ABSTRACT. There is no doubt that education will be one of the sectors that will experience massive disruption and e-learning will change present day pedagogies. The drive to bring education on to our mobile handsets is unstoppable. Countries are racing to take high speed broadband to citizens to make mobile learning a reality. Gamification of learning is underway and e-learning platforms of the future will be more like video games of today. Although traditional teaching will continue, teachers will have to consistently be up-to-date on their subject matter as future students will validate their content almost instantly from smart wearable devices. Open learning through Massive Open Online Courses will be the future of Universal education from the best brains globally. Some may think these are dreams for the future but in reality some of these futuristic thinking is beginning to take shape and we must be ready for it.

ABSTRACT. Learning Objectives:

By  the  end  of  the  session, participants will be able to:

1.  Demonstrate  understanding  of  Community-based  strategies  currently  as  used  by  University  of  Missouri  Extension and other land grant Universities in adult education.

2.  Demonstrate  an  appreciation  of  the  contributions of  mobile  application  tools to  compliment F2F  adult  education sessions.

3.  Demonstrate  a  understanding  of  the  role  of  mobile  apps on positive behavior change to support the sociological behavior model theory.

Background:

To place this presentation in perspective, the presentation is based on a published and well shared curriculum. Authors explore the use of currently available mobile apps to enrich the F2F adult education sessions of “Small Steps to Health & Health” held around the United States.

Abstract

The University of Missouri Extension Specialists in Nutrition and Health, and Family Finance have recently received training and permissions to use “Small steps to Health and Wealth”; Curriculum written by Barbara o’Neal and Karen Ensel, for community based programs. The Curriculum is based on the realization of the many similarities between personal health and wealth (O'Neill & Ensle, 2013). According to O’Neal and Ensle, these similarities include that: (1) problems build up gradually over time (2) these problems negatively impact health and wealth as poor health drains income ( 3) the use checks and balances and the lack of the same impacts a person’s wellbeing (4) research has proven that there is a disconnect between people’s behaviors versus their action in both areas of life (5) drastic measures to solve health and wealth issues lead to serious negative consequences and (5) there’s a lack of understanding  that because health and wealth problems take time to build, there are no quick solutions.

This presentation proposes the use of a blended approach to teaching this specific curriculum to adult learners.  Currently, a face to face approach is used. In this presentation we show how we can use existing technologies with the curriculum to enhance learning. Out of the 25 strategies in the curriculum, the focus is on five strategies incorporating technologies that support positive behavior changes to health and wealth. The strategies are evidence based and mirrors the “Small Steps to Health and Wealth” by O’Neal and Ensle 2013.  Each strategy will be paired with a mobile application that can monitor and promote behavior change related to health and/or wealth.  Each strategy will be presented to participants with an accompanying worksheet for group activity, action steps in both areas of health and wealth that a participant can analyze and apply to everyday life. A mobile application may be used to tailor their personal goal. Additional mobile applications will be provided for further reference or options.

Five Strategies to be demonstrated with applicable Innovative Mobile Applications are:            

• Control Your Destiny explores the importance of self-perseverance through health and wealth by taking control of your future.  Apps Include: myfitnesspal.com; Weight Watchers Mobile; health vault; Credit Karma; Mint: Money Manager; and Spending Tracker
• Step Down to Change – a strategy that helps one reduce consumption through health and wealth.  It provides strategies on how to reduce spending and calories without deprivation. Apps Include: myfitnesspal.com; BMI Calculator, Credit Karma, Mint: Money Manager; and Spending Tracker
• Control Your Environment – a strategy that focuses on the surroundings in which an individual lives Apps Include: Fitness Buddy; myfitnesspal.com; Credit Karma; Mint: Money Manager; and Spending Tracker
• Monitor your Progress and Reward Success – a proven strategy to increasing success in behavior change.  (Andrews, 2004). Apps include: Fitbit; ihealth; estibudget; Credit Karma; Mint: Money Manager; and Spending Tracker 
• Expect Obstacles and Prepare for Relapses – this strategy address action steps that can be taken when obstacles block positive actions related to health and wealth (Hall, Joseph, & Schwartz-Barcott, 2003). Apps include: myfitnesspal.com; Cheer up! 100x; Credit Karma; Mint: Money Manager; and Spending Tracker

Conclusion

“Small Steps to Health and Wealth” is a research based curriculum adopted by several University Extension Units in North America.The use of mobile applications supports and enriches the experience and increases success in improving health and personal finance using sociological behavior model theory.

References 

1.  University of Kentucky  Cooperative  Extension.  (2008, June).  University of Kentucky HES  Fact  Sheet.  Retrieved from  http://www2.ca.uky.edu/hes/fcs/factshts/frm-ssb-67.pdf 

2.  Andrews,  A.  (2004).  Get  Healthy  Get  Wealthy.  Money,  57. 

3.  Branch,  S.  (1997). Dollar Pitching:  A  Consumer's  guide  to  Smart  Spending.  New York:  Warner Books.

 4.  Hall,  R.  F., Joseph,  D.  H.,  &  Schwartz-Barcott,  D.  (2003).  Overcoming  Obstacles  to  Behavior  Change  in  Diabetes  Self-  management.  Diabetes Education,  303-311. 

5.  O'Neill,  B.  M.,  &  Ensle,  K.  M.  (2013).  Small Steps  to  Health  and  Wealth.  Ithaca,  NY:  National  Resource,  Agriculture,  and  Engineering  Service. 

