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A Kenyan Cloud School: Massive Open Online & Ongoing Courses for Blended and Lifelong Learning
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2013 (English)In: Open Praxis, ISSN 2304-070X, Vol. 5, no 4, 301-313 p.Article in journal (Refereed) Published
Abstract [en]

This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.

Place, publisher, year, edition, pages
2013. Vol. 5, no 4, 301-313 p.
Keyword [en]
MOOC, OER, ICT4E, Blended Learning, Lifelong Learning, Digital Badges
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-97191DOI: 10.5944/openpraxis.5.4.86OAI: oai:DiVA.org:su-97191DiVA: diva2:676235
Available from: 2013-12-05 Created: 2013-12-05 Last updated: 2014-10-31Bibliographically approved
In thesis
1. Do-It-Yourself Learning in Kenya: Exploring mobile technologies for merging non-formal and informal learning
Open this publication in new window or tab >>Do-It-Yourself Learning in Kenya: Exploring mobile technologies for merging non-formal and informal learning
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The educational landscape is changing and a variety of technologies and techniques are blurring the lines between traditional and non-traditional learning. This change is substantial in low-income countries: individuals in developing countries have a great desire to educate themselves and improve their quality of life. Kenyans are adequately literate and accustomed to mobile technology despite being a largely impoverished, poorly educated populace. Kenya represents an optimal setting in which to research the use and feasibility of modern mobile and educational technologies. The broad aim of this dissertation is to explore how mobile devices can catalyze and enhance both informal and non-formal learning. In particular, this dissertation explores how technologies and concepts such as mobile web apps, Massive Open Online Courses (MOOCs), and learning incentives via a smartphone specifically affect informal and non-formal learning in Kenya. The primary research question is how can learning efforts that utilize mobile learning, MOOCs, and learning incentives combine non-formal and informal learning to develop and contribute to a do-it-yourself (DIY) approach to learning in Kenya? The primary method is action research. The first contribution of this dissertation is the finding that mobile web apps are currently better suited for data exchange than producing new content. The second contribution is the finding that a smartphone can enhance informal learning in a developing country with little or no scaffolding. The third contribution is the finding that non-formal learning efforts as a MOOC are shown to be a viable means of delivering non-formal learning in a developing country via a smartphone. The fourth contribution is the finding that the use of incentives such as digital badges provide a means by which to validate non-formal learning and contribute to a DIY attitude towards learning creation, where individuals can freely complement or replace a traditional curriculum.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2014. 122 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 14-018
Keyword
ICT4D, mobile learning, M4D, informal learning, non-formal learning, MOOCs, digital incentives
National Category
Computer and Information Science
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-108428 (URN)978-91-7649-045-7 (ISBN)
Public defence
2014-12-12, Lilla hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (English)
Opponent
Supervisors
Available from: 2014-11-20 Created: 2014-10-23 Last updated: 2014-11-21Bibliographically approved

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