In 2019, I taught a 10-week online Course for stu-dents of a University BA degree. The Course was a con-version of my 4-week 2017 MOOC (Massive Open Online Course), What and How to teach with Video . The content, expounded with 12 videos, consisted of two fields: Potent Pedagogic Roles for Video and Pedagogic Video Design Prin-ciples . Both fields were somewhat curtailed, but updated versions, of the coverage of my Design Framework for Inst-ructional Video – (Koumi, 2006, 2009). Unlike most of the MOOC participants, the University students were already multimedia savvy and their grades would count towards their degree. Hence the pedagogy of the MOOC Course was modified to accommodate the sophistication and commitment of the students. For example, the number of open-ended Quizzes was increased from 6 to 13. Many more such transformations were implemented in succes-sive re-runs of the Course, including enhancements of my Design Framework (the Course Content). These were influ-enced by many types of students’ reactions and by my own self-reflection. However, the effect of these transfor-mations on learning is unconvincing. Speculative reasons are discussed, but I would welcome reappraisal from two cohorts of readers: firstly from practitioners concerning the pedagogic transformations of the University Course and, secondly, from appraisers of my Design Framework for Instructional Video, as reflected in the University Course Content.
This article contributes to the discussion on how transformative and Indigenous paradigms can be incorporated into policy and practice. It shows how these paradigms can be meaningfully integrated into the design and delivery of education programmes to ensure that interventions are not only technically effective but also relational, participatory, and emancipatory, especially in contexts characterised by historical marginalisation and structural inequality. Using the dual lenses of Mertens’ Six Steps for Transformative Research and Chilisa’s Eight Rs of Indigenous Inquiry, this article examines the South African Kha Ri Gude (Tshivenda for “Let Us Learn”) Literacy Campaign as a national example that embodies these principles. Delivered in all 12 official South African languages, including South African Sign Language, the campaign reached over 4.7 million adults through a decentralised, community-based model delivered by approximately 40,000 volunteers. Drawing on my experience as CEO of the campaign, this article presents a praxis-oriented reflection on the potential of transformative and Indigenous paradigms for implementing large-scale education interventions that achieve both redress and epistemic justice. This article affirms that embedding these paradigms from inception to evaluation can help realise a project’s transformative potential.
The paper is based on a qualitative study of a private school based in Ahmedabad, India. The research aimed to understand the practicalities of social inclusion. I argue ‘inclusion’ and ‘exclusion’ are processes and not a condition of being or an event. These processes unfold every moment through interaction of learners and other stakeholders in school. The interaction amongst a particular set of stakeholders is also different in different contexts. The presence and absence of a particular stakeholder/power/position holder influences the interaction. The larger policies are interpreted at multiple levels and converted into systems, processes and structures which further are expected to exhibit certain mindset and behaviour by the key actors. However, the key actors’ behaviour is influenced by presence and absence of ‘others’ who are perceived with power.
In England, there has been a teacher recruitment and retention crisis for many years. In such a crisis, it is important that initial teacher education (ITE) providers are able to identify, recruit and educate ‘high quality’ applicants to join the teaching profession. In this study, we focused on two case studies of beginning teachers who were enrolled in a University-School ITE Partnership. By listening to these two novice teachers, and analysing their experiences against two frameworks of professional development (the professional learning continuum of Wilson & Demetriou (2007) and the characteristics of effective teachers identified by Korthagen & Wubbels (2001)), we explain how a synthesis of the frameworks could help ITE providers to select, monitor and assess beginning teachers’ developmental trajectory when learning to teach.
The international development community made a commitment to transformative goals related to social, economic, and environmental justice that requires them to leave no one behind. We argue that the use of transformative and indigenous frameworks for evaluation provide guidance towards achieving those goals. We provide a rationale for inclusion of these frameworks, along with an explanation of each framework and examples that illustrate their application. We conclude with hope for transformation on a global scale and reflections on our personal transformative experiences in conducting this work.
