Relevant bibliographies by topics / Open University of Tanzania

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open University of Tanzania'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Open University of Tanzania"

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Lashayo, Deogratius Mathew. "Measuring E-Learning System Adoption in Universities in Tanzania." International Journal of ICT Research in Africa and the Middle East 9, no. 2 (July 2020): 1–18. http://dx.doi.org/10.4018/ijictrame.2020070101.

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The success of e-learning systems in Tanzania relies on various factors that influence its measurement. Examples of the key factors include trust, environmental factors, and the university readiness. However, influence of these factors towards e-learning systems is not clear. Understanding their impacts and significance helps decision makers and stakeholders in making informed decisions on how to handle them. This study modifies the information systems (IS) success model whereby it adopts 12 factors that had been suggested by this author in his previous study conducted in Open University of Tanzania (OUT) in 2017. A sample of 1,005 students from eight universities in Tanzania was collected. A structural equation modelling was used in data analysis. The results shows trust (T) has positive and significant impact on e-learning actual use (EAU) while environmental factors (EF) had positive and significant impacts on e-learning actual use and perceived benefits, and at the same time, university readiness had a positive and significant impact on perceived benefits (PB).
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Mcharazo, A. A. S., and A. Olden. "Fulfilling the learning resource requirements of students at the Open University of Tanzania." Journal of Librarianship and Information Science 32, no. 4 (December 1, 2000): 204–14. http://dx.doi.org/10.1177/0961000004244802.

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McHarazo, Alli A. S., and Anthony Olden. "Fulfilling the learning resource requirements of students at the Open University of Tanzania." Journal of Librarianship and Information Science 32, no. 4 (December 2000): 204–14. http://dx.doi.org/10.1177/096100060003200405.

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McHarazo, Alli A. S., and Anthony Olden. "Investigating the learning resource requirements of students at the Open University of Tanzania." Journal of Librarianship and Information Science 31, no. 2 (June 1999): 101–9. http://dx.doi.org/10.1177/096100069903100205.

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Käyhkö, N., C. William, J. Mayunga, M. O. Makame, E. Mauya, and A. Järvi. "BUILDING GEOSPATIAL COMPETENCES IN TANZANIAN UNIVERSITIES WITH OPEN SOURCE SOLUTIONS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W8 (July 11, 2018): 93–99. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w8-93-2018.

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<p><strong>Abstract.</strong> The GEO-ICT is an institutional cooperation project aiming at improving the quality and societal relevance of geospatial and ICT research and education at the Universities of Dar es Salaam (UDSM), Ardhi University (ARU), State University of Zanzibar (SUZA) and Sokoine University of Agriculture (SUA). Jointly with the University of Turku (UTU) Finland, the institutions focus on strengthening geospatial and ICT skills of the staff, establishing new curricula, upgrading supportive infrastructures and creating synergetic cooperation modalities with different stakeholders in the society. In this paper we share how our practical experiences of the cooperation, including what is the background for the establishment of institutional cooperation between these universities, how is the project operating in practice, what type of activities and cooperation modalities we do together and how do we think institutional cooperation contributes to the advancement of geospatial expertise in Tanzania and what is the role of open source solutions in this development.</p>
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Ngaruko, Deus D. "Comparative Analysis of Alternative ODL Delivery Modes using Input-Process-Output Model in ODL Institutions: Evidence From The Open University Of Tanzania." Advances in Social Sciences Research Journal 1, no. 5 (September 30, 2014): 94–106. http://dx.doi.org/10.14738/assrj.15.444.

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S. Oreku, George. "Adopting the ICT Innovation to Administrative and Activity Procedures in a University." Interdisciplinary Journal of Education Research 3, no. 2 (June 8, 2021): 60–73. http://dx.doi.org/10.51986/ijer-2021.vol3.02.07.

