Browsing by Author "Kuboni, Olabisi"
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Item Building a new institution from old structures: The case of the Learning Resource Centre of Trinidad and Tobago(1993) Kuboni, Olabisi;Drawing on the experience of Trinidad and Tobago, this article examines issues related to the adoption of a learning resource centre (LRC) within the education system of a developing country. The centre was developed on previously established structures, incorporating units that existed as separate entities (the Schools Broadcasting Unit, the Educational Television Unit, and the Publications Unit), and were transferred from another setting. The article discusses the constituent units, assesses their roles and functions, discusses the rationale for their transformation, and considers the evolution of the LRC concept and its implications for developing countriesItem Defining the role of the course coordinator in UWIDEC's blended learning/asynchronous delivery mode(School of Education, UWI, St. Augustine, 2008) Kuboni, OlabisiThere is wide consensus that the online teaching/learning environment works best when participants conceive of themselves as belonging to and functioning within a community. This paper holds that community members must be clear about their respective roles and about the interrelationship among those roles. In the 2005-2006 academic year, the UWI Distance Education Centre made the shift from face-to-face to online tutoring as part of a movement to a blended learning/asynchronous delivery mode. In that context, emphasis was placed on articulating procedures for the functioning of three key stakeholders, namely course coordinator, tutors, and students. This paper describes some aspects of the course coordinator's role. It then locates the role within a theoretical framework built, in part, on the conception of the online environment as a community of inquiry, with special emphasis on its teaching presence dimension. The concepts of transactional distance and transactional control are also highlighted. The paper concludes by noting the implications of this new outlook for the overall role of the higher education practitionerItem The design and development of study materials to facilitate skills development in recognising statements in academic text(2015-07-15) Kuboni, OlabisiThis paper outlines the strategies employed in the design and development of study materials for building learner competence in recognizing and differentiating among statements in academic text. This specific skill represents one aspect of the broader capability of unpacking complex academic information, which appears to be a challenge for a growing number of higher education students, in particular those belonging to the mature cohort. Drawing on prior knowledge from personal engagement with academic texts, the author developed a draft instructional framework around three statement-types, namely, facts, assertions, and generalizations. Based on feedback obtained from peer review of the draft framework, an in-depth analysis of the statement-types was conducted. This analysis entailed matching dictionary/thesaurus definitions of each of the three with relevant segments of text drawn from a selection of journals. This exercise led to a fuller conception of each statement-type and the development of a more fleshed out instructional framework. The first of the three statement-types was also changed from "facts" to "facts and factual information." This fleshed-out framework provided the basis for the development of the study materials, which comprise a series of slide (PowerPoint)-sound presentations with accompanying assessment exercises, and which are organized within an online study environment. Issues receiving special attention in the paper include cognitive task analysis as an alternative instructional design strategy when the focus is on building schemata, as well as the pros and cons of utilizing embedded versus generic materials for skills training.Item Functional literacy requirements in youth and adults: Education and work in a small developing state(Apr. 1992) Kuboni, Olabisi;In an attempt to address the unemployment problem among youth of the country, the Government of Trinidad and Tobago set up the Youth Training and Employment Partnership Programme (YTEPP) with a view to increasing the employability of those targeted. This paper makes a case that in addressing the area of training in functional literacy skills, attention must be directed to improving the capability of the target population to interact with the socio-economic environment of which they are a part. In this regard, some specific skills are highlighted and discussed. The paper also draws attention to factors within the society that can erode the individual's ability to maintain and/or enhance functional literacy skills and two examples are discussedItem Literacy in the Modern World: Proceedings of the Symposium(Faculty of Education, University of the West Indies, 1992) Kuboni, OlabisiThis document contains papers presented at the symposium, which attempted to focus attention on the issues of literacy at a level beyond that concerned with equipping people with rudimentary skills. The symposium sought to provide the community of educators and other concerned citizens with a forum to explore the issue at a more conceptual level. The papers are presented in three sections: Section I - Literacy, Functional Literacy; Section II – Reading and Writing; Section III – Literacy and the Oral Tradition.Item Teacher decision-making about the treatment of content in the design of instructional materials(1992) Kuboni, OlabisiThis paper reviews an exercise conducted during a short course at the Faculty of Education, The University of the West Indies (UWI), St. Augustine for 24 primary school teachers. Participants were required to select a course unit, identify the subordinate objectives subsumed within that unit, and design and produce instructional materials on one or a combination of these objectives, using transparencies and photographic slides. The approaches used by participants in their treatment of the content of the instructional materials are examined, largely within the framework of the concept, pedagogical content knowledge. The paper identifies three main implications of this activity for the professional development of the teacher and for the structure organization of the teaching service.Item Teachers' treatment of content in the design of instructional materials(1993) Kuboni, Olabisi;