Gwalema investigates the extent of food insecurity and its linkage to poverty in Kigoma Region after sampling three villages: Kitahana, Kalinzi and Mwali. Impact of poverty on sustainable land management, extent of the use of improved techniques of agriculture, level of accessibility of smallholder farmers to agricultural extension services, and the effect of women’s heavy workload on food availability and income in the three villages were assessed. It was observed that about 88% of the sampled households faced intermittent food insecurity particularly in Kalinzi and Kitahama villages; and it was further noted that reasons for food insecurity included adverse weather changes, soil infertility, and lack of farm inputs, shortage of labour, transportation problems, and the use of poor agricultural practices. The use of better farm implements and modern agricultural practices are recommended to as a means of improving food production in the region. Using discourse from written texts representing information about “New Information Communication Technologies (NICTs) in distance education (DE) in Sub-Sahara Africa (SSA)” the author (Mushi) shows how texts/discourse may be used to marginalize people who have systematically been made powerless. She provides practical examples of written text extracts, analyses the extracts using CDA and critically interprets the texts to show how CDA may be employed as a means to decolonize minds of peoples in Sub-Saharan Africa. CDA is represented to have the potency to open up for critical conceptualization of the real world as presented in written texts which influence how people live and act. In the context of this paper discourse is considered a social practice that influences other forms of social practices. In a very articulated way, Nihuka analyses the potentials of technologies in facilitating course delivery and students support at the Open University of Tanzania (OUT) with a population exceeding 35,000 students spread in 25 Regional Centres. He therefore examines students’ knowledge and skills on computer and Internet as well as students’ perceptions regarding the benefits of using technologies in Open and Distance Learning institutions like the OUT. The author reports that over 50% of interviewed students have knowledge of computers (word processing: 76.9%, e-mail: 72.0%; sending attachments: 57.2%, and searching information in the internet: 71%), but only few proportion of them have knowledge of database (spreadsheets: 29.3%), and Power point presentations (23.1%). Nihuka urges that the integration of e-learning at The Open University of Tanzania is necessary and efforts should be made to adequately train students on the usage of computers and internet for successful e-learning integration. In his interesting article, Mnyanyi tries to demonstrate how participation in teaching and learning activities is viewed by teachers and pupils with and without disabilities in Primary Schools. He carried his research in three primary schools accommodating pupils with disabilities in ordinary classes, 8 teachers, 81 pupils with disabilities and 90 pupils without disabilities. He observed that there are qualitative differences in views regarding participation among pupils and among teachers, concluding that both teachers and pupils agree that resources influence participation in classroom activities among pupils with and without disabilities. The article by Kitula gives a reflection on the integration of gender in pro-poor policies and initiative situations in Tanzania. She reiterates that gender issues are considered peripheral in policies related to budgeting, structural reforms, development programmes both in governments and private sectors. The author goes on with a recommendation that for a poor or developing country like Tanzania, it is important to make drastic changes in development strategies such that policy makers/implementers, planners, advocacy groups and the likes are sensitized on gender mainstreaming concepts so as to empower women to enable them liberate themselves Article by Okopi highlights the aim of learner support services in Open and Distance Learning (ODL) education, taking the example of National Open University of Nigeria (NOUN). The manuscript analyses how far NOUN has gone in providing interactive support services at the study centres, place of service delivery, staff responsible for providing the services, delivery target, customers, facilities and equipment at the study centres, schools and programmes, mode of service delivery, problems militating against effective support service delivery, how to measure performance in support service delivery and the way forward. Shungu and Mbwette underscore the impacts and achievements of the Community Economic Development Programme (CED) on the ongoing reform programmes in the central and local governments, taking as case examples, seven Councils (Kilombero, Tandahimba, Mbozi, Babati, Kilwa and Mbeya). The findings of the study support the contention that the ongoing reform programmes in the central and local government require some intervention by other stake holders in as far as capacity building and training is concerned. The study also underscores the levels attained in democratization governance, empowerment and the degree of participatory practices all of which are objectives of the reforms. Prof. M.D. Varisanga Editor-in-Chief Huria Journa

International Conference on the Future of Tourism (ICFT)