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Information Communication Technology (ICT) has made performing administrative tasks more convenient for organizations. This paper discusses the contribution of ICT innovations to administrative effectiveness with respect to the Open University of Tanzania (OUT). A descriptive research that is guided by two research questions and one hypothesis has been applied in this paper in respect to utilizations of ICT for university activities particularly with focus on examinations activity during this time of COVID-19 pandemic. Exams to Universities have an important role in the process of learning especially in assessing where faculties and particular classes need more focus or analyzing processes of learning by enabling students to see the material from a different perspective and improve their understanding. From the study the results revealed that ICT innovations in University activities can be effective if used in the administration of the University activities. However it was learnt that it’s more effective if adapted to innovation in an online Admission/registration, and a perfect fit for online examination system such as Online Oral Examination system (OREX) which was developed as a response to COVID-19 pandemic. The study also inveterate that the students, lecturers and senior administrative Staff (Registry) had very similar responses on the effectiveness of ICT innovation on the administrative process and academics of the Open University of Tanzania. It was recommended among others that the university should mobilize resources towards provision of facilities and training of its ICT personnel for more relevant innovations particular for online examination processes such as (OREX).
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Nihuka, Kassimu A., and Joke Voogt. "E-learning course design in teacher design teams: experiences in the Open University of Tanzania." International Journal of Learning Technology 6, no. 2 (2011): 107. http://dx.doi.org/10.1504/ijlt.2011.042644.

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Adolf Tarimo, Elias, and Idda Lyatonga Swai. "Career Progression of Female Academics in Public Universities: A Tale of Open University of Tanzania." Social Sciences 9, no. 1 (2020): 1. http://dx.doi.org/10.11648/j.ss.20200901.11.

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Kakai, Miriam, Maria G. N. Musoke, and Constant Okello-Obura. "Open access institutional repositories in universities in East Africa." Information and Learning Science 119, no. 11 (November 12, 2018): 667–81. http://dx.doi.org/10.1108/ils-07-2018-0066.

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Purpose Given that repositories were proposed as one of the routes to open access (OA), this study sought to establish the achievements universities in East Africa had attained in initiating institutional repositories (IRs), the challenges in providing OA and strategies for the way forward. Design/methodology/approach Data were collected through literature searches, using the internet, journal databases and university websites in Kenya, Tanzania and Uganda for information about OA and IRs in East Africa. Some of the findings were based on the author’s PhD “The management and accessibility of OA IRs in selected universities in East Africa”, which used face-to-face interviews with six librarians and self-administered questionnaires responded to by 183 researchers at Kenyatta University, Muhimbili University of Health and Allied Sciences and Makerere University. Findings Universities in East Africa were still in the intermediate stages of embracing OA, and only 40 libraries out of 145 universities had implemented IRs. However, most of the repositories had less than 1,000 items, with this challenge attributed to the absence of institutional and government/funder mandates that affected the collection/provision of OA, in addition to the lack of awareness of IRs among researchers. Originality/value The value in this research was establishing the extent of IR initiatives in universities in East Africa and their contribution to OA, which is regarded as more visible and accessible to scholars and government personnel who could leverage the information for further development in the region.
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Dissertations / Theses on the topic "Open University of Tanzania"

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Mahai, Lulu Simon. "Rural students' experiences at the Open University of Tanzania." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9441.

