Browsing by Author "Kalinga, Ellen A."

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    Active Learning through Smart Grid Model Site in Challenge Based Learning Course
    (Journal of Systemics, Cybernetics and Informatics, 2018-10) Kalinga, Ellen A.; Ibwe, Kwame S.; Mvungi, Nerey H.; Tenhunen, Hannu
    Smart Grid is a new and growing technology to developing countries. Its implementation and sustainability rely on well trained experts. Sustainability of the smart grid need local experts, hence a project named iGRID: Smart Grid Capacity Development and Enhancement in Tanzania was started. The project is running at the College of Information and Communication Technologies, University of Dar es Salaam. It intends to generate the necessary technical and scientific skills to ensure sustainable implementation of smart grid. iGRID project introduced taught PhD and Masters programs focusing on society, innovation and entrepreneurship in iGRID aspects, as well as to facilitate implementation of automation of monitoring, evaluation, analysis, control and management of electrical power system (smart grid) in order to improve delivery efficiency and to optimize operational costs in the electrical power system in Tanzania. The project made use of Challenge-Based Learning (CBL) methodology to engage students to work together with stakeholders in identifying challenges facing electrical power system in Tanzania. This paper presents the experience of using CBL methodology to achieve active learning to engineering students. The dynamicity of the teaching model, allowed students to acquire skills necessary to solve medium to high tech complex problems. The results build a continuous learning platform for students researching in electrical field.
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    Active Learning through Smart Grid Model Site in Challenge Based Learning Course
    (2018-07) Kalinga, Ellen A.; Ibwe, Kwame S.; Mvungi, Nerey H.; Tenhunen, Hannu
    Smart Grid is a new and growing technology to developing countries. Its implementation and sustainability rely on well trained experts. Sustainability of the smart grid need local experts, hence a project named iGRID: Smart Grid Capacity Development and Enhancement in Tanzania was started. The project is running at the College of Information and Communication Technologies, University of Dar es Salaam. It intends to generate the necessary technical and scientific skills to ensure sustainable implementation of smart grid. iGRID project introduced taught PhD and Masters programs focusing on society, innovation and entrepreneurship in iGRID aspects, as well as to facilitate implementation of automation of monitoring, evaluation, analysis, control and management of electrical power system (smart grid) in order to improve delivery efficiency and to optimize operational costs in the electrical power system in Tanzania. The project made use of Challenge-Based Learning (CBL) methodology to engage students to work together with stakeholders in identifying challenges facing electrical power system in Tanzania. This paper presents the experience of using CBL methodology to achieve active learning to engineering students. The dynamicity of the teaching model, allowed students to acquire skills necessary to solve medium to high tech complex problems. The results build a continuous learning platform for students researching in electrical field. Keywords: Active Learning, Smart Grid, Challenge-Based Learning, Tanzania.
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    Assessing Users’ Satisfaction with Tanzanians’ Public Health Supply Chain Electronic Logistic Management Information System
    (Journal of Health Informatics in Developing Countries (JHIDC), 2017-08-20) Omary, Zuhura D.; Kalinga, Ellen A.
    The Ministry of health Community Development Gender Elders and Children (MOHCDGEC) through MSD has been implementing eLMIS in order to streamline the flow of health commodities in the country. Approximately, there are more than 500 registered district pharmacists who use the system on daily basis. While the acceptance of the system is positive, long-term success depends on its continued use which is determined by users’ satisfaction with the system. This study examined factors affecting users’ satisfaction with eLMIS through developing a research model from the literature and adopting sequential explanatory mixed research design. A sample of 112 users out of 150 was collected from 4 regions and tested against the research model using regression analysis to identify factors that contribute toward users’ satisfaction. Finally, an interview was conducted to 10 users to find more information about these factors. The study found that four of the factors: information quality (β=0.28), system quality (β=-0.21), perceived usefulness (β=0.22) and facilitation conditions (β=0.26) had a significant effect on users’ satisfaction with the eLMIS. However, system support did not have a significant effect. Through interviews, many users indicated that they need more training on the system and proposed new features that needs to be added. Moreover, Internet access remained to be a big challenge. The strategies on how to enhance users’ satisfaction of the system and consequently increase systems’ success have been presented and discussed.
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    Customization of Moodle Open Source LMS for Tanzania Secondary Schools’ Use
    (World Academy of Science, Engineering and Technology, 2015) Kalinga, Ellen A.
    Moodle is an open source learning management system that enables creation of a powerful and flexible learning environment. Many organizations, especially learning institutions have customized Moodle open source LMS for their own use. In general open source LMSs are of great interest due to many advantages they offer in terms of cost, usage and freedom to customize to fit a particular context. Tanzania Secondary School eLearning. (TanSSe-L) system is the learning management system for Tanzania secondary schools. TanSSe-L system was developed using a number of methods, one of them being customization of Moodle Open Source LMS. This paper presents few areas on the way Moodle OS LMS was customized to produce a functional TanSSe-L system fitted to the requirements and specifications of Tanzania secondary schools’ context.