6.  University of Rhode Island.  (2015,  July  16).  Detailed Overview.  Retrieved from University of Rhode  Island:  http://web.uri.edu/cprc/detailed-overview/

ABSTRACT. WAIBOCHI N. Paul waibochipn@gmail, nwaibochi@cemastea.ac.ke Centre for Mathematics Science and Technology Education in Africa (CEMASTEA) Objectives 1) Appreciate the role of social media especially whatsapp in teacher in service training. 2) Develop skills to enable mobile learning practice.

3) Form professional group (Communities of practice)

m-learning: Using whatsapp in enhancing pedagogical competencies: The Lesson Study model Abstract Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre- and in-service teacher training, and connect teachers to the local or global teacher community. m- learning comes in handy in this respect. It can be used to promote teacher professional growth on pedagogy through the lesson study model. A mobile phone which almost all teachers in Kenya have can be used as a device for m-learning and how the social media especially whatsapp can be used. Key words: m-learning, lesson study, pedagogy, whatsapp Introduction m-learning is continuously growing and becoming part and parcel of learning and education. Social media are also being introduced every day and their use and application are also being diversified virtually every day. In the field of teacher training especially in the in-service sector, the effect of using social media can be enormous. There is no doubt that technology and especially the use of social media has benefited the teaching profession tremendously. The sheer volume of communication and interaction and sharing available in the social media which can be used for and by the teachers for professional growth can be overwhelming. There is so much that can be used on-line such that the trainers should carefully select that which will enhance teaching and maximize learning opportunities. m-learning allows teachers to create engaging web quality videos that include photos, video clips, text, and music and share them. These could be used for instructional pedagogy and for professional capacity development. m-learning and lesson study: Case study of CEMASTEA Through m-learning, CEMASTEA has been able to enhance teachers pedagogical skills through a model called lesson study where teachers for a particular subject in a school/area come together, identify a unique problem in a teaching area, plan the lesson and prepare the instructional resources together, then do team teaching where one of them implements the lesson in an actual classroom in a selected school, the others teachers observe the lesson and then a reflective meeting takes place where critiquing is done. The participants give feedback on the strengths of the lesson and also suggest improvements on the areas which were found to be weak. The suggested improvements are incorporated in the subsequent lessons and the best pedagogical approaches and practices are to be cascaded to all other topics and subjects. The focus is on student centered learning that inculcates 21st century skills such as collaboration, problem solving, decision making, creativity, innovativeness, communication, manipulative and promote thinking. This can effectively be done virtually through the social media and has proved to be cost effective and sustainable. That almost every teacher in Kenya owns a mobile phone, and with broad band and internet connectivity almost everywhere through modems and with the cost also being very reasonable, m-learning can be used to enhance the classroom school based INSET through lesson study.

As of today, it seems that whatsApp has advantages over other technological tools employed by the education system, such as low cost, simplicity, accessibility, efficiency, and natural language (Church & De Oliveira, 2013).

Lesson study gives teachers a good grasp of how to embrace m-learning and to become more innovative and knowledgeable on how technological tools can transform pedagogical strategies and content representations for teaching specific topics.

Using whatsapp in m-learning: The Lesson Study Approach WhatsApp Messenger is a cross-platform mobile messaging app which allows one to exchange messages without having to pay for SMS. WhatsApp Messenger is available for m-Phones, which can all message each other. And because WhatsApp messenger uses the same internet data plan that is used for email and web browsing, there is no cost to message and stay in touch with fellow teachers. In addition to basic messaging WhatsApp users can create professional groups, send each other unlimited images, video and audio media messages which are related to classroom practices. The importance and use of m-learning in education and training cannot be underrated as it enables teachers also to directly save time, improvement of scores of learners when used effectively, addressing different teaching/learning styles, catering for special needs learners, simplifying difficult concepts and creating and sustaining interest among others. But the fact is that in practice very few teachers and teacher trainee are using m-learning even where the infrastructures are available. The lack of practice is commonly attributed not to lack of resources, but in leadership, wrong notion that it is for technology savvy teachers, teacher attitudes and beliefs, lack of skills and finally lack of a technology based assessment framework that is aligned to the curriculum (Khe, F.H., and Thomas, B.2007). Although technologies such as mobile phones, still and video cameras, TVs and DVD players are common in most schools they are not seen as ICTs except computers. This therefore means that the greatest barriers to use of m-learning in teaching and learning are not lack of skills but technophobia due teachers’ attitudes and beliefs. Supporting teachers to adopt m-learning through lesson study model Encouraging teachers and teacher trainee to embrace the social media and m-learning, calls for opportunities that will make teachers see the relationship between the technology being used and the content being learnt using actual classroom illustrations. The m-learning compliant teachers are able to identify representations such as animations, graphics, simulations, interactivity, videos and pictures for transforming the content to be taught into forms that are comprehensible to learners. Further evidence of m-learning uptake is when they can identify teaching strategies that are difficult to be implemented, can choose appropriate social media and identify their effective pedagogical uses. Finally the teachers can identify appropriate strategies to be combined with technology in the classroom that puts the learner at the center of the learning process (Syh-Jong J., Kuan-chung, C.2010).

The cycle of lesson study

The lesson study cycle described above can be effected and accelerated through m-learning and through whatsapp and to reach more teachers. It can be done virtually without teachers coming physically together but recording every step and sharing and interacting through m-learning.

Conclusion The effective adoption of m-learning approach to entrench school or regional based INSET through lesson study can enable teachers to understand that continuous professional development and inculcation of 21st century skills and classroom based approaches can be enhanced through m-learning and through emerging social applications like whats app etc and how they can be used with respect to teacher training and networking.