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This ethnographic study has been undertaken to address a literature gap relating to rural students’ experiences of distance education in developing countries. It gives an account of teaching and learning practices at the Open University of Tanzania (OUT), describes the needs, challenges and coping strategies of students and makes recommendations for improving teaching and support practices in rural areas. An ethnographic approach was used to enable the generation of rich, contextual data from four OUT regional centres. Data generation methods included interviews, observation and document review, while themes were inductively generated through thematic analysis. Bourdieu’s concepts of field and habitus were used to guide the conduct of the study and interpretation of the findings. The study shows that the OUT does not significantly address the problem of the educational divide between the rural and urban populations of Tanzania. This is mainly due to the urban location of regional centres and to students’ inadequate access to relevant teaching and support services such as tutors, library resources and Internet services. The existence of poor infrastructure and the many technological challenges encountered in rural areas further exacerbate the situation. Such limitations may make it difficult for students to develop the intellectual inquiry and critical commentary skills necessary to make informed decisions, and to acquire the competencies expected of graduates of higher education programmes. This study presents rich data based on the immersion of the researcher in the everyday lives of students at the OUT, and proposes a series of recommendations addressing the development of future policy and planning for the university.
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Anderson, Amanda. "Women's education at The Open University of Tanzania - a road to development? :." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16791.

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This thesis investigates the importance of higher education for women of Babati, Tanzania. The research has been carried out by focusing three research questions; What does an education at the Open University of Tanzania (OUT) mean for the female students on a personal level? What is the female students’ perception on the importance of women’s higher education for development? How can the female students’ perceptions on the importance of women’s higher education be analyzed within the context of the term women empowerment? In order to answer these questions semi-structured interviews were conducted in Babati town, Tanzania in February 2012 with female students and graduates of the Open University of Tanzania. Out of these interviews is concluded that higher education has significant personal effects for the women interviewed such as increased happiness, independence and self-esteem, which in turn have effects on development. Also it can be shown that the definition of the term women empowerment is disputed and thereby insufficient as a mean for development.
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Holmgren, Mattias. "Multi-Master Database Replication and e-Learning – Theoretical and Practical Evaluation." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-180271.

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Detta examensarbete har undersökt möjligheterna att kombinera multi-master databasreplikeringstekniker tillsammans med en LEMP-stack på små servrar för att öka tillgängligheten av e-Learning tjänster i avlägsna områden i Tanzania. Målet var att utvärdera kombinationen av Symmetric DS för databas synkronisering och kollitionsdetektering och resolution med e-Learning systemet Moodle. Detta gjordes genom att en litteraturstudie genomfördes och uppföjdes av implementation och konfiguration på plats i Tanzania. Slutsatsen var att de för projektet utvalda teknologierna, mjukvaran och hårdvaran var konfigurerbar i teorin men ohållbart kostsam att implementera i praktiken.
This research has investigated the possibility to combine multi-master database replication technologies together with a LEMP-stack on tiny servers to increase the availability of e-Learning services in remote areas in Tanzania. The aim was to evaluate the combination of Symmetric DS for multi master database replication and conflict detection and resolution with the e-learning system Moodle. This was done by conducting a literature study of relevant technologies followed by implementation and configuration at the location. The conclusion was that the technologies, software and hardware chosen for the project were configurable in theory but not viable to implement and maintain in practice.
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Muyinga, Eurelia Godwin Mahembe. "The role of counselling and learning support in helping blind and partially sighted students of the Open University of Tanzania." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400337.

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Venance, Charles. "The role of the academic library in supporting distance education through the use of information and communication technology : the Open University of Tanzania." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/52741.

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ABSTRACT This study focuses on the role of the academic library in supporting distance education through the use of information and communication technology, focusing on the Open University of Tanzania. The study entailed a number of objectives: To examine the information and computer mediated library services needed by the distant learners at the Open University of Tanzania Library, to find out the perceived quality of services offered by the Open University of Tanzania Library to support distance education through the use of ICT, to find out the extent to which the academic libraries embrace/apply ICT to offer library services, to examine the challenges encountered by the Open University of Tanzania Library to support distance education through the use of ICT and to suggest strategies that should be adopted to overcome the challenges at the Open University of Tanzania Library to support distance education through the use of ICT. As regards data collection, questionnaires and focus group interviews were used. The study used a sample of 100 out of 472 students from the faculty of education and 5 librarians out of 15 librarians. This included a total of 105 out of 487. The respondents to be selected included undergraduate and post graduate students. Data analysis involved a set of qualitative and quantitative methods. Qualitative data obtained from the study was coded and grouped into themes pertaining to the study questions, ideas, opinions and recommendations by the individuals. Findings indicate that there are issues that need to be addressed as regards the effective use of the internet in accessing information, the improvement of ICT related infrastructures, space in the library, and effective implementation of the policies in place to address the challenging issues. Moreover, findings suggest that there is a need to raise computer literacy among library users as well as encouraging inter-library loan among the academic libraries.
Mini Dissertation (MIT)--University of Pretoria, 2016.
CARNEGIE COOPERATION OF NEW YORK
Information Science
MIT
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Mcharazo, Alli Abushiri Shomari. "Distance learning in the African context : the learning resource requirements of students at the Open University of Tanzania, and the extent to which they are met." Thesis, University of West London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481260.

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Remond, Emilie. "L'ouverture en question : quand des universités ouvertes se redéfinissent à l'ère de la globalisation numérique." Thesis, Valenciennes, 2017. http://www.theses.fr/2017VALE0039/document.

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Cette thèse se propose d’étudier les mutations engendrées par la globalisation numérique au sein de dispositifs de formation à distance. Elle s’intéresse au cas spécifique des universités ouvertes dans plusieurs pays. Ces systèmes, qui permettent généralement l’accès aux études à distance et sans condition spécifique d’admission, diffusent de façon massive des programmes d’enseignement. Majoritairement présentes en Asie, elles se sont implantées dans de nombreux pays, en particulier dans le Commonwealth. Le cas des universités ouvertes permet ainsi d’adopter une perspective comparative, sur des terrains habituellement peu fréquentés par la recherche francophone. À travers l’analyse d’entretiens confrontés à des discours institutionnels, la thèse s’appuie sur une méthodologie permettant de qualifier la transition numérique au sein de huit universités ouvertes du monde, en Afrique, en Europe et en Asie. Elle propose un modèle de compréhension des mutations subies dans ces organisations distancielles dans une perspective globale (MOTION). Ce modèle permet de décrire un système dans sa dynamique d’évolution et d’anticiper les évolutions futures
This thesis explores the variations of digital globalization within distance-learning systems. It studies the specific case of open universities in different countries. These systems, which generally provide access to post-secondary education with no prior requirement for admissions, develop educational programs on a massive scale. These programs, located in many countries, are predominantly active in Asia and most particularly in the Commonwealth. This example allows us to adopt a comparative perspective in an area that is not typically explored through Francophone research. Through the analysis of interviews contrasted to institutional discourses, the thesis presents a methodology qualifying the digital transition in eight open universities of the world: Africa, Europe and Asia. It proposes a model for understanding the transformations experienced in these distance-learning organizations within a global perspective (MOTION). This model provides a description of the dynamics within a system’s evolution process and anticipate future evolutions
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Mailafiya, Madu Garga. "Nigeria and the open university system." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/4138/.

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concept and its application in various parts of the world; and (ii) investigate the problems and prospects for an open university in Nigeria. The term "open university" is defined as distance teaching university systems created to offer programmes of study exclusively to external students. The concepts of "distance education" and "open learning" are examined and their precise usage in this thesis clarified. A distinction is also drawn between Western, indigenous and Koranic education. The thesis is divided into three parts. The first part (Chapters 1 - 3), examines the concepts and the methodologies chosen for the study and provides a political, economic and educational background to Nigeria, with emphasis on the problems of higher education. Part two (Chapters 4, 5 and 6), provides a general illumination to the particular problems of the open university system and current trends in established open university institutions. In Chapter 4, a review is made of the distance education provision in Nigeria while Chapter 5 is devoted to a review of the literature. Chapter 6 is concerned with the Open University of the United Kingdom (aU-UK), especially its original concept, practices in the institution and the implications of applying the British experience elsewhere. (xi) The third part of the thesis (Chapters 7 and 8), investigates the particular problems and prospects for an open university system in Nigeria, through a study of the perceptions of a cross-section of the country's policy-makers and potential open university candidates. Chapter 7 focuses principally on the analysis of the collected empirical data on policy-makers while Chapter 8 is concerned with the personal characteristics of potential open university candidates, interpretations of their personal circumstances, their perceptions and the implications for university level home-study. The last Chapter (9) is concerned with conclusions on the findings of the thesis, their policy implications, suggested open university models for Nigeria and fruitful areas for further research.
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Harris, David Ernest. "Open-ness, technology, individualism and the Open University : a sociological critique." Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242876.

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Mtenga, Threza Louis. "The role of exchange rate in small open economies : the case of Tanzania." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16690.

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This thesis addresses exchange rate behaviour in a de-facto partially dollarized economy. Over the past two decades the Tanzanian Shilling has been increasingly displaced by the United States dollar. This change has been prompted by instability of the local currency, and by the practices of foreign firms, which have used a dual pricing system at rates disadvantageous to the local currency. The implications of Tanzania's dollarization are traced through three related investigations: whether theTanzania Shilling to United States Dollar exchange rate overshoots, whether it has impacted the monetary transmission mechanism, and whether dollarization has substantively affected the pattern of Tanzania's foreign trade. The first study uses the Structural Vector Autoregression to test if the overshooting hypothesis holds for the TZS-USD exchange rate.The results suggest that foreign currency deposits are encouraged by the volatility of the exchange rate.In addition it is noted that the exchange rate demonstrates delayed overshooting, while a contractionary monetary policy leads to appreciation in the exchange rate for at least a year before returning to equilibrium. The determinants of the exchange rate in Tanzania are trade openness, real interest differentials, labour productivity and government expenditure. The second study uses a Bayesian Vector Autoregression to investigate the monetary transmission mechanism in the presence of dollarization. The results indicate that positive shocks on the interest rate contract money supply, which leads to lower output growth and inflation, while the exchange rate appreciates. The degree of dollarization also has a negative impact on the monetary supply of the local currency, as the central bank seeks to maintain a relatively constant rate of total money supply. This has the effect of lowering the inflation and interest rates, and is also associated with further depreciation of the exchange rate. The positive shock on the exchange rate (depreciation) is associated with an increase in dollarization.The aggregate demand shock fuels inflation and, in Tanzania's case, it has increased money supply, due to the persistent demand for real monetary balances. The third study uses a Dynamic Stochastic General Equilibrium to describe the conduct of monetary policy in a small, open, and partially dollarized Tanzanian economy. The structure of the model incorporates the expectations of agents and the dynamic relationships are explained in terms of structural representations that characterize the behaviour of the firm, household and central bank. The parameters in the model are estimated with Bayesian techniques, after it has been applied to Tanzanian data. The effects of individual shocks, including those that may be used to describe the conduct of monetary policy, are then considered. These simulations suggest that despite the existence of partial dollarization in the Tanzanian economy, monetary policy has important, short-term, real effects. The fourth study uses an Autoregressive Distributed Lag approach to investigate the short and long run exchange rate sensitivity of foreign trade. Principal components analysis is also used to reduce the dimension of the dataset. It finds evidence that the depreciation of the Shilling typically has an immediate positive impact on the trade balance, and exchange rate depreciation increases the trade balance in both the short and long run. However, exports show signs that support the J-curve hypothesis, though the associated parameters are not significant. Imports are not reduced by a rise in the Shilling, as traditional theory would suggest. This is ascribed to the country's de-facto partial dollarization. Since over 40 per cent of money supply arecurrently held in dollar denominated accounts, trade is largely immune to domestic currency fluctuations. This study also notesthat the use of foreign currency has tended to rise during periods of substantial economic growth. Although no causality is argued, this does suggest that the parallel use of foreign and domestic currencies is not detrimental to Tanzania's economic growth.
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Books on the topic "Open University of Tanzania"

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Mwinyichande, Khatib Mwinyi Khatib. Barriers to women's access to study at the Open University of Tanzania in Zanzibar. Birmingham: University of Birmingham, 1997.

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Bergen, Walter. England's Open University. Vienna: Hoelder-Pichler-Tempsky, 1987.

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Open University. Academic Administration (Students) Division. Open opportunities. Milton Keynes: Open University Press, 1990.

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Division, Open University Academic Administration (Students). Open opportunities. Milton Keynes: Open University Press, 1987.

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Open University. Academic Administration (Students) Division. Open opportunities. Milton Keynes: Open University Press, 1993.

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Open University. Academic Administration (Students) Division. Open opportunities. Milton Keynes: Open University Press, 1992.

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Universities, Tanzania Commission for. The universities and university colleges of Tanzania. 2nd ed. Dar es Salaam: Tanzania Commission for Universities, 2009.

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ucas. University & college open days 2004. UCAS: National express, 2003.

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university, Open. Studying with the Open University. Milton Keynes: Open University, 1992.

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M, Boteju N., ed. March towards an open university. Colombo: Godage International Publishers, 2008.

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Book chapters on the topic "Open University of Tanzania"

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Varchenko, A., and P. Etingof. "A few open questions." In University Lecture Series, 69–70. Providence, Rhode Island: American Mathematical Society, 2002. http://dx.doi.org/10.1090/ulect/003/09.

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Ma, Yuanchao, Bin Xu, Yin Bai, and Zonghui Li. "Building Linked Open University Data: Tsinghua University Open Data as a Showcase." In The Semantic Web, 385–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29923-0_28.

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Margherita, Alessandro, and Giustina Secundo. "The Emergence of the Stakeholder University." In Open Business Innovation Leadership, 170–207. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230233553_5.

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Simui, Francis, and Karen Ferreira-Meyers. "Open Education, Open Learning and Open Teaching at the African University." In Radical Solutions for Education in Africa, 129–48. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4099-5_7.

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Qiu, Ju, and Jian Zhou. "University Open Teaching Platform Construction Exploration." In Lecture Notes in Electrical Engineering, 675–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_108.

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Norton, Andrew J., Barrie W. Jones, and Ulrich C. Kolb. "Astronomy Teaching at the Open University." In Information Handling in Astronomy, 187–93. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4345-5_14.

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Johnston, Bill, Sheila MacNeill, and Keith Smyth. "Conclusion: Advancing the Digital and Open Education Agenda." In Conceptualising the Digital University, 235–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99160-3_12.

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Xiao, Jun, Tore Hoel, and XueJiao Li. "Constructing an Open Learning Analytics Architecture for an Open University." In Lecture Notes in Computer Science, 609–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29736-7_50.

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Winther, Anne, Valerie Jackman, and Keira Oliver. "Massive Open Online Course u.lab: Creating Transformational Learning in Scotland." In Palgrave Critical University Studies, 205–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21625-2_11.

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Vaish, Rajan, Snehalkumar S. Gaikwad, Geza Kovacs, Andreas Veit, Ranjay Krishna, Imanol Arrieta Ibarra, Camelia Simoiu, et al. "Crowd Research: Open and Scalable University Laboratories." In Understanding Innovation, 113–42. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97082-0_7.

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Conference papers on the topic "Open University of Tanzania"

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Shayo, Deodatus Patrick, and Norbert Kersting. "An Examination of Online Electoral Campaigning in Tanzania." In 2016 Conference for E-Democracy and Open Government (CeDEM). IEEE, 2016. http://dx.doi.org/10.1109/cedem.2016.19.

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Samiji, Margaret E., and Najat K. Mohammed. "Outreach activities: Physics department, University of Dar es Salaam, Tanzania." In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110110.

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Løknes, Regy. "Shell Global Open University." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2000. http://dx.doi.org/10.2118/87248-ms.

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Gal-Ezer, Judith. "The open University of Israel." In Working group reports. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1189215.1189152.

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Dias, M. Beatrice, Bradley Hall, Ermine A. Teves, M. Freddie Dias, Daniel Nuffer, Hatem Alismail, Rotimi Abimbola, M. Bernardine Dias, Anthony Velázquez, and Sarah Belousov. "Using mobile phones and open source tools to empower social workers in Tanzania." In the 4th ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369227.

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Shayo, Deodatus Patrick, and Norbert Kersting. "Crowdmonitoring of Elections through ICT: The Case of Uchaguzi Wetu 2015 Crowdsourcing Platform in Tanzania." In 2017 Conference for E-Democracy and Open Government (CeDEM). IEEE, 2017. http://dx.doi.org/10.1109/cedem.2017.13.

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Sun, Ying. "The Enlightenment of Open University Teaching System to University Education." In 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ichssr-18.2018.160.

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Boras, Damir. "University of Zagreb and Open Access Initiatives." In INFuture2015: e-Institutions – Openness, Accessibility, and Preservation. Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, Zagreb, Croatia, 2015. http://dx.doi.org/10.17234/infuture.2015.1.

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Kotsiantis, S. B., and P. E. Pintelas. "Predicting students marks in Hellenic Open University." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.223.

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Proko, Eljona, Alketa Hyso, and Dezdemona Giylapi. "Open Data Opportunities and Privacy Issues." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.196.

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Reports on the topic "Open University of Tanzania"

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Toth, Gabor. Our View on Open Source Code Development for Scientific Software at the Center for Space Environment Modeling at the University of Michigan. Washington, D.C.: National Academies Press, December 2018. http://dx.doi.org/10.17226/25217_29.

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Empey, Heather. Faculty knowledge and perceptions of open access publishing at UNBC. Self, 2016. http://dx.doi.org/10.24124/2016/59114.

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This report is meant to summarize the results of a survey of UNBC faculty undertaken in 2016. Researchers from three institutions (Nipissing University, Royal Roads University and the University of Northern British Columbia) collaborated on this study and results were collected for all institutions.
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Subhani, MI. VIRTUAL INTERNATIONAL CONFERENCE ON IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? ILMA University, 2021. http://dx.doi.org/10.46745/ilma.oric.conference.2021.01.

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Office of Research, Innovations & Commercialization, ILMA University as always plays a significant role of stimuli to provoke the understanding of publishing protocols among the publishers and other stakeholders of scholarly communications. In continuation to this role, Office of Research, Innovations & Commercialization-ILMA University is hosting a virtual international conference on IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? With this note, to spread growing significance of Open Access Knowledge in Scholarly Communication, I am extending an Official Invitation to your good self to attend this conference. During this extraordinary new normal time in an unprecedented year, there is no pressure to attend this conference. The conference has been designed to be as flexible as possible in the hopes that many people can participate to listen Conference KEYNOTE SPEAKERS from Higher Education Commission, Govt. of Pakistan, Web of Science, Elsevier, COPE, Creative Commons, SAGE Open, University of Jyväskylä, Finland, University De Quebec Montreal, Commonwealth University and Suan Sunandha Rajabhat University, Bangkok.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor, and Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.
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Vieira, Gonçalo, Maria Teresa Cabrita, and Ana David. Portuguese Polar Program: Annual Report 2019. Centro de Estudos Geográficos, Universidade de Lisboa, November 2020. http://dx.doi.org/10.33787/ceg20200002.

