Collaborative design of educational digital libraries for African higher education

This thesis will develop a model that can be used to guide collaborative design of educational digital libraries that are relevant to the learning objectives and are appropriate to African Higher Education. Factors affecting connections between educational digital library capabilities, learning processes and learners’ needs in higher education will be identified and used to develop the model. These factors will be identified through qualitative studies with the key players (i.e. academics, information professionals, digital library technical designers and students). The model will be iteratively developed and later evaluated for correctness by some of the key players. So far a preliminary literature review has been done to locate related work and identify knowledge gaps. In addition, a pilot study has been carried out and identified some temporal factors that will be pursued further in the proposed study

Students' Perception of Digital Resources in Higher Education in Africa

The purpose of this study was to investigate the perceptions of students on digital resources in universities in Africa. Digital resources in this study encompassed information resources from digital library and from e-learning. A mixed methods approach was employed with qualitative method being dominant, and was carried out within a case study design involving University of Nairobi students from two disciplines, lecturers and librarians. Interviews with students were triangulated with informal interviews with their lecturers and librarians, observations and documented quantitative data. The data was analyzed using thematic analytical approach. The study found that students take control of their usage of digital resources. They perceive e-leaming resources and digital library resources as intertwined into one learning resource. In addition, high IT skills among students and lecturers impact on students’ expectations of roles and levels of engagement with lecturers and librarians. The librarians’ role seems to be taken on by the lecturers. In this process, librarians are left out of participation in an e-learning environment. A related project suggests a user-focused, more collaborative model in which librarians, lecturers and students can engage with each other more in order to leverage the benefits of digital resources for learning

A collaborative design process for educational digital resources in African higher education

Within Africa, access to digital library systems is critical in supporting higher level teaching, learning and research. Currently there is a high demand with inadequate resources which often produces poorly supported learning outcomes. The effectiveness of current resources is further limited by poor design processes, which is worsened by stakeholders (academics, e-learning technologists and digital librarians and designers) often working in isolation. Ultimately, designed resources become less user-centred and sustainable. This thesis sought to provide empirically developed collaborative design process guidance for design stakeholders developing educational digital resources within African higher education. Following a Human Computer Interaction research approach, eleven best practice digital library projects identified from three case studies of African universities (in Kenya, Uganda and South Africa) were investigated. Data was drawn from interviews, observations and an examination of documents. This investigation identified three interrelated factors that impacted on the design process (i. e. human relationships, innovative technologies and policies). The human relationships factor comprised multidisciplinary design stakeholders and included a subset i. e. design champions (multidisciplinary and domain champions) whose role changed the facilitation and eventual output of the other stakeholders in the design process. The multidisciplinary champions took on a participatory approach to engagement while the domain champions assumed an approach that was less engaging. The innovative technologies factor comprised universal technologies and `flexible' technologies (i. e. Web 2.0 applications and the Open Source Software) which supported the design process and enhanced user-centeredness and sustainability of the projects. Existing institutional and national policies supported stakeholder collaboration and application of the innovative technologies. The absence of any of these factors in the digital library projects weakened the design process and reduced effectiveness of digital resources. These three factors have been used to develop the Collaborative Educational Resources Design (CERD) process model as a guidance tool to support multidisciplinary design stakeholders indesigning effective digital resources

The different roles of ‘design process champions’ for digital libraries in African higher education

The concept of design stakeholders is central to effective design of digital libraries. We report on research findings that identified the presence of a key subset of stakeholders which we term ‘design process champions’. Our findings have identified that these champions can change interaction patterns and the eventual output of the other stakeholders (project participants) in the design process of digital library projects. This empirical research is based upon 38 interviews with key stakeholders and a review of documentary evidence in ten innovative digital library design projects (e.g. mobile clinical libraries) located in three African universities in Kenya, Uganda and South Africa. Through a grounded theory approach two different types of the ‘design process champions’ emerged from the data with varying levels of effectiveness in the design process: (i) domain champions and (ii) multidisciplinary champions. The domain champions assume a ‘siloed’ approach of engagement while the multidisciplinary champions take on a participatory engagement throughout the design process. A discussion of the implications of information specialists functioning as domain champions is highlighted. We conclude by suggesting that the multidisciplinary champions’ approach is particularly useful in supporting sustainability of digital library design projects

An empirical investigation of the emergent issues around OER adoption in Sub-Saharan Africa

In the past few years, Africa has joined the rest of the world as an active participant in the Open Educational Resource (OER) movement with a number of home-grown and externally driven initiatives. These have the potential to make an immense contribution to teaching and learning in Sub-Saharan Africa (SSA). However, certain barriers prevent full participation. This paper reports on qualitative research that sought to investigate SSA's readiness to adopt OERs. This study involves three case studies based in higher education institutions involved in OER projects and located in Kenya, Uganda and South Africa. Contrary to the popular belief, findings indicate that low technological levels in Africa do not necessarily impede the adoption of such educational technologies; the real challenges facing the readiness to adopt OERs appear to be related to socio-economic, cultural, institutional and national issues. This paper argues for a complete mind shift in how people perceive OERs. It also proposes raising awareness of OERs at all levels, involving institutions and government, versioning OERs for the African context and conducting more research on OER adoption

Copyright Issues and their Impact on Flexible Education in Africa

Information about the book: In many international settings, developing economies are in danger of declining as the digital divide becomes the knowledge divide. This decline attacks the very fabric of cohesion and purpose for these regional societies delivering increased social, health, economic and sustainability problems. The examples in this book will provide leaders, policy developers, researchers, students and community with successful strategies and principles of ICT use in education to address these needs. This book will discuss how educational technology can be used to transform education and assist developing communities to close the knowledge divide. It will provide comprehensive coverage of educational technology in development in different professions and parts of world. The book will provide examples of best practice, case studies and principles for educators, community leaders, researchers and policy advisers on the use of educational technology for development. In particular, it will provide examples of how education can be provided more flexibly in order to provide access to hitherto disadvantaged communities and individuals