References 1. Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning 2. Drew,Polly.Michael J. Hannafin(2010).Reexamining technology's role in learner- centered professional development.Journal of Education Technology Research Development,58,557- 571 3. Suki, N.M. & Suki, N.M. (2007). Mobile phone usage for m-learning: comparing heavy and light mobile phone users. 4. Church, K., & de Oliveira, R. (2013). What's up with whatsapp? Comparing mobile instant messaging behaviors with traditional SMS. Proceedings of the 15th International Conference on Human-computer Interaction with Mobile Devices and Services (pp. 352-361). 5. Jared Keengwe,Grace Onchwari &Patrick Wachira(2008).Computer Technology Integration and Student Learning:Barriers and Promise.Journal of Science Education Technology,17.560-565 6. Ministry of Education,Kenya Basic Education Bill 2012. .

ABSTRACT. 1. Three Learning Outcomes:

By the end of this session, the audience will be able to: 1) Share best practices in eLearning and easy use some mobile application development tools, 2) Collaborate and gain some valuable ideas about how to design course/curricula structure and content, 3) Allign strategy,concept technologies and tools and implement the solution.

2. Introduction: There was no shortage of expectations for our common engagement in the education and research market. However, the scarcity of critical skills, the weakness of leadership pipelines and lack of collaboration readiness almost remain as of the greatest challenges. Yet in spite of its growing, many organizations are failing to establish the critical foundations around identification, assessment, development and management of their strategical needs.

Trends across industries in conjunction with developments in the education sector in this instance, was far more constructive and strategic than considering stand-alone predictions. There are themes and patterns worthy of educators, administrators and stakeholders investment of time and consideration. A key source and excellent resource for the education community is the NMC Horizon Report: 2015 Higher Education Edition Wiki.

3. Trends in Education:

In the first part of our presentation, we briefly pursue and elaborate some of the global trends in the education sector and as a result we focus on some of the worthy criteria as the six to meet:

- Create a strong learning culture with collaboration, coaching and feedback (e.g. social learning, entrepreneurship and empowerment). - Expand skill-specific education also known as competency-based education (CBE) to institutions generating new education technology products and platforms ('Digital Intelligence'). - Develop learning paths that link directly to competencies fostering and improving individual, team and organisational performance. - Offer a variety of activities tailored to different learning styles with focus on Social learning facilitated by technology and the acceptance of new and viable instructional methods (e.g. iContent, Moodle, MOOCs, Blackboard, etc.). - Demonstrate assessment and tracking learners progress and results so we can easily prove how learning impacts performance. - Use technology to ease administrative burdens while ensuring regulatory compliance (e.g. learning-on-the-go) not just by mobile devices and internet connectivity, but by the availability of sophisticated applications with less barriers that will expand learning to students seeking flexible access to education.

4. Digital Transformation:

Within this part of our presentation we demonstrate a show case on our SAP Enterprise JAM mobile collaboration and social learning system which adapts some important learning, teaching and capacity building needs specifically in EMEA countries. The application has a proven value for different kinds of education and research institutions across the public and industrial sector industries, e.g. schools, universities, government institutions, companies and NGO's.

As a value and social oriented application, the components of our Mobile Application include the following features of a modern eLearning system:

Social learning and collaboration rooms, skills-, qualifications-, project- and task management components, goals and performance assessment, analytics and statistics. We use SAP HANA Cloud platform for big data real time processing, design and development tools, web and mobile services with multi-channel provisioning capability on premise, cloud or hybrid scenarios.

We refer to more than 30 years practice in HR consulting, eLearning and multinational projects in Talent Management, independent research in EMEA countries and with specific interests so on collaboration with our East African Partners.

On the underlying platform we foster cloud cpomputing and mobile learning systems including mobile course booking, analytics, social media and collaboration channels built for a variety of institutions and clients using a responsive design and role specific functions. Besides core features such as e-mail, chats, boards, ideas, discussion groups, feedback, gamifications and certification the scenario components also leverage future extensions/integrations based on SAP technology, eLearning innovations, Internet of Things and connectivity with 3rd party solutions (document-, content- and authoring systems e.g. Blackboard, MOOC, Moodle etc.).

6. Conclusion:

The 'Digital Classroom' model is a suitable attempt to support the development & growth of students, professional educators and institutions at all levels in eLearning.

Our long experience as a global Business Partner (German SAP Solution Provider) is an important source of information for our entire virtual Global Partner Operations (GPO) network. We would like to invite you to collaborate with us by becoming a reference customer, to testify on behalf of GPO and to showcase your success through our solutions. Throughout the entire duration of our collaboration, GPO will look after your needs as a SAP reference customer. We are committed to providing sustainable value to all our customers because we understand that your success is our success.

