Browsing by Author "Asante, Douglas"
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- Advocating for Use of Instructional Design and Technology (IDT) As a Contribution to Curriculum Decolonization and Expansion of Access to Higher Education in AfricaMukuni, Joseph Siloka; Mukuni, Candido; Asante, Douglas; Mukuni, Kizito (STSL Press)The purpose of this paper is to propose an approach to the application of IDT theory and practice to history pedagogies suitable for face-to-face (F2F) and non-F2-F teaching/learning interactions, including teaching by inquiry, cooperative learning, lecture-discussion, and reflection. The paper also proposes systemic innovations that must be made to sustain IDT in Africa’s institutions of higher learning.
- Promoting Instructional Design and Technology (IDT) Pedagogies: A Contribution to Curriculum Decolonization and Expanding Access to Higher EducationMukuni, Joseph Siloka; Mukuni, Candido; Asante, Douglas; Mukuni, Kizito (2021-10)After a long history of colonization and dependence on the West, Africa's education systems need decolonization. In recent years, African scholars have been sharing their thoughts about the need to decolonize African education (See for instance Heleta, 2016; Mbembe, 2016; Nyoni, 2019; Moosavi, 2020; Foveti, 2021). They have observed that although African states have been independent for several decades, the ghost of colonialism still lingers on in the curricula of most African education systems. As African scholars of history (and those of other disciplines) look forward to changing the curriculum to make it more relevant and meaningful for students, the field of instructional design will prove to be very instrumental. According to the University of Arizona (2018), IDT or instructional design technology is “The practice of designing, creating, and delivering digital and physical instructional experiences and products for those who need it.” Lecturers, and professors of history, like other academicians in all disciplines, could benefit from the theory and practice of instructional design technology (IDT) to enhance the teaching of decolonized history. The purpose of this paper is to propose an approach to the application of instructional design technology (IDT) theory and practice to history pedagogies suitable for (face to face) F2F and non-F2-F teaching/learning interactions, including teaching history by inquiry, cooperative learning, lecture-discussion, and other student-centered methods. The aim is to provide support to for increasing the content related to colonized and marginalized peoples and challenging how history has been conventionally taught (Jackson, 2021). The paper also proposes systemic innovations that must be made to sustain IDT in Africa's institutions of higher learning.
- Rapid Instructional Design for Emergency Remote Teaching In Higher EducationAsante, Douglas (Virginia Tech, 2024-05-28)The global COVID-19 pandemic plunged higher education, and particularly its teaching modalities, into unprecedented turmoil compelling unintended recourse to remote instructional modalities which have become widely known as Emergency Remote Teaching (ERT). To ensure continuity of learning, institutions of higher education resorted to just-in-time instructional design strategies that spawned significantly divergent nuances in a confounding spectrum. Stress levels among faculty and students soared as a result. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education. These themes were compared with the tenets of an existing just-in-time Instructional Design framework, the Rapid Instructional Design. Differences and similarities were identified in order to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost for all stakeholders of education in higher institutes of learning, and especially for instructional designers (IDs), faculty, administrators, and policy makers.