College of Information and Communication Technology

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Browsing College of Information and Communication Technology by Subject "Active Learning"

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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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    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.