7. References:

1) SAP AG , Germany/Kenyy http://go.sap.com/index.html Rob.Jonkers@sap.com (SAP HR, Talent Management/Student Lifecycle Management/University Alliances/ Campus Management)

2) GIZ (Nairobi), Hendrik Linneweber, Country Director (International Coop/Organisational Development) http://www.giz.de/en/worldwide/317.html

3) AHK, Nairobi, German Chamber of Commerce, Kenya, Ingo Badoreck, Country Director (Organisational Development/Business Relations) http://www.kenia.ahk.de/

4) Martin Schulz, formerly Director of VABW Alsdorf, Public Sector/Education (Personnel-/Organisational Development, Compliance, Change Management) http://www.europarl.europa.eu/meps/de/1911/MARTIN_SCHULZ_home.html

6)Schulsenat Berlin, Public Sector/Education, Germany (SAP HR Consulting, Change Management) http://www.berlin.de/sen/bjw/

7) Saudi Airlines, Jeddah (SAP Talent Management) http://www.saudiairlines.com/portal/site/saudia/template.WELCOME

8) RWTH Aachen , Germany University/IRV Hoensbrok (Personnel/Organizational Development, Research) https://www.rwth-aachen.de/cms/~a/root/?lidx=1 http://hoensbroek.nederland-web.nl/research/irv/388391.html

9) Andres Sander , Werner Hansen, Research, Publication "On the output of encoding during stimulus fixation". Acta Psychologica, 69, 1988.

10) KPMG/NIS National Insurancy (Barbados) (SAP HR Business Consulting Public Sector) http://www.nis.gov.bb/index_infozonepdfs.cfm

11) BMF Ministery of Finance (Wien, Austria), Public Sector (SAP HR Records und Case Management, Digital Personnel File, Compliance) https://www.bmf.gv.at/

12) Tech Mahindra. India (SAP HR Business Consulting/Global Outsourcing) http://www.techmahindra.com/pages/default.aspx

13) Vodafone,Gemany/Global Telecommunication for SAP Talent Management http://www.vodafone.de/

14)NATS National Air Traffic Services, UK (SAP Talent Management, Security, Compliance) http://www.nats.aero/

15) Indra, Nairobi for SAP HR Consulting KPLC, Nairobi http://www.indracompany.com/en

ABSTRACT. Virtual Classroom (WizIQ) The WizIQ live mobile learning platform is a virtual copy of a normal classroom setting. The platform provides for the usual components of learners attending the training, an instructor presenting the materials, break out rooms, course notes and joining instructions as in a traditional classroom environment. The difference is that there is no physical meeting space and everything happens online in this platform hence, there is no need to travel, there is less out-of-office time and there is an opportunity for learners to attend from any location. It also ensures learners experience the same levels of interactivity as they do in a traditional classroom. It provides constant, anywhere/anytime access to classes and learning content. Uninhibited access to information dramatically increases learning convenience, flexibility and even student motivation. During a live class session, teachers can use a full-featured whiteboard to spur interaction, or share videos, documents, presentations, and other content.

The platform is designed to boost student engagement and empowerment. Communication through chat, discussions with other students and with the teacher are spontaneous and instantaneous—a key part of what makes mLearning so powerful over other mediums. Students can plan their learning according to their personal requirements and pace, and determine which device they would like to use.

Innovation The WizIQ live mobile learning platform is a new breakthrough that enables educators to deliver live, interactive classes over smartphones and tablets—with a host of advanced features that utilize native mobile capabilities as functional learning tools. Students gain the freedom to fully participate in live classes anywhere/anyplace—without losing critical live teacher engagement. With the ability to increase communication and collaboration through mobile technology, educators can drive critical thinking and problem solving without students being tethered to a classroom or a personal computer.

Impact Mobile learning has the ability to play a transformative role in education. We are already seeing a natural progression toward using mLearning as an effective teaching strategy across a varied set of educational groups. From lecturers, training institutes and universities to corporate training professionals—key stakeholders are generating tangible results through this revolutionary new model.

Adaptability The WizIQ live mobile learning platform enable learning through mobile devices, hence as mobile device usage increases so does the extent for mobile learning.

ABSTRACT. Kenyan Public universities have been admitting students with visual impairment for a long time, yet there has been no time during this period that a study has been undertaken to determine the challenges faced by visually impaired students while using ICT services provided in these universities. There is growing interest in developing effective strategies for supporting ICT adoption and implementation in Kenya, particularly in educational sector. These visually impaired students in the Kenyan public universities face various challenges in accessing the most needed literature in their area of interest in academics. However, the nature of these challenges have neither been investigated fully nor addressed. The study aims to develop a human computer interaction framework for visually impaired students in Kenyan public universities. The main objectives will be: to identify specialized ICT application services for use by visually impaired students; to determine the challenges faced by visually impaired students while using ICT services provided in Kenyan public universities; to develop a human computer interaction framework for the visually impaired students for Kenyan public universities. The study will be guided by experiments to be performed on the subjects during the investigation and data collection. The research will employ mixed methods approach that will involve multi-case study. Purposive sampling technique will be used where two public universities will be involved to select the sample size for informants and will depend on the judgment and knowledge of the researcher. The study targets 72 participants who will include 52 visually impaired students, 10 lecturers, 4 ICT professionals, 4 VIS guiders and 2 administrative personnel, one from each university. The research tools will include questionnaires, observation schedule and interviews. An experiment will be performed on the 52 visually impaired students. Data analysis will be based on the objectives. Both descriptive and inferential statistics will be used for the data analysis. The researcher will be able to come up with human computer interaction framework for accessibility and usability by the visually impaired students at universities to enable them access and use ICT services in their academic work. It will also guide universities managers in implementing policies that will help in solving the many challenges faced by visually impaired students. Furthermore, it seeks to sensitize and give recommendations to policy makers at government level and NGOs on challenges faced by Kenyan students with visual impairment in Kenyan universities.

ABSTRACT. One of the millennium development goals was to achieve education for all (EFA) by the year 2015. This, however, has not been achieved yet. Adoption of E-learning is one of the avenues for attainment of this goal. Unfortunately, digital and knowledge divide (among other obstacles) have hindered effective implementation of E-learning. This paper, which is based on a literature review, explores how e-learning platforms developers have or have not included the needs of people living with disabilities in the design of such platforms. Research has shown that E-learning platforms designers have tried to increase accessibility among people with disabilities in a number of ways. Research has shown that with increased use of digital devices and lack of face to face interactions as is the case in E-learning, people with disabilities continues to face some form of social exclusion. Right from design phase to sustainability phase, the needs of people with disabilities should be considered. The paper discusses the extent to which these platforms have offered solutions to barriers to access among these groups and the problems which are yet to be addressed. The paper concludes by proposing use of artificial intelligence systems in providing an integral solution to these problems.

ABSTRACT. Three Learning Outcomes: By the end of this session, the audience will be able to: 1. Know the factors hindering women from effective participation in socio-economic and national development in Nigeria.

2. have deeper understanding of the impact of e-learning and mobile education learning systems.

3. know how e-learning and mobile education can be effectively used to improve the knowledge base of women and enhance their effective participation in nation building.

INTRODUCTION The principle of equality of men and women, as enshrined in the United Nations Charter and the majority of national constitutions and numerous instruments, such as the Universal Declaration of Human Rights; the Convention of the Elimination of all forms of Discrimination Against Women; the Cairo forward looking-strategies; and the Beijing Platform for Action, provided general acceptable standards of legal equality between men and women. The awareness of these standards among women world-wide was significantly raised during the United Nations Decade for Women Equality, Development and Peace and the United Nations Declaration for Human Rights. Despite the above observations and in spite of the fact that women constitute more than half of the world population and play important roles in societal development, they are still being marginalised. In most developing countries like Nigeria, women seem to occupy the back stage in contributing to national development not necessarily because of their innate inferiority status but rather because of the societal and traditionally-rooted bias and discrimination against women. There is presently a digital divide between groups in the society and women in developing countries are often �within the deepest part of the divide�. This has become a matter of serious intellectual concern which has stimulated this study. The major aim of this study therefore, is to investigate the factors hindering women from effective participation in socio-economic and national development in Nigeria and how e-learning and distance education can be effectively used to enhance the knowledge base of women and their effective participation in nation building. To formulate a multidimensional measure of gender inequality and the effective way to use e-learning and mobile education to bridge the gender inequality gap, we conducted a systematic review of related literature as well as experienced surveys and personal interviews on a total sample of 205 students and 45 academic staff that use e-learning and mobile learning system at National Open University of Nigeria. Confirmatory Factor Analysis (CFA) was used to perform reliability and validity checks. The study revealed high impact factor of e-learning and mobile education in bridging the gender gap and enhancing women�s participation in national development. Based on these findings, recommendations were made.

BODY: Gender Inequality: Development specialists have over the years expressed increasing concern over the unjustified discrimination, marginalisation, abuse of rights and disempowerment of women in contemporary society. The pathetic deplorable conditions of women throughout the world, particularly in the developing countries are quite disturbing. These deplorable conditions are compounded by such harmful practices such as early child marriage, forced marriages, wife battering and various types of discrimination (Okoli and Amujiri; 1998). This is despite the fact that the constitutional and legal status of women and women�s participation in all levels of governance are key indicators of the overall level of development (Marx as quoted in Voge (1979). In line with Marx�s view, Azikiwe (1994) asserted that the discrimination against girls and women with regard to opportunities in life is seen to be one of the major factors responsible for underdevelopment in the developing countries like Nigeria. This is because as Anyakoha (1992) opines, the level of civilization and development in a country depends largely on the status of, and the respect accorded to, womenfolk. The principle of equality of men and women, as enshrined in the United Nations Charter, the majority of national constitutions and numerous instruments, such as the Universal Declaration of Human Rights (1976); the Convention on the Elimination of all Forms of Discrimination Against Women (1979); the Cairo forward looking-strategies (1985); and the Beijing Platform for Action (1995), provided general acceptable standards of legal equality between men and women. The awareness of these standards among women world-wide was significantly raised during the United Nations Decade for Women Equality, Development and Peace (1976-85) and the United Nations Declaration of Human Rights. Despite these observations, women are still being discriminated against. Available literature reveals that women possess crucial potentials for national development in any nation. If this is the case, what then is the rationale for continued gender inequality in national development? In addressing this issue, it is pertinent to understand what gender inequality is all about and then explore all avenues which e-learning and mobile education can be used to improve the knowledge base of women with a view to enhance their effective participation in nation building. E-learning: E-learning is a new approach to teaching and learning that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning. Jereb & Smitek (2006) view e-learning as educational process that utilize information and communication technologies to mediate synchronous as well as asynchronous learning and teaching activities. This mode of learning makes use of modern tools such as computers, digital technology, electronic media, networked digital devices and associated software and courseware with learning scenarios, worksheets and interactive exercises that facilitate learning. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV and CD-ROM. It other words, it is technology enhanced learning which is recognised as a viable tool necessary for preparing learners to participate in the technologically driven global environment. It is a flexible and cost effective mode of learning in that students can take their learning at anywhere that is convenient to them provided there is a computer and internet connection. The centrality of this mode of learning in the global market has been enhanced by a new culture shared by many educators. They opine that a more open education system enables increased contribution to the global marketplace of ideas. This is opposed to elitist views of education as a privilege. This mode of learning empowers learners to share knowledge globally where diverse voices are often underrepresented. Mobile learning: Mobile learning, on the other hand, emphasizes mobility and employs mobile technology in learning and teaching. It has many advantages for learners such as easy access, collaborative learning, learner engagement, self �paced learning etc. Mobile learning addresses all learning styles which will be beneficial to women and girl child. These new mode of electronic educational technology in learning and teaching can be effectively utilized in women and girl child education with a view to enhance their knowledge and academic potentials which will equip them better for national development. In trying to assess the potentials women possess for national development of a nation and how to harness these potentials the study poses the following questions: 1. What is gender inequality? 2. What are the factors hindering women from effective participation in socio-economic and national development of Nigeria? 3. What are the manifestations of women disempowerment as a result of gender inequality? 4. What are the consequences of gender inequality in our national development? 5. What is e-learning and mobile education? 6. How can e-learning and mobile education be effectively used to enhance the knowledge base of women and enhance their effective participation in nation building? 7. And finally, what should be done to reduce gender inequality in order to enable women participate fully and actively in national development. The main sources of literature review were: 1. Empirical studies and journals articles related to gender inequality, e-learning and mobile education from the web. 2. Books, periodicals and doctoral dissertations related to the study. 3. Virtual spaces � institutional web pages blogs etc. Results: We observed that women are still marginalized in the areas enunciated in this study despite the many changes which have taken place in recent years. The study also revealed high impact factor of e-learning and mobile education in bridging the gender gap and enhance women�s participation in national development. Conclusion: E-learning and mobile education can be a strong change agent in bridging the gender inequality gaps and give greater access to education to females in developing countries like Nigeria. This will enhance women�s greater involvement in nation building. References: Jereb, E., & Smitek, B. (2006). Applying multimedia instruction in e-learning. Innovations in Education & Teaching International, 43(1), 15-27. Major, C. (2015). Teaching online: A guide to theory, research and practice. Baltimore, MD: Johns Hopkins University Press. Moore, J. L., Dickson- Deane, C; Galyen, K. (2011). �e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education. http://www.talentlms.com/elearning/history_of_learning. History of Elearning. Web 20 June 2015 www.un.org/en/documents/udhr/hr_law.shtml. Universal Declaration of Human Rights (1976). Web.29 June 2015

