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  Better digital Learning

Better digital learning in East Africa

The main purpose of this project “The green charcoal Innovation case (DLI)” is to research, conceptualize and outline an entirely new way of engaging and empowering end-users in a digital learning platform.

The Social Learning Experience Platform (LXP), CanopyLAB is immense potential in the East African market, especially for the university segment. However, in the East African market, a fundamentally different way of engaging and approaching users is needed. Therefore, this project DLI presents the CanopyLAB learning platform. It will be combined with participatory design workshops that will engage and empower end-users to implement the digital learning platform into their relevant context. The Green Charcoal Innovation case thus serves as a testing ground for university students to engage, test, and interact with the CanopyLAB learning Platform. Through the participatory design workshops, users will engage with local stakeholders, create engagement, and ownership to the platform as well as develop training that fits the interests, modalities, and digital competencies of the users.

Research-based evidence on digital learning

Based on research, African countries face some challenges that hinder them from getting the full potential of e-learning solutions. Higher Education (HE) is regarded as a symbol of regional and national development, and a key for modernization, personal, and professional development. The universities face challenges regarding quality, resources, teaching, learning traditions, attitudes, and the use of ICT. In Uganda, close to 25% of undergraduates are unemployed or underemployed, a rate that is worse for female graduates with 11 % more than males. On the other hand, Ugandan’s are viewed as the most entrepreneurial in the world.  In related research from East Africa, the status and challenges of ICT confirm that e-learning and blended learning promotes multiple positive effects, though some of them are still to be implemented in resource-constrained settings.

DLI builds on the assumption that there is a need for training at all professional levels and within many domains. In addition, it assumes that there is a need for developing new learner-centered approaches, and for applying contextual and sustainable e-learning solutions.

This is a PIVØ-project (Partnershipdriven innovation for emerging markets in East Africa”), supported by The European Regional Development Fund.

Read more about PIVØ-projects here.

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