Technology has impacted almost all aspects of our lives today, and education is no exception. Technology enhanced learning and teaching (TELT) has changed the way universities, in general, and learning and teaching specifically, operate today. The increasing adoption of TELT coupled with emerging philosophies of openness have brought additional opportunities and challenges to learning and teaching around the world. Openness is an overarching concept or philosophy that is characterised by an emphasis on transparency and free, unrestricted access to knowledge and information, as well as collaborative or cooperative management and decision-making rather than a central authority (Peters & Britez, 2008). This new philosophy has encouraged the development of an open culture that is reaching scales never imagined before. Today, many stakeholders in education, such as governments, researchers, educators and students, have engaged in developing open initiatives, including open policies, open content, open education, open source software and so forth. Educators and learners have access to a large volume of open resources. Researchers have also benefited from having access to large volumes of data available in open access repositories all over the world – data that was previously held by only a few, now can reach anyone interested in using them and thus making new discoveries not only in science, medicine, but also in learning and teaching (European Commission, 2016; European Union, 2014). One important element of openness is open science, which is the movement to make scientific research, data, process and dissemination accessible to all levels of an inquiring society, amateur or professional (Bartling & Friesike, 2014a, 2014b). It encompasses practices such as publishing open research, campaigning for open access, encouraging scientists to practice open notebook science, and generally making it easier to publish and communicate scientific knowledge. Although open science is
{"title":"Special Issue: Engaging with Open Science in Learning and Teaching","authors":"Carina Bossu, Tamara Heck","doi":"10.3233/EFI-200386","DOIUrl":"https://doi.org/10.3233/EFI-200386","url":null,"abstract":"Technology has impacted almost all aspects of our lives today, and education is no exception. Technology enhanced learning and teaching (TELT) has changed the way universities, in general, and learning and teaching specifically, operate today. The increasing adoption of TELT coupled with emerging philosophies of openness have brought additional opportunities and challenges to learning and teaching around the world. Openness is an overarching concept or philosophy that is characterised by an emphasis on transparency and free, unrestricted access to knowledge and information, as well as collaborative or cooperative management and decision-making rather than a central authority (Peters & Britez, 2008). This new philosophy has encouraged the development of an open culture that is reaching scales never imagined before. Today, many stakeholders in education, such as governments, researchers, educators and students, have engaged in developing open initiatives, including open policies, open content, open education, open source software and so forth. Educators and learners have access to a large volume of open resources. Researchers have also benefited from having access to large volumes of data available in open access repositories all over the world – data that was previously held by only a few, now can reach anyone interested in using them and thus making new discoveries not only in science, medicine, but also in learning and teaching (European Commission, 2016; European Union, 2014). One important element of openness is open science, which is the movement to make scientific research, data, process and dissemination accessible to all levels of an inquiring society, amateur or professional (Bartling & Friesike, 2014a, 2014b). It encompasses practices such as publishing open research, campaigning for open access, encouraging scientists to practice open notebook science, and generally making it easier to publish and communicate scientific knowledge. Although open science is","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"24 1","pages":"211-225"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83002445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tamara Heck, Isabella Peters, Athanasios Mazarakis, A. Scherp, Ina Blümel
Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, most respondents apply rather traditional ways of learning and teaching. 60% do not use open educational resources – many have not even heard of them – nor do they make their courses open for an online audience. Participants’ priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation to the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure.
{"title":"Open science practices in higher education: Discussion of survey results from research and teaching staff in Germany","authors":"Tamara Heck, Isabella Peters, Athanasios Mazarakis, A. Scherp, Ina Blümel","doi":"10.3233/efi-190272","DOIUrl":"https://doi.org/10.3233/efi-190272","url":null,"abstract":"Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, most respondents apply rather traditional ways of learning and teaching. 60% do not use open educational resources – many have not even heard of them – nor do they make their courses open for an online audience. Participants’ priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation to the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"2 1","pages":"301-323"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80230849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The whisper that started circulating in the air at the end of December 2019 ultimately has grown into a roar. Yes, a new strain and highly contagious virus known as Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) (World Health Organization, n.d.) is spreading like a bush fire in every corner of earth, infecting every continent, the outbreak of which was first noticed in Wuhan, a city in Hubei province, China. The extremely infectious nature of the virus and its special affinity for aged human population with some kind of pre-existing lifestyle diseases is causing widespread death and has forced the world economy into a grinding halt. In the absence of a definite curative therapy, governments have implemented lockdown resulting in complete closure of all academic, industrial, and social activities and enforced home confinement. In India, as the number of Corona infected cases rose steadily, a 14hour voluntary public curfew (7a.m. to 9p.m.) was observed on 22nd March (Desk, 2020) as was proposed by the Prime Minister of India and eventually followed by implementation of pan India lockdown in three phases for 21, 19, and ongoing days respectively started on 25 March and continuing. Since then, all the academic institutions are closed. As this extraordinary situation has brought about multiple challenges in the conventional teaching-learning environment, it was felt that an overhaul of faculty-student communication process in a university set-up was imminent. In the following, we give an account of contactless remote interaction with students of the Department of Library and Information Science (DLIS), University of Gour Banga, Malda, West Bengal, India.
{"title":"Tryst with uncertainty: Efforts of Department of Library and Information Science, University of Gour Banga, Malda, West Bengal, India","authors":"Sandip Majumdar","doi":"10.3233/EFI-200005","DOIUrl":"https://doi.org/10.3233/EFI-200005","url":null,"abstract":"The whisper that started circulating in the air at the end of December 2019 ultimately has grown into a roar. Yes, a new strain and highly contagious virus known as Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) (World Health Organization, n.d.) is spreading like a bush fire in every corner of earth, infecting every continent, the outbreak of which was first noticed in Wuhan, a city in Hubei province, China. The extremely infectious nature of the virus and its special affinity for aged human population with some kind of pre-existing lifestyle diseases is causing widespread death and has forced the world economy into a grinding halt. In the absence of a definite curative therapy, governments have implemented lockdown resulting in complete closure of all academic, industrial, and social activities and enforced home confinement. In India, as the number of Corona infected cases rose steadily, a 14hour voluntary public curfew (7a.m. to 9p.m.) was observed on 22nd March (Desk, 2020) as was proposed by the Prime Minister of India and eventually followed by implementation of pan India lockdown in three phases for 21, 19, and ongoing days respectively started on 25 March and continuing. Since then, all the academic institutions are closed. As this extraordinary situation has brought about multiple challenges in the conventional teaching-learning environment, it was felt that an overhaul of faculty-student communication process in a university set-up was imminent. In the following, we give an account of contactless remote interaction with students of the Department of Library and Information Science (DLIS), University of Gour Banga, Malda, West Bengal, India.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"601 1","pages":"327-331"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77302931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has impacted education at all levels worldwide. This personal account documents some of the details of the shift to remote teaching in a South African context and discusses some opportunities and challenges present in this shift. The focus is on those issues that specifically apply to developing countries and some of these challenges created from a teaching perspective. Unexpected opportunities from the change in teaching methods are also discussed, which may provide insight for further directions of study.