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This Annual Report of the Portuguese Polar Program, PROPOLAR reports the main activities conducted between August 2018 and December 2019 The PROPOLAR is led by the CEG/IGOT University of Lisbon, under a Coordinating Committee that includes members of other 4 Portuguese research institutions CCMAR University of the Algarve, MARE University of Coimbra, CQE University of Lisbon, and CIIMAR University of Oporto The Program is funded by the Fundação para a Ciência e a Tecnologia MCTES FCT) as a development of its former Polar Office The activities herein disclosed reflect a very busy and inspiring year The PROPOLAR supported fifteen projects that were successfully carried out in the Arctic and Antarctica Logistics continued to be based on international cooperation and on a Portuguese funded Antarctic flight open to partner programs Logistical support in Antarctica was mainly provided by Spain, Chile and the Republic of Korea, also with strong cooperation in research and facilities with Argentina, Brazil, Bulgaria, China, Peru, Turkey, United States of America and Uruguay Participation in international meetings and workshops, as well as the organisation of a symposium and an international meeting, and the support provided to the Portuguese Conference on Polar Science, fulfilled and enriched this very active period, also helping to reinforce the credibility and relevance of the program in the international polar arena B ringing together all these efforts and resources will surely attract and mobilise more young researchers into a Polar scientific career, thus ensuring the future of the Portuguese Polar science, and that the program will continue to blossom We are confident that the successes that PROPOLAR has had in 2019 will serve as an impetus for our very dynamic and committed community of polar researchers to move forward in in vesting in the future of the Portuguese P olar science and preparing to seize new opportunities
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Wurl, Oliver. Biofilm-like habitat at the sea-surface: A mesocosm study, Cruise No. POS537, 14.09.2019 – 04.10.2019, Malaga (Spain) – Cartagena (Spain) - BIOFILM. University of Oldenburg, November 2020. http://dx.doi.org/10.3289/cr_pos537.

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OceanRep OceanRep Startseite Kontakt Schnellsuche Einfache Suche Erweiterte Suche Blättern Autor Forschungsbereich Publikationsart Jahr Studiengang Neuzugänge Artikel – begutachtet Alle Über uns GEOMAR Bibliothek Open Access Policies Grundsätze Hilfe FAQs Statistik Impressum Biofilm-like habitat at the sea-surface: A mesocosm study, Cruise No. POS537, 14.09.2019 – 04.10.2019, Malaga (Spain) – Cartagena (Spain) - BIOFILM . Logged in as Heidi Düpow Einträge verwaltenManage recordsManage shelvesProfilGespeicherte SuchenBegutachtungAdminLogout - Tools Wurl, Oliver, Mustaffa, Nur Ili Hamizah, Robinson, Tiera-Brandy, Hoppe, Jennifer, Jaeger, Leonie, Striebel, Maren, Heinrichs, Anna-Lena, Hennings, Laura Margarethe, Goncalves, Rodrigo, Ruiz Gazulla, Carlota und Ferrera, Isabel (2020) Biofilm-like habitat at the sea-surface: A mesocosm study, Cruise No. POS537, 14.09.2019 – 04.10.2019, Malaga (Spain) – Cartagena (Spain) - BIOFILM . Open Access . POSEIDON Berichte . University of Oldenburg, Oldenburg, 35 pp. [img] Text Cruise_Reports_POS537_final.pdf - publizierte Version Available under License Creative Commons: Attribution 4.0. Download (2417Kb) | Vorschau Abstract Biofilm-like properties can form on sea surfaces, but an understanding of the underlying processes leading to the development of these biofilms is not available. We used approaches to study the development of biofilm-like properties at the sea surface, i.e. the number, abundance and diversity of bacterial communities and phytoplankton, the accumulation of gel-like particles and dissolved tracers. During the expedition POS537 we used newly developed and free drifting mesocosms and performed incubation experiments. With these approaches we aim to investigate the role of light and UV radiation as well as the microbes themselves, which lead to the formation of biofilms. With unique microbial interactions and photochemical reactions, sea surface biofilms could be biochemical reactors with significant implications for ocean and climate research, e.g. with respect to the marine carbon cycle, diversity of organisms and oceanatmosphere interactions.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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