A Learning Design Model for Africa?

Digital education products and platforms are often brought into Africa from more advanced digital societies such as the United Kingdom or the United States of America. While these products could be world-class and highly effective in the markets they were developed, they have not been conceptualised with the societal, cultural  or technological contexts of Africa […]

The FRAME Model for developing mobile learning products

The Framework for the Rational Analysis of Mobile Education (FRAME) is a useful analytical lens to develop engaging, pedagogically-sound learning via mobile phones. It provides an understanding of the context of the learners as well as being a tool to test existing assumptions. These assumptions could include the types of devices learners have (feature phone, smartphone or […]

MOOCs and Skills Training

In recent years, a global increase in access to the Internet, a demand for quality and affordable higher education and the willingness of some international higher education institutions (HEIs) to experiment with Web 2.0 tools and concepts, has resulted in the substantial growth of Massive Open Online Courses  (MOOCs). These courses allow for new ways […]

Massive Open Online Courses (MOOCs): Disruptive Change or 21st Century Innovation?

In recent years, a global increase in access to the Internet coupled with a demand for quality and affordable higher education and a willingness on the part of faculty at some international higher education institutions (HEIs) to experiment with Web 2.0 tools and concepts has resulted in the substantial growth of Massive Open Online Courses […]

Using digital storytelling to teach English Language skills in South African schools

Education standards at some schools in SubSaharan Africa is poor, with mathematics and literacy highlighted as key problem areas. According to the report Teaching and learning: Achieving quality for all (2014), published by the United Nations Educational, Scientific and Cultural Organisation Education (Unesco), almost half the children in this region had difficulty reading at a […]