{"title":"Personal account of remote teaching for tertiary education in a South African context","authors":"I. D. W. Bosman","doi":"10.3233/EFI-200006","DOIUrl":"https://doi.org/10.3233/EFI-200006","url":null,"abstract":"The COVID-19 pandemic has impacted education at all levels worldwide. This personal account documents some of the details of the shift to remote teaching in a South African context and discusses some opportunities and challenges present in this shift. The focus is on those issues that specifically apply to developing countries and some of these challenges created from a teaching perspective. Unexpected opportunities from the change in teaching methods are also discussed, which may provide insight for further directions of study.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"163 1","pages":"333-337"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86310524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creating a MOOC to develop information skills during the coronavirus pandemic","authors":"Danilo Reyes-Lillo, Carlos Hernandez-Garrido","doi":"10.3233/EFI-200007","DOIUrl":"https://doi.org/10.3233/EFI-200007","url":null,"abstract":"","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"13 1","pages":"339-343"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76678794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper introduces the UK Open Textbook project and discusses its success factors with regards to promoting open practice and open pedagogy. Textbooks remain a core part of educational provision in science. Open Textbooks are openly licensed academic textbooks, wherein the digital version is available freely, and the print version at reduced cost. They are a form of Open Educational Resource (OER). In recent years a number of openly-licensed textbooks have demonstrated high impact in countries including the USA, Canada and South Africa. The UK Open Textbooks project piloted several established approaches to the use and promotion open textbooks (focusing on STEM subjects) in a UK context between 2017 and 2018. The project had two main aims: to promote the adoption of open textbooks in the UK; and to investigate the transferability of the successful models of adoption that have emerged in North America. Through a number of workshops at a range of higher education institutions and targeted promotion at specific education conferences, the project successfully raised the profile of open textbooks within the UK. Several case studies report existing examples of open textbook use in UK science were recorded. There was considerable interest and appetite for open textbooks amongst UK academics. This was partly related to cost savings for students, but more significant factors were the freedom to adapt and develop textbooks and OER. This is consistent with a range of research that has taken place in other countries and suggests the potential for impact on UK science education is high.
{"title":"Open Textbooks as an innovation route for open science pedagogy","authors":"R. Farrow, R. Pitt, M. Weller","doi":"10.3233/efi-190260","DOIUrl":"https://doi.org/10.3233/efi-190260","url":null,"abstract":"The paper introduces the UK Open Textbook project and discusses its success factors with regards to promoting open practice and open pedagogy. Textbooks remain a core part of educational provision in science. Open Textbooks are openly licensed academic textbooks, wherein the digital version is available freely, and the print version at reduced cost. They are a form of Open Educational Resource (OER). In recent years a number of openly-licensed textbooks have demonstrated high impact in countries including the USA, Canada and South Africa. The UK Open Textbooks project piloted several established approaches to the use and promotion open textbooks (focusing on STEM subjects) in a UK context between 2017 and 2018. The project had two main aims: to promote the adoption of open textbooks in the UK; and to investigate the transferability of the successful models of adoption that have emerged in North America. Through a number of workshops at a range of higher education institutions and targeted promotion at specific education conferences, the project successfully raised the profile of open textbooks within the UK. Several case studies report existing examples of open textbook use in UK science were recorded. There was considerable interest and appetite for open textbooks amongst UK academics. This was partly related to cost savings for students, but more significant factors were the freedom to adapt and develop textbooks and OER. This is consistent with a range of research that has taken place in other countries and suggests the potential for impact on UK science education is high.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"43 1","pages":"227-245"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82725658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“Understanding people and their experiences of information and technology” (Abdi & Davis, 2019) is at the heart of information experience design (IXD). Where researchers may put behavioral, technological, or educational elements in the analytical crosshairs, a holistic view of information is foregrounded in IXD, recognizing that information are intrinsic to our greater experiences with the world around us. This human-centric message kicked off Information Experience Design: Activating Information Research in Practice, the full-day post-conference tutorial led by Dr. Kate Davis, University of Southern Queensland, and Dr. Elham Sayyad Abdi, University of the Pacific. Activating is an excellent descriptor, because the day flew by with non-stop discussion and hands-on design practice. Built upon the emerging domain of research and practice known as information experience, the tutorial demonstrated how incorporating design principles can bring the outcomes of information experience research into problem-solving enterprises. Information experience (IX) is defined as an emerging body of theory and research that aims to broadly illuminate subjective, contextualized human interactions and engagement with information (Bruce et al., 2014). Abdi and Davis explained how IX can be both the object of research and an overarching domain of research and practice. Although they briefly explained distinctions between IX and established spheres, such as information behavior and information practice, the tutorial emphasized methods to bring research findings into practical outcomes that improve people’s lives. Capturing a holistic view of something as broad and subjective as experience may seem to put us outside the realm of data that can be directly applied to practice – however, the tutorial presented techniques that effectively derive specific solutions to findings of information experience research. Using their own published research (Baretta, Abdi & Bruce, 2018; Davis, 2015) as case studies, Abdi and Davis demonstrated how to apply IX research findings to solve problems from IX research comes opportunities for “interventions” to improve information experiences of specific or general populations.
{"title":"Design through a clear \"experiential lens\": Information experience design tutorial held at 2019 ASIS&T annual meeting","authors":"Lettie Y. Conrad","doi":"10.3233/efi-200001","DOIUrl":"https://doi.org/10.3233/efi-200001","url":null,"abstract":"“Understanding people and their experiences of information and technology” (Abdi & Davis, 2019) is at the heart of information experience design (IXD). Where researchers may put behavioral, technological, or educational elements in the analytical crosshairs, a holistic view of information is foregrounded in IXD, recognizing that information are intrinsic to our greater experiences with the world around us. This human-centric message kicked off Information Experience Design: Activating Information Research in Practice, the full-day post-conference tutorial led by Dr. Kate Davis, University of Southern Queensland, and Dr. Elham Sayyad Abdi, University of the Pacific. Activating is an excellent descriptor, because the day flew by with non-stop discussion and hands-on design practice. Built upon the emerging domain of research and practice known as information experience, the tutorial demonstrated how incorporating design principles can bring the outcomes of information experience research into problem-solving enterprises. Information experience (IX) is defined as an emerging body of theory and research that aims to broadly illuminate subjective, contextualized human interactions and engagement with information (Bruce et al., 2014). Abdi and Davis explained how IX can be both the object of research and an overarching domain of research and practice. Although they briefly explained distinctions between IX and established spheres, such as information behavior and information practice, the tutorial emphasized methods to bring research findings into practical outcomes that improve people’s lives. Capturing a holistic view of something as broad and subjective as experience may seem to put us outside the realm of data that can be directly applied to practice – however, the tutorial presented techniques that effectively derive specific solutions to findings of information experience research. Using their own published research (Baretta, Abdi & Bruce, 2018; Davis, 2015) as case studies, Abdi and Davis demonstrated how to apply IX research findings to solve problems from IX research comes opportunities for “interventions” to improve information experiences of specific or general populations.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"14 1","pages":"199-201"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76670307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Library and Information Science (LIS) education has been traditionally concerned with all aspects of data, information and document management, ranging from creation, collection, organization and storage to retrieval, dissemination and preservation. As more data and information are produced and managed in digital form, digital methods and approaches become integrated in all aspects of the information management cycle. The emergence of new interdisciplinary fields of investigation, such as Data Science, E-Health, and Digital Humanities, share common concerns with LIS, including the management, preservation, analysis, and retrieval of digital objects. Computer science and engineering have also studied the techniques for proper treatment of digital products. As digital information pervades our daily lives, increased attention to both the technical aspects and social aspects of digital objects becomes increasingly important to all disciplines. In this special series devoted to Emerging interdisciplinary curricula in information science, we invited researchers, teachers, and professionals to submit original research, review articles, and position papers on new interdisciplinary curricula related to digital methods and data-intensive approaches in Library and Information Science education. The first contributions for this special series already demonstrate different models of implementation across a number of educational contexts. The first paper, “Librarianship and Beyond: The Twenty-Year Evolution of an Interdisciplinary Curriculum,” is representative of a traditional Library and Information school that gradually, along the years, adjusting its perspective in response to the digital evolution of the field, is becoming more interdisciplinary in the process. The second paper, “Educational ecosystems for Information Science: The Case of the University of Pisa”, argues for a flexible and interdisciplinary educational environment from the start as the ideal groundwork where new educational paths, including competencies associated with Information Science, can almost spontaneously evolve, as in a natural ecosystem. Finally, the third paper, “Teaching Undergraduate Data Science for Information Schools,” is the conscious design of a brand-new curriculum for data science driven by a theoretical model and a thoughtful understanding of the processes involved in data-driven research, and the many interdisciplinary competencies it requires.
