Digital Technology in Capacity Development : : Enabling Learning and Supporting Change / / edited by Joanna Wild and Femi Nzegwu.

• TeilnehmendeR: Wild, Joanna,; Nzegwu, Femi,
• Place / Publishing House: Oxford : : African Minds,, [2022]; ©2022
• Year of Publication: 2022
• Edition: First edition.
• Language: English
• Physical Description: 1 online resource (195 pages)

Table of Contents

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 -- 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 -- 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 -- 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 -- 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 -- Announcements for the participants of an online course -- Learning about the Moodle LMS -- Checklist for local implementation of an online capacity development intervention -- Questions to include in the pre-course survey and post-course survey -- Glossary of terms -- About the editors.