An African experience in providing a digital library service: the African Virtual University (AVU) example

About the book: This edited collection is drawn from the seventh Libraries Without Walls Conference, held in 2007. From their beginnings in 1995, the Libraries Without Walls conferences have mapped a major change in the practice of librarianship. While library services are still concerned to provide users with physical access to their buildings, electronic access - often from remote locations - is becoming ever more dominant. Library services are being integrated into virtual learning, research and personal environments

Keynote Address: Re-Imagining Librarianship Beyond the Pandemic/ Discurso de Apertura: Reimaginando La Bibliotecología Más Allá de la Pandemia

Libraries have always been at the forefront of digital transformation and have invested in different technologies, such as automation of library services, provision of online information resources, and digital literacy, etc. More recently, libraries have been in a continuous process of re-inventing and leveraging on the transformative power of digital technology to become more people-centered and not mere resource-centered institutions. Modern libraries are being designed with common spaces and technologies that facilitate social engagement and interactions. The unexpected demand to shift services online that was created by the Covid-19 pandemic accelerated this digital transformation process as libraries, like other service providers, were forced to close their physical facilities to keep their staff and patrons safe. The need to continue supporting library users meant that libraries had to quickly fast track their application of digital technologies and innovate new ways and tools to support effective virtual service delivery. With these sudden changes, how does the future of librarianship look, and how are libraries and librarians positioning themselves to adapt and thrive in a new space that presents unique challenges and opportunities? What is the place of disruptive technologies such as robotics, artificial intelligence, machine learning, and virtual reality in a post-Covid-19 library service? The keynote address will reflect on how this important service responded and adapted itself to the challenges of the pandemic. It will then explore the nature of the emerging post-pandemic environment, the evolving characteristics and demands of patrons, and how libraries and librarians should adapt to this rapidly changing space. Participants will be provoked into thinking of new methodologies, competencies, and skills of the librarian of the future. Las bibliotecas siempre han estado a la vanguardia de la transformación digital y han invertido en diferentes tecnologías, como la automatización de los servicios bibliotecarios, la provisión de recursos de información en línea y alfabetización digital, etc. Más recientemente, las bibliotecas han estado en un proceso continuo de reinvención y nivelamiento del poder transformador de la tecnología digital para centrarse más en las personas y no en meras instituciones centradas en los recursos. Las bibliotecas modernas se están diseñando con espacios y tecnologías que facilitan el envolvimiento y las interacciones sociales. La demanda inesperada para cambiar los servicios en línea que fue creada por el Covid-19 pandemia aceleró este proceso de transformación digital como bibliotecas, como otras proveedores de servicios, se vieron obligados a cerrar sus instalaciones físicas para mantener a su personal y patronos a salvo. La necesidad de seguir apoyando a los usuarios de la biblioteca significó que las bibliotecas tuvieron que acelerar rápidamente su aplicación de tecnologías digitales e innovar nuevas formas y herramientas para respaldar la prestación eficaz de servicios virtuales. Con estos cambios repentinos, ¿Cómo se ve el futuro de la biblioteconomía y cómo están las bibliotecas y los bibliotecarios posicionarse para adaptarse y prosperar en un nuevo espacio que presenta retos y oportunidades únicas? ¿Cuál es el lugar de las tecnologías disruptivas como robótica, inteligencia artificial, aprendizaje automático y realidad virtual en un servicio post-Covid 19 de biblioteca? El discurso de apertura reflejará en cómo este importante servicio respondió y se adaptó a los desafíos de la pandemia. Luego explorará la naturaleza del entorno emergente post pandémico, las características en evolución y demandas de los usuarios, y cómo las bibliotecas y los bibliotecarios deben adaptarse rápidamente a este espacio cambiante. Se incitará a los participantes a pensar en nuevas metodologías, competencias y habilidades del bibliotecario del futuro

Role of policies in collaborative design process for digital libraries within African higher education

Purpose – This paper aims to explore the role of institutional and national policies in the design process of educational digital libraries developed collaboratively with key stakeholders within the African higher education context. Design/methodology/approach – A qualitative research project based on three case studies of universities in Africa (Uganda, Kenya, Uganda) was carried out; comprising a retrospective review of the design process of ten innovative digital libraries through 38 in-depth interviews with key design stakeholders. The interviews were conducted between September and December, 2009, while the data were triangulated with observations and documentary evidence from key policies. Findings – Institutional and national policies were found to have tremendous impact on the design process of digital libraries as well as on their sustainability. Their absence in the design process was found to stifle innovation. Research limitations/implications – This research was limited to the design process of digital libraries in African higher education. The research findings suggest that policy makers are important design gatekeepers and as such digital library designers should actively review relevant national and institutional policies, incorporate the implications of policies into design processes, and help to develop relevant policies. Originality/value – The paper provides an understanding of the critical impact policies have with respect to supporting the design of educational digital libraries that are developed collaboratively with stakeholders. The retrospective review of completed digital library design processes carried out offers a different methodological approach for obtaining a high level understanding of the phenomenon under investigation

Information Access and Issues of Bandwidth

There are two striking facts about African universities and bandwidth. The first is that the average university in Africa has the same aggregate bandwidth as a single home user in North America or Europe. The second is that the average African university pays 50 or 100 times more for this bandwidth than its counterparts in Europe or North America. Cross Atlantic fiber for research and education networks is now being obtained for 1 /mbps/month, while African institutions must pay over 5,000/mbps/month or more for the same bandwidth to connect to their counterparts in developed countries