ABSTRACT. Changing Lives through Mobile Education: Project LEAP – Scaling In Libraries and Schools Library services in Kenya are changing. Addressing evolving community needs has led adoption of new formats at a very rapid pace. Technology plays a major role in providing patrons with instant access to information. Librarians are moving away from their desks to engage patrons in activities that suit specific local communities. Librarians are actively reaching out to schools and other learning institutions, brining them on board with the mobile learning era. Information is readily available on mobile platforms. For the past five years Worldreader has worked to deliver the largest culturally relevant library currently at 28, 514 digital titles, to the developing world. E-readers are a cost effective digital solution while mobile phones are devices commonly found, even in rural households.1 E-reading programmes are already reaching over 62,000 children, teachers, families, and patrons in Worldreader’s school and library2 programs in Kenya, Uganda, Tanzania, Rwanda, Zimbabwe, Zambia, Malawi, South Africa, Ghana and Nigeria. Dissemination of information on the mobile phone on health, agriculture, education and a range of other subjects besides reading for pleasure, reaches as far as the technology can go. Since 2010, Worldreader has reached 5.6 million people on the mobile phone app. E-readers are an-easy-to use device that continues to be available inexpensively. They download books using either 3G technology or Wifi. The long battery life, the ruggedness of the device and ability to charge using solar power makes it compelling technology to adopt, even in harsher environments. E-readers and mobile phone are fast gaining competitiveness against traditional delivery of print material. Building on school-based programs that have continued to show significant positive impact on children’s reading skills and literacy acquisition in both English and local languages,3 Worldreader piloted Project LEAP (Libraries, E-reading, Activities, Partnership) from March to December 2014. The project was funded by The Bill and Melinda Gates Foundation while the implementing partner was Kenya National Library Services. The LEAP pilot equipped eight libraries in Kenya with 250 e-readers providing library patrons with an immediate supply of 50,000 fiction, non-fiction, genre, reference books, storybooks, as well as a set of Kenyan digital textbooks, suitable for patrons of all ages. The pilot attempted to answer questions such as, how public libraries (community and reference libraries included), cope with the changing library services; How they adopt their spaces to meet the needs of patrons. From the pilot learnings, Worldreader in partnership with Kenya National Library Services, will scale LEAP across its (Knls) network of 60 libraries.

This presentation will examine Worldreader’s results to date, and present final findings from Project LEAP. It will propose consideration for scaling in Kenya as well as across Africa. This presentation will discuss the potential for mobile and e-reading programmes in communities, schools and libraries.

1 http://unesdoc.unesco.org/images/0022/002274/227436E.pdf 2 http://cdn.worldreader.org/wp-content/uploads/2015/04/PROJECT_LEAP.pdf 3 http://cdn.worldreader.org/wp-content/uploads/2015/01/iREAD-final_web2.pdf

ABSTRACT. Learning Objectives By the end of this session, the audience will be able to: � Explain the importance of international technology standards and how the standards affect educational trends. � Identify various ways in which Apple�s iPadTM can be used by both teachers and students in K-12 classrooms. � Download and use applications that are commonly incorporated into today�s classrooms by students and teachers.

Introduction

The transition to mobile learning in K-12 institutes has improved student outcomes by providing a more individualized instruction through the implementation of innovative technology. Apple�s iPadTM has been adopted in today�s K-12 classrooms and promotes both teacher and student usage. A plethora of educational applications are available for download on this particular device. This presentation will categorize applications based on teacher or student usage in addition to showcasing how each application can be used for teaching and learning purposes.