{"title":"The series on \"Emerging interdisciplinary curricula in information science\"","authors":"Angela P. Murillo, M. Simi, Koraljka Golub","doi":"10.3233/efi-200399","DOIUrl":"https://doi.org/10.3233/efi-200399","url":null,"abstract":"Library and Information Science (LIS) education has been traditionally concerned with all aspects of data, information and document management, ranging from creation, collection, organization and storage to retrieval, dissemination and preservation. As more data and information are produced and managed in digital form, digital methods and approaches become integrated in all aspects of the information management cycle. The emergence of new interdisciplinary fields of investigation, such as Data Science, E-Health, and Digital Humanities, share common concerns with LIS, including the management, preservation, analysis, and retrieval of digital objects. Computer science and engineering have also studied the techniques for proper treatment of digital products. As digital information pervades our daily lives, increased attention to both the technical aspects and social aspects of digital objects becomes increasingly important to all disciplines. In this special series devoted to Emerging interdisciplinary curricula in information science, we invited researchers, teachers, and professionals to submit original research, review articles, and position papers on new interdisciplinary curricula related to digital methods and data-intensive approaches in Library and Information Science education. The first contributions for this special series already demonstrate different models of implementation across a number of educational contexts. The first paper, “Librarianship and Beyond: The Twenty-Year Evolution of an Interdisciplinary Curriculum,” is representative of a traditional Library and Information school that gradually, along the years, adjusting its perspective in response to the digital evolution of the field, is becoming more interdisciplinary in the process. The second paper, “Educational ecosystems for Information Science: The Case of the University of Pisa”, argues for a flexible and interdisciplinary educational environment from the start as the ideal groundwork where new educational paths, including competencies associated with Information Science, can almost spontaneously evolve, as in a natural ecosystem. Finally, the third paper, “Teaching Undergraduate Data Science for Information Schools,” is the conscious design of a brand-new curriculum for data science driven by a theoretical model and a thoughtful understanding of the processes involved in data-driven research, and the many interdisciplinary competencies it requires.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"25 1","pages":"107-108"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86841701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literature review reveals that in sub-Saharan Africa, archives and records management (ARM) education is not yet grounded in institutions for higher learning. In eSwatini (previously Swaziland) the situation is even worse as only one institution of higher learning, the Institute of Development Management (IDM) offers ARM programmes at undergraduate diploma level. This is compounded by a lamentation by the beneficiary of the programme, the eSwatini National Archives (ENA), and the education regulator, the eSwatini Higher Education Council (EHEC), that the programme does not address the public sector’s needs in the country and is below the expected standards. Furthermore, the University of eSwatini, which is the biggest institution of higher learning in the country with economies of scale, does not offer any programme in ARM. As a result, organizations in eSwatini either send their records management staff to neighbouring countries such as South Africa, Botswana and Namibia for training, or engage external consultants to conduct in-house training. Sending employees out of the country for training is expensive for organizations and it also paralyses operations during the absence of these staff members. Furthermore, in-house training does not address the in-depth needs and requirements of ARM due to time limitations. In light of this situation in eSwatini, this study proposes a framework for the design and implementation of an open distance e-learning programme on ARM programme. Such a programme can be offered through the University of eSwatini to accommodate students within and outside the country and thus ensuring the eSwatini becomes a player in ARM space within the African continent.