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    Determinants of Nurses’ Intention to Use elearning in Tanzania
    (Journal of Health Informatics in Developing Countries (JHIDC), 2017-12-29) Mzava, Khadija; Kalinga, Ellen A.
    Tanzania is among the countries striving to attain knowledgeable and skilled health workers who are capable of addressing health challenges facing its population. However, in regard of nurse’s shortage in number, tight schedules sending them away from work place for further lessons is a challenge as will result into a more insufficient health services due to their absence. eLearning for nurses to upgrade their professional skills while they are still at their working place has been introduced in Tanzania, however, use of eLearning is only 4.9%. This paper examine determinants of nurses’ intention to use eLearning in Tanzania. It is using mixed sequential explanatory design to explore several technology acceptance models, identify the appropriate ones and latter suggest strategies that will improve nurses’ intention to use eLearning. Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) research model was adopted with some modification. Nine determinant factors were identified to be used: six adopted directly from UTAUT2 and three customized factors. The study collected data from 140 nurses and their inputs were tested against all nine determinant factors using Linear Regression Analysis. Out of nine factors, five were significant: Performance Expectancy (β=-0.214, ρ=0.005), Effort Expectancy (β=0.163, ρ=0.030), Social Influence (β=0.170, ρ=0.032), Hedonic Motivation (β=0.174, ρ=0.023) and Self-Management (β=0.242, ρ=0.002) while four were not significant: Habit (β=0.103,ρ=0.164), Price Value (β=-0.025, ρ=0.736), Resource Facilitating Conditions (β=-0.041,ρ=0.588) and Technology Facilitating Conditions (β=0.058, ρ=0.436). Inadequacy of: awareness with eLearning, knowledge to use eLearning, computers and lack of Internet are some of the problems facing nurses. This study used mixed research design with UTAUT2 model with the exception of mediating variables: age, gender and experience, therefore further research can be conducted by including the mediating variable.
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    Development of an Interactive E-learning Management System (e-LMS) for Tanzanian Secondary Schools
    (2008-01) Kalinga, Ellen A.
    e-learning, as defined to be the use of information and communications technology (ICT) for supporting the educational processes, has motivated Tanzania to apply ICT in its education system. Tanzania secondary schools in rural areas are geographically and socially isolated. Rural Tanzania secondary schools face a number of problems including ways in getting learning materials, as well as inadequacy in qualified teachers. The impact of these problems is poor performance in National Examinations. This poor performance however is highly noted in science and mathematics subjects. The problem in getting learning materials can be reduced by employing ICT in secondary school education system. This research develops an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. The research is aiming to support teaching and learning functions by allowing creation and storage of learning materials, making them available, easily accessed and sharable among students from different secondary schools in Tanzania in a more organized way. Tanzania has only one curriculum for all secondary schools registered under the Ministry of Education and Vocational Training (MoEVT). During development stage it will not be easy to involve all scattered Tanzanian secondary schools. The research is focusing to two selected pilot schools; Kibaha secondary school and Wali-ul-Asr girls’ seminary in Kibaha town, Pwani region. Features of the e-LMS will represent the standard form of any other secondary school registered by the MoEVT. The complete implementation of the e-LMS to these selected pilot schools will later be extended to all other secondary schools in Tanzania. The development uses Object-Oriented System Analysis and Design (OOSAD) approach along with the power of modeling as it has been emphasized by Model Driven Architecture (MDA). Unified Modeling Language (UML) is mainly used in both cases. To create an interoperable system, UML is integrated with extensible markup language (XML) during model transformation from e-LMS Platform Independent Model (PIM) to e-LMS Platform Specific Model (PSM). Development will make use of open source software. For context specific development, participatory action research methodology is adopted and the inputs are well presented in developing e-LMS. Customization of open source learning management system (LMS) platforms is employed to help generate a timely solution to e-LMS development. Finally, this thesis also considers the need for replication and mirroring of the database for the purpose of making learning materials highly available to end-users.