Background

Twenty-first century learners are accustomed to using technology, particularly on handheld and personal devices. The International Society for Technology in Education (ISTE, 2015) developed standards (formerly known as National Educational Technology Standards, or NETS) that require students and teachers equipped with up-to-date knowledge in technology to analyze, learn, and connect with the digital society. Within the scope of technology integration, mobile learning has gained its popularity in one-to-one learning environments.

A one-to-one environment refers to each student having a personal device for learning purposes (Carr, 2012; Murray & Olcese, 2011). Such devices may include laptops, cell phones, and/or tablets. Accentuating its affordability and portability (Fallon & Melhuish, 2010; Miller, 2012), information accessibility (Miller, 2012), and digital networking (Mang & Wardley, 2012), Apple�s iPad� has been supported by researchers and practitioners of its usage in one-to-one initiatives. Not only does the iPad� provide the potential for universal learning, but it characterizes various applications to tailor an individualized education for each student (Beschorner, Hutchinson, & Schmidt-Crawford, 2012; Fallon & Melhuish, 2010).

Teacher verses Student Usage

Teachers and students can personalize their iPad according to individual needs while also downloading applications that are used for particular purposes. Teachers can use the iPadTM in their classroom to model the usage of the device, become a mobile teacher, organize class material, flip the classroom, and track student progress. Students are able to personalize their device, take notes and submit work electronically while also producing creative presentations and projects. Within the presentation, applications regarding each type of teacher and student usage will be discussed.

Cautions and Concerns

Common concerns that arise when transitioning to mobile learning include classroom management, digital safety, internet access, and difficulty with technology use. Although these concerns exist, Mang & Wardley (2012), provide teachers with various solutions to each concern.

Conclusion

As mobile learning becomes more popular in K-12 classrooms, educators must be willing to incorporate such technology into their daily lesson plans while adhering to the ISTE Standards for teachers and students. Apple�s iPadTM promotes mobile learning by providing various educational applications geared toward specific purposes for learning. The applications, including features, purposes, and evaluations will be discussed in this presentation. A one-to-one iPadTM initiative has been pushed into the classrooms of the suburban middle school where the first presenter teachers and experiences will be also be shared.

References

Beschorner, B., Hutchinson, A., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher 66(1), 15-23. doi: 10.1002/TRTR.01090

Carr, J. M. (2012). Does math achievement h�APP�en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, 11, 269-286. Retrieved from

Fallon, G, & Melhuish, K. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand Schools: Learning, Leading, Technology, 22(3), 1-16. Retrieved from http://www.otago.ac.nz/cdelt/otago064509.pdf

International Society for Technology in Education (2015). ISTE Standards. Retrieved from http://www.iste.org/standards

Mang, C. F., & Wardley, L. J. (2012). Effective adoption of tablets in post-secondary education: Recommendations based on a trial of iPads in university classes. Journal of information technology education: Innovations in practice 11, 302-317. Retrieved from http://www.jite.org/documents/Vol11/JITEv11IIPp301-317Mang1138.pdf

Miller, W. (2012). iTeaching and learning collegiate instruction incorporating mobile tablets. Literary Technology Reports, 48(8), 54-59. Retrieved from http://www.alatechsource.org/taxonomy/term/106/rethinking-reference-and-instruction-with-tablets

Murry, O. T., & Olcese, N. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55(6), 42-48. Retrieved from http://dawnbennett.wiki.westa.edu/file/view/teaching+and+learning+with+ipads.pdf

ABSTRACT. The intelligent multi agent based system for social media learning enables collection of information from social media into a knowledge base which enables learners to access educational content without the traditional barriers of time, location, and the cost of delivering educational content. The multi agents based system does the filtering of relevant content and enables the user to access it. An agent-oriented methodology is used in this paper to demonstrate how multi-agents can help to design a Social media learning system. This intelligent multi agent based system for social media learning brings in merits of portability, convenience, collaboration, instant response, and multi-literacies, and provides solutions in cases where expertise is distributed all over the world.

ABSTRACT. Social networked learning has been advocated since the emergence of social media. Social networking tools are embedded in learning management systems to facilitate the creation of social networked learning environment. The aim of this research was to assess factors that affect the use of integrated social networking tools in MOODLE learning management systems at the Dedan Kimathi University of Technology, Kenya. This was because the university had developed and availed to lecturers and on-campus students a learning management system to deliver units online. The specific objectives of this study include: examining the extent of use, challenges and factors influencing use of integrated social networking tools in learning management systems. This study was mixed research which was quantitative with some aspects of qualitative research. Data collections were done through questionnaires and interviews. The respondents of the questionnaires were 310 students from the university while the interviews respondents were 13 lecturers and 5 ICT staff from the same institution. The sampling technique used for selecting the 310 student�s respondent studying at least one unit online was stratified random sampling. Yamane�s simplified formula was used for sample size selection. This sampling technique was used because the students� study population existed in form of subgroups in this case faculties. The researcher used census sampling technique to select lecturers and ICT staff sample populations since their population involved was small. Data was analyzed using Portable PASW Statistics_18 statistical software to make tabulations, calculate percentages and summaries. The study found out various factors influencing the use of integrated social networking tools in learning management systems such as facilitators influence, networked student attention and social networked environment ergonomics. Other factors identified were such as training level, social, technology level and exposure level. This study suggested possible solutions of improving the use of integrated social networking tools in learning management system to achieve a social networked learning environment.