It is with deep satisfaction that I write this Foreword to the Proceedings of the 2nd International Conference on the Future of Tourism (ICFT) held in Arusha, Tanzania, April 16 - 17, 2019. ICFT continues a tradition of bringing together researchers, academics and professionals from all over the world, experts in tourism and hospitality. The conference particularly encouraged the interaction of research students and developing academics with the more established academic community in an informal setting to present and to discuss new and current work. Their contributions helped to make the Conference as outstanding as it has been. The papers contributed the most recent scientific knowledge known in the field of Sustainability of Tourism; Domestic Tourism and SMEs Development; Tourism and Economic Development; Culture and Tourism; Innovation in Tourism; Customer Care in Tourism; Methods of Measuring Tourism; and National Tourism Policy. In addition to the contributed papers, two invited keynote presentations were given: by Mr. Richald Rugimbana, the Executive Secretary of Tourism Confederation of Tanzania who spoke about the Issues for future tourism development with special focus of Tanzania; and Prof. Zororo Muranda, Pro-Vice Chancellor, Chinhoyi University of Technology in Zimbabwe who gave presentation on the Future of tourism: Tourism of the future. The Conference was preceded by a tailor made training in e-Tourism and Management of World Heritage sites. The facilitators of training were: Prof. George Oreku, a professor of ICT from the Open University of Tanzania and Mr. Erick Kajiru, an expert of Management of UNESCO World Sites from the UNESCO Commission in Tanzania. These Proceedings will furnish the scientists of the world with an excellent reference book. I trust also that this will be an impetus to stimulate further study and research in all these areas

Kiswahili (OFP 208)

Kozi hii ni ya Somo la Kiswahili. Walimu wako katika Taasisi wameziteua mada ambazo wanafikiri ni za msingi kuzifahamu kabla hujajiandikisha katika masomo ya shahada ya Chuo Kikuu Huria cha Tanzania. Kila mada ina sura yake. Kwa jumla ziko sura ishirini. Baadhi ya mada zinaweza kuwa ni za kukukumbusha tu kwani huenda ulizisoma ukiwa katika Shule ya Sekondari. Vinginevyo, sehemu kubwa ya mada zilizoelezwa katika sura zinazounda kozi hii ni maarifa mapya kwako ambayo ukiyasoma kwa makini na kutafakari, bila shaka utafanikiwa katika Kozi hii muhimu. Utakapomaliza kusoma kozi hii, utaweza: 1. Kueleza maana ya lugha na chimbuko la lugha ya Kiswahili. 2. Kuunda tungo mbalimbali. 3. Kuelezea muundo wa maneno ya Kiswahili. 4. Kutambua kategoria za kisintaksia na ushahidi wa kuwepo kwazo 5. Kuainisha sentensi za Kiswahili na kuzichanganua kwa njia mbalimbali 6. Kutathmini fasihi ya Kiswahili kwa jumla Tunatumai utaisoma Kozi hii kwa ari, nguvu na kasi mpya nasi tunakutakia mafanikio mazuri

Digital Fluency Course: Digital Fundamentals

Digital literacies are those capabilities that are necessary for an individual living, learning and working in a digital society (JISC, 2014). The use of digital technologies has become integral to every aspect of daily routines, including teaching and learning processes and academic administration. Accordingly, academic staff need to be digitally literate to work competently in this rapidly growing area. This module aims to provide skills, knowledge, and understanding of how to work in your digital environment in an academic context, and to enhance your skills to efficiently, critically, creatively, and safely work with digital technologies in your daily academic routine. The first topic reminds us of basic computer concepts and operations. We then move on to internet fundamentals, which covers recommended techniques of searching for information, and introduces useful web-based applications. The third topic concerns making good use of your virtual learning environment, using Moodle as an example. Then we explore the fundamentals of multimedia, with the aim of developing the necessary skills to create and introduce engaging resources for your students. In the final topic, you have the opportunity to practice editing digital media

English Language (OFP 007)

This course aims to develop academic and communicative proficiency in English among students. It will introduce the learners to fundamentals of English grammar, formation of English sentences, pronunciation of English words and appropriate use of English language vocabulary and grammar through well set activities. Furthermore, the course will address the basics of developing competence in reading and writing creatively in English, focusing on their academic and social communication needs. Course Objectives By the end of this course, learners are expected to be able to do the following. 1. Refine their ability to pronounce English language words correctly. 2. Use English language vocabulary and grammar appropriately. 3. Write extensively and creatively using English language. 4. Classify the major classes of English language. 5. Demonstrate communicative competence in English through integration of English grammar and language development skills. 6. Demonstrate advanced competence in English reading and writing skills. Mode of Assessment Continuous Assessment: 30% Final Examination: 70

Many Labs 2: Investigating Variation in Replicability Across Samples and Settings

We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p < .05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p < .0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely high-powered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen’s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied