Browsing by Author "IWU-JAMES Juliana"

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    Blended Learning in Higher Education: Implication and Strategies for Academic Library Support
    (ResearchGate, 2019-03-11) YUSUF Felicia; ADEBAYO Oyeronke; IWU-JAMES Juliana; OLAWOYIN Olajumoke Rebecca; FAGBOHUN Micheal; UGWUNWA Esse; SEGUN-ADENIRAN Chidi; IZUAGBE Roland; OWOLABI Sola Emmanuel
    Following advances and widespread use of information and communication technology (ICT) in education and the current tech savvy generation of learners, blended learning has emerged as a panacea to address the needs of learners in higher education institutions. It has the potential to expand access to quality education and break learning barriers in developing countries. Blended learning has created a paradigm shift in library services, however, not all academic libraries in developing countries have understood their roles in a blended learning environment. Academic libraries can play significant roles on its own and in collaboration with faculty in several areas through innovative strategies like embedding and integrating information literacy into the curriculum, matching students with the right learning resources, designing innovative physical space with hi-tech to support blended learning. The paper will examine the state of academic libraries in developing countries with emphasis on their ability to participate in an embedded learning environment, it will investigate from literature, the factors that can enhance and hinder academic libraries intervention in a blended learning environment. It will reveal the competencies and skills required by academic librarians to be relevant in an embedded learning environment.
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    ItemOpen Access
    Gravitating towards technology in education: Place of makerspace
    (ResearchGate, 2019-03-01) YUSUF Felicia; SEGUN-ADENIRAN Chidi; UGWUNWA Esse; IZUAGBE Roland; IWU-JAMES Juliana; ADEBAYO Oyeronke; FAGBOHUN Micheal; OLAWOYIN Olajumoke; OWOLABI Sola
    Based on constructivist philosophy which focuses on enabling learners to generate knowledge through interaction with physical objects, the idea of makerspace was initiated. The main essence of makerspace is to stir creativity, innovations and motivate learners towards designing and inventing. This paper is an exposition on the place of makerspace as a new approach to pedagogical activities. The 21st century is immersed in information and communication technology revolution which has necessitated a new way of learning. New generation of learners are referred to as digital natives who are naturally gravitated towards new innovations. This paper relies on recent scholarly publications to point out intricacies of makerspace, the need for educators to embrace it, the new role for educators and other stakeholders in education and the need to manage this change in the educational system. The paper also points out the challenges that this new wave encounters in areas where adoption has taken place and the benefits of adopting makerspace. Conclusion is however made that change is constant and the idea of makerspace may be the new shift that will totally revolutionize the academic world. It is suggested that Faculty and Management need to encourage studies to evaluate accruable benefits of makerspace.