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    Focus Group Discussion in Developing Tanzania Secondary Schools e-Learning (TanSSe-L) System
    (2011-07) Kalinga, Ellen A.; Bagile, Burchard B.; trojer, Lena
    he knowledge on how ICT and its application can improve the social and economic lives of people generally is very limited in many communities of developing countries, Tanzania being among them. Although many people may have and be in contact with computers, does not mean that they really understand the impact that ICT if used effectively could have on improving performance. Developing computer systems for people to use, if lack of knowledge is not carefully considered, the motivation to use the system may be very minimal or completely absent. The emphasis on participatory action research methodology is that the introduction of technology into organizations accompanies learning and generates a specific form of knowledge. Finding appropriate system requirements depends on how close the developer is to the system users or stakeholders. Focus group discussion as inspired by the qualitative and participatory action research methodologies is the key to being close to users. This paper presents how focus group discussion was employed during developing Tanzania Secondary Schools e-Learning (TanSSe-L) system, specifically during requirement specification and analysis phase. It shows the importance of involving users while developing contextual information systems for a specific purpose. It also shows how secondary school stakeholders were made closer to the process of TanSSe-l System development, together with users’ response to reveal real problems in Tanzania education system. Keywords—Participatory Action Research Methodology, Focus Group Discussion, Requirement Specifications, TanSSe-L, ICT, e-Learning, Tanzania Secondary Schools, Triple Helix Model, Mode 2.
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    The Impact of Industry Participation on Challenge Based Learning
    (Tempus Publications, 2018) Ibwe, Kwame S.; Kalinga, Ellen A.; Mvungi, Nerey H.; Hannu, Tenhunen; Ville, Taajamaa
    The future of learning is being revolutionized by challenge based learning (CBL), where academia offers solutions to real life challenges. Unfortunately, in developing countries academia overlook the importance of involving stakeholders who are the prospective owners of the solutions developed. This is because of the weak link between academic institutions and industry in research and development activities. However, to solve real life challenges faced by the society the researchers need to work closely and continuously with the targeted community for them to get the sense of ownership and for the solutions to take into account all relevant factors. This paper presents the impacts realized when eight stakeholders were fully involved from identification to developing solutions of the challenges facing the electrical power sector in Tanzania which is wholly managed by a public utility company TANESCO from generation to distribution. Challenge based courses introduced in taught PhD and MSc programs were used to create the necessary skills but also to evaluate the effectiveness of the approach in realizing the intended objectives. Nine PhD and six MSc students were involved. The stakeholders’ involvement helped the research students to align the identification of the challenges to be in line with societal perception rather being purely scientific and/or technical like excessive reactive power or skin effect and to work in multidisciplinary teams. This paper presents the process adopted in real life challenges identification, the proposed solutions to the identified challenges and how academia can link with industry in solving real-life problems facing the society, in particular the higher learning institutions in developing countries.
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    An Interactive e-Learning Management System (e-LMS): A Solution to Tanzanian Secondary Schools' Education
    (2008-01) Kalinga, Ellen A.; Bagile, Burchard B.; Trojer, Lena
    Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS).
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    Learning by Doing in Teaching and Learning Object-Oriented Analysis and Design Approach to Software Development
    (2018-07) Kalinga, Ellen A.
    Learning by doing (LBD) have been indicated by many researchers to be predominantly used in engineering and computer science fields. This paper presents step-wise procedure on how learning by doing approach have been applied in teaching and learning object-oriented analysis and design approach in software development to Bachelor of Science students taking computer science and computer engineering. The approach covered requirement analysis and design phases of the software development life cycle. Students in groups had group case projects which solve the real life problems and actively were engaged to apply the methodology in developing a software up to the design phase. The outcome of the approach was the documentation of the designed case group software projects and findings of the survey on student’s opinion and satisfaction in using the LBD approach. The survey showed that many students gained the knowledge to a big extent after the course. The majority of students were satisfied and wishing the approach to be applied in teaching and learning other courses. Students prefer the blended mode of learning by making use of lectures and mixed with practice like LBD. Keywords: Object-Oriented Analysis and Design; Software Engineering; Learning by Doing; Active Learning.
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    MDA and Object Oriented System Analysis and Design Integration for TanSSe-L System Development
    (2011-07) Kalinga, Ellen A.; Bagile, Burchard B.
    In software development, a successful information system is subject to frequent evaluation and revision within the framework known as System Development Life Cycle (SDLC). SDLC is the basis for most software development methodologies, whether structured approach or object oriented approach. Tanzania Secondary Schools e-Learning (TanSSe-L) system is a customized learning management system (LMS) developed to enable ICT support in teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. The development of the TanSSe-L system made use of software engineering discipline using Object-Oriented System Analysis and Design (OOSA&D) with Unified Modelling Language (UML) and Model Driven Architecture (MDA). Implementation made use of open source LMS through customization to help generate a timely solution to TanSSe-L system development. This paper presents how TanSSe-L system was developed through the integration of Object-Oriented System Analysis and Design approach and Model Driven Architecture to address the SLDC in a systemic way, the approach which led to the stage of customizing an open source LMS. It shows the importance of creating a base guide for customization. Keywords—Software Engineering, Object Oriented System Analysis and Design, UML, MDA, Customization, ICT, eLearning, Tanzania Secondary School
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    Object Oriented Analysis and Design
    (African Virtual University (AVU), 2017) Kalinga, Ellen A.