{"title":"A framework for archives and records management education in an open distance e-learning environment in eSwatini","authors":"V. Tsabedze, M. Ngoepe","doi":"10.3233/efi-190294","DOIUrl":"https://doi.org/10.3233/efi-190294","url":null,"abstract":"Literature review reveals that in sub-Saharan Africa, archives and records management (ARM) education is not yet grounded in institutions for higher learning. In eSwatini (previously Swaziland) the situation is even worse as only one institution of higher learning, the Institute of Development Management (IDM) offers ARM programmes at undergraduate diploma level. This is compounded by a lamentation by the beneficiary of the programme, the eSwatini National Archives (ENA), and the education regulator, the eSwatini Higher Education Council (EHEC), that the programme does not address the public sector’s needs in the country and is below the expected standards. Furthermore, the University of eSwatini, which is the biggest institution of higher learning in the country with economies of scale, does not offer any programme in ARM. As a result, organizations in eSwatini either send their records management staff to neighbouring countries such as South Africa, Botswana and Namibia for training, or engage external consultants to conduct in-house training. Sending employees out of the country for training is expensive for organizations and it also paralyses operations during the absence of these staff members. Furthermore, in-house training does not address the in-depth needs and requirements of ARM due to time limitations. In light of this situation in eSwatini, this study proposes a framework for the design and implementation of an open distance e-learning programme on ARM programme. Such a programme can be offered through the University of eSwatini to accommodate students within and outside the country and thus ensuring the eSwatini becomes a player in ARM space within the African continent.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"158 1","pages":"157-175"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80015330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This Article is brought to you for free and open access by the Graduate School of Library and Information Studies at DigitalCommons@URI. It has been accepted for inclusion in Graduate School of Library and Information Studies Faculty Publications by an authorized administrator of DigitalCommons@URI. For more information, please contact digitalcommons@etal.uri.edu. Citation/Publisher Attribution Moen, Mary H., Mandel, Lauren H., and Karno, Valerie. ‘Continuing Education for Public Library Staff: Valued Competencies and Preferred Delivery Format’. 1 Jan. 2020: 177-198. Available at: http://dx.doi.org/10.3233/EFI-190311 Follow this and additional works at: https://digitalcommons.uri.edu/lsc_facpubs
本文由图书馆与信息研究研究生院在DigitalCommons@URI上免费提供。它已被DigitalCommons@URI的授权管理员接受列入图书馆和信息研究学院出版物的研究生院。欲了解更多信息，请联系digitalcommons@etal.uri.edu。莫恩，玛丽H.，曼德尔，劳伦H.，和卡诺，瓦莱丽。“公共图书馆工作人员的继续教育:有价值的能力和首选的交付形式”。1 jan 2020: 177-198。可在:http://dx.doi.org/10.3233/EFI-190311关注本文和其他作品:https://digitalcommons.uri.edu/lsc_facpubs
{"title":"Continuing education for public library staff: Valued competencies and preferred delivery format","authors":"Mary H. Moen, Lauren H. Mandel, Valerie Karno","doi":"10.3233/efi-190311","DOIUrl":"https://doi.org/10.3233/efi-190311","url":null,"abstract":"This Article is brought to you for free and open access by the Graduate School of Library and Information Studies at DigitalCommons@URI. It has been accepted for inclusion in Graduate School of Library and Information Studies Faculty Publications by an authorized administrator of DigitalCommons@URI. For more information, please contact digitalcommons@etal.uri.edu. Citation/Publisher Attribution Moen, Mary H., Mandel, Lauren H., and Karno, Valerie. ‘Continuing Education for Public Library Staff: Valued Competencies and Preferred Delivery Format’. 1 Jan. 2020: 177-198. Available at: http://dx.doi.org/10.3233/EFI-190311 Follow this and additional works at: https://digitalcommons.uri.edu/lsc_facpubs","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"23 1","pages":"177-198"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78763251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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