ABSTRACT. The Constitution of Kenya 2010 dictates that exclusivity is not an option but a requirement. The uptake of technology in Kenya needs to appreciate and ensure that learners with special needs are not left behind. This paper guides on consideration attributes and technology specifications that will guide in assistive technology for visually and hearing impaired. Integrating Digital Content for Visually and Hearing Impaired Pupils Serving each student with effective education requires accessibility for all, irrespective of learning and physical impairments. As students are encouraged to develop increasing autonomy, schools must provide technology that caters to each of their specific needs. Accessible technology is defined as computer technology that enables individuals to adjust a computer to meet their vision, hearing, dexterity and mobility, learning, and language needs. For many, accessibility is what makes computer use possible in the first place. Moreover, accessibility makes it easier for all students to see, hear, and use a computer, and to personalize their computers to meet their own needs and preferences. Although many people believe that accessibility is just for computer users with disabilities, in reality, the majority of people benefit from accessibility features. For example, most people want to adjust colors, font styles and sizes, background images, and sounds to make it easier and more comfortable to use a computer. Using voice control to create a text lets users choose the way they want to access information. Learning Impairments Learning impairments range from conditions such as dyslexia and attention deficit disorder to Down syndrome, for example. Processing problems are the most common and have the most impact on a person’s ability to use a computer. These conditions interfere with the learning process. Many students with these types of impairments are perfectly able to learn when information is presented to them in a form, and at a pace, that is appropriate for them. For example, some students find it easier to understand information that is presented in short, discrete units. In addition, many individuals with learning disabilities learn more efficiently using visual rather than auditory senses or vice versa. To provide a good learning experience, control over the individual learner’s single- or multi-sensory experience is critical. 5.0 Computer Use by People Who Are both Deaf and Blind People who are both deaf and blind can, and do, use computers with the aid of assistive technology. To someone who is both deaf and blind, captioning and other sound options are of no use, but Braille assistive technology products are critical. People who are both deaf and blind can use computers with assistive technology such as refreshable Braille displays and Braille embossers. 5.1 Accessibility Features in Windows for Students with Hearing Impairments Accessibility features in Windows 8 for those with hearing impairments include changing notifications from sound to visual notifications, volume control, and captioning. Visual notifications and captions allow users to choose to receive visual warnings and text captions, rather than sound messages, for system events such as a new email message arriving. Accessibility features helpful for students who have hearing impairments include: Adjusting volume Changing computer sounds Using text or visual alternatives for sounds 6.0 Assistive Technology Products for Students with Hearing Impairments Individuals with hearing impairments may need a classroom sign language interpreter or other accessibility solutions to be able to communicate actively in their classroom. Personal listening devices and personal amplifying products can also be helpful for students with some hearing. One product that may be useful for schools is iCommunicator—a graphical sign language translator that converts speech to sign language in real time to enable people who are deaf to communicate more easily with hearing people. Combining application such as video and text communications via synchronous tools can help to enable students with hearing impairments better grasp what is happening, e.g. by video using a webcam so students who communicate by sign language can readily interact.

ABSTRACT. Abstract

Learning Outcomes

• Understanding of the different levels and research areas as presented in the ODeL research framework. • Helpful strategies for preparing manuscript submissions for journal and conference submissions for publishing • What peer reviewers look for when assessing manuscripts submitted for publication

The African Virtual University (AVU) has had over 17 years of experience working with universities across Africa to enhance their capacity to significantly increase access to quality higher education and training through open, distance and eLearning (ODeL) and the innovative use of information communication technologies. Recently, the AVU has added research and development to its portfolio of activities and to date has AVU has convened two international conferences and is in the process of launching an open access peer reviewed online journal. To that end, the AVU has developed technical resources to support ODeL researchers and practitioners across its network of African universities and member states. This presentation will focus on these technical resources.

The presentation will cover: (i) the AVU open distance and eLearning (ODeL) research framework (ii) author guidelines for writing your research paper and (iii) manuscript submission review guidelines and form.

The ODeL research framework acts as a guide to help authors locate their general research level and areas when submitting papers. The guide has also been used when working with reviewers to identify areas of reviewing interest. The ODeL research framework is organized in three levels, macro level (ODeL systems & theories), meso level (management, organization & technology) and micro-level (teaching & learning) and covers sixteen research areas as shown in the table below:

The author writing guidelines will cover strategies for writing various sections of your research paper including the abstract, introduction, literature review, methods, findings/results, discussion, conclusion and references. The presentation will also cover the manuscript review assessment form to help authors understand what reviewers look for when assessing their manuscript submissions.

References 1. Adala, A. 2014. Guidelines for writing and organizing your research paper. AVU. Unpublished paper. 2. Adala, A. 2014. Manuscript submission review assessment form: guidelines & form. AVU. Unpublished paper. 3. Adala, A. 2014. The AVU open, distance and eLearning (ODeL) research framework. AVU. Unpublished paper. 4. Zawacki-Richter Olaf & Anderson, T. (2014). Introduction: Research Areas in Online Distance Education. In Zawacki-Richter Olaf & Anderson, T. Eds. Online distance education: Towards a research agenda edited by Olaf Zawacki-Richter and Terry Anderson. Pp 1-35. AU Press, Athabasca University, Edmonton, AB. 5. Zawacki-Richter, O. (2009). Research areas in distance education: A Delphi study. International Review of Research in Open and Distance Learning, 10 (3).