    Object-Oriented Analysis and Design module teaches students on how to effectively use object-oriented technologies and software modeling as applied to software development process with the help of Unified Modeling Language (UML). UML is the standard language for object-oriented analysis and design. UML is used throughout the software development life cycle to capture and communicate analysis and design artifacts. In this course you will use graphical modeling language, to communicate concepts, decisions, understand the problem, propose the solution and manage complexity of artifacts. Finally, the module teaches students to use patterns and frameworks when building reusable software components.
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    Research Methodologies Adopted in Developing TanSSe-L System
    (Department of Mechanical and Industrial Engineering, 2012-02-17) Kalinga, Ellen A.; Bagile, Burchard B.
    Tanzania Secondary Schools eLearning (TanSSe-L) system is one of the products of the ICT for eLearning research project conceived at the University of Dar es Salaam. The overall main objective of the e-learning project was to improve the quality of science education in secondary school in the rural areas of Tanzania by developing a tool to enable ICT support to rural secondary schools, by providing teaching materials, which are user friendly and facilitating self-learning and information sharing, starting with science and mathematics. This research work was based on three pillars; these are “establishment of suitable and effective connectivity and configuration”, development of a context centered platform which includes an e-learning management system using open source software” and “development of learning content materials for self-learning and sharing”. Development of a context centered platform which includes an e-learning management system using open source software was successfully developed and ended up having a TanSSe-L System, a Learning Management System (LMS) which allows for the creation and storage of learning materials, making them available, easily accessed and shareable among students from different secondary schools in Tanzania. TanSSe-L system was developed using a number of methodologies. This paper illustrates research methodologies used in developing a TanSSe-L system taking into consideration open source/low cost system, the issue of sustainability and the context of the application.
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    Software Engineering
    (African Virtual University (AVU), 2017) Kalinga, Ellen A.
    Software engineering is concerned with all aspects of software production from the early stages of system specification through to maintaining the system after it has gone into use (Laurie Williams 2004). To engineering perspective, SE adopts a systematic and organized approach to develop systems. The course exposes students on how to use several specific practices and techniques used in developing software. It is required to familiarize learners to industrial modeling tools with the aim of exposing them to state-of-the-art practices with respect to software development. At the end of the module, student will have a better understanding of the complexities as well as subtleties of the various software development activities that include working in a team or group. Students will learn process models, software testing techniques and project management skills used in building software effectively, apply good practices, effective design techniques, and development tools. SE is needed to develop all kinds of software projects including complex software projects.
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    Strategies for Developing e-LMS for Tanzania Secondary Schools
    (2011-10) Kalinga, Ellen A.; Bagile, Burchard B.; Trojer, Lena
    Tanzania secondary schools in rural areas are geographically and socially isolated, hence face a number of problems in getting learning materials resulting in poor performance in National examinations. E-learning as defined to be the use of information and communication technology (ICT) for supporting the educational processes has motivated Tanzania to apply ICT in its education system. There has been effort to improve secondary school education using ICT through several projects. ICT for e-learning to Tanzania rural secondary school is one of the research projects conceived by the University of Dar-es-Salaam through its College of Engineering and Technology. The main objective of the project is to develop a tool to enable ICT support rural secondary school. The project is comprehensive with a number of components, one being development of e-learning management system (e-LMS) for Tanzania secondary schools. This paper presents strategies of developing e-LMS. It shows the importance of integrating action research methodology with the modeling methods as presented by model driven architecture (MDA) and the usefulness of Unified Modeling Language (UML) on the issue of modeling. The benefit of MDA will go along with the development based on software development life cycle (SDLC) process, from analysis and requirement phase through design and implementation stages as employed by object oriented system analysis and design approach. The paper also explains the employment of open source code reuse from open source learning platforms for the context sensitive development of the e-LMS for Tanzania secondary schools.
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    TanSSe-L System PIM Manual Transformation to Moodle as a TanSSe-L System Specific PIM
    (World Academy of Science, Engineering and Technology, 2012) Kalinga, Ellen A.; Bagile, Burchard B.
    Tanzania Secondary Schools e-Learning (TanSSe-L) system is a customized learning management system (LMS) developed to enable ICT support in teaching and learning functions. Methodologies involved in the development of TanSSe-L system are Object oriented system analysis and design with UML to create and model TanSSe-L system database structure in the form of a design class diagram, Model Driven Architecture (MDA) to provide a well-defined process in TanSSe-L system development, where MDA conceptual layers were integrated with system development life cycle and customization of open source learning management system which was used during implementation stage to create a timely functional TanSSe-L system. Before customization, a base for customization was prepared. This was the manual transformation from TanSSe-L system platform independent models (PIM) to TanSSe-L system specific PIM. This paper presents how Moodle open source LMS was analyzed and prepared to be the TanSSe-L system specific PIM as applied by MDA.