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|a UAMI
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|a Wild, Joanna.
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|a Digital Technology in Capacity Development :
|b Enabling Learning and Supporting Change.
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| 264 |
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|a Oxford :
|b African Minds,
|c 2022.
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| 300 |
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|a 1 online resource (285 p.)
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| 336 |
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|a text
|b txt
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|a Intro -- Title Page -- Copyright -- Contents -- Foreword -- Acknowledgments -- Introduction -- What this book is about -- Why write a book about using digital technologies in capacity development? -- Organisation and structure of the book -- Who might find this book useful? -- Using this book -- a guide for the reader -- References -- Setting the scene -- Why does 'capacity' need to be 'developed'? -- How we understand capacity development -- A framework to guide our learning and capacity development work -- INASP's approach to the use of technology in capacity development
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|a Closing learning loops through monitoring, evaluation and learning -- Conclusions -- References -- Examining some common assumptions about TEL in capacity development -- Introduction -- Methodology -- An overview of INASP's technology-enhanced capacity development approaches -- Testing existing assumptions about TEL in the Global South -- Discussion: to what extent do these common assumptions hold? -- References -- A step by step guide to technology-enhanced capacity development -- Introduction -- Quality assurance (QA) -- Five ingredients of success -- Phases of a TECD project -- Conclusions
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| 504 |
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|a References -- Case Studies -- Case study 1 In-built flexibility in INASP's MOOCs leads to increased participation -- Case study 2 Designing MOOCs for low-bandwidth environments -- Case study 3 Selecting the most suitable platforms to facilitate online journal club participation -- Case study 4 How the use of digital tools in face-to-face workshops can enhance learning: experiences from TESCEA -- Case study 5 Participants value international interaction in online journal clubs -- Case study 6 Online group mentoring in TESCEA: the value of peer-to-peer interaction
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|a Case study 7 Critical thinking: the impact of light facilitation on outcomes -- Case study 8 Approaches to encouraging interaction in research-writing MOOCs -- Case study 9 Self-study tutorials give participants flexibility around timing -- Case study 10 Scheduling of INASP's Editorial Processes for Journal Editors course -- Case study 11 Developing teaching of critical thinking in Sierra Leone: responding to a local and changing context -- Case study 12 Capacity development workshop in Vietnam: considering the cultural context when scheduling training
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|a Case study 13 Developing a bespoke online embedding programme in Colombo, Sri Lanka -- Case study 14 Online mentoring in AuthorAID: Providing facilitated and unfacilitated mentoring to a global network -- Case study 15 Handing over the INASP Research Writing course to the Open University of Tanzania -- Case study 16 The Transforming Higher Education for Social Change partnership -- Conclusions -- Resources -- Scoping areas -- question bank -- Design decisions -- question bank -- Publicising your course: A template -- Guidelines for facilitators: Some points to reuse and adapt
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| 500 |
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|a Announcements for the participants of an online course
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| 590 |
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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|a Educational technology.
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|a Technologie éducative.
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|a Educational technology
|2 fast
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| 700 |
1 |
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|a Nzegwu, Femi.
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| 776 |
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8 |
|i Print version:
|a Wild, Joanna
|t Digital Technology in Capacity Development
|d Oxford : African Minds,c2022
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