Dianah Nampijja

• Nampijja, Dianah; Øyhus, Arne Olav; Webersik, Christian & Muyinda, Paul Birevu (2020). Access to Learning Through Mobiles: A Socio-Technical Tale of Mobile Learning Actor-Network Among Smallholder Farmers. I Ndayizigamiye, Patrick (Red.), Perspectives on ICT4D and Socio-Economic Growth Opportunities in Developing Countries. IGI Global. ISSN 9781799829836. doi: 10.4018/978-1-7998-2983-6.ch010.
• Nampijja, Dianah (2019). "if you take away my phone, you take away my life.." Community narratives about the social implications of mobile phone usage for livelihood security. Advances in Intelligent Systems and Computing. ISSN 2194-5357. 909, s. 368–384. doi: 10.1007/978-3-030-11434-3_40.
• Gwamba, Gerald; Renken, Jaco; Nampijja, Dianah; Mayende, Godfrey & Birevu Muyinda, Paul (2018). Contextualisation of eLearning Systems in Higher Education Institutions, 11th IMCL 2017: Interactive Mobile Communication Technologies and Learning. Springer. ISSN 978-3-319-75175-7. s. 44–55. doi: 10.1007/978-3-319-75175-7_6.
• Nampijja, Dianah (2017). Mobile learning in non-formal contexts, exploring the nexus of practice and use of mobile technologies among smallholder farming communities in resource limited environments. I Gómez Chova, L.; López Martínez, A. & Candel Torres, I. (Red.), EDULEARN17 proceedings : 9th international confererence om education and new learning technologies. International Academy of Technology, Education and Development (IATED). ISSN 978-84-697-3777-4. s. 3730–3740. doi: 10.21125/edulearn.2017.1811.
• Nampijja, Dianah (2017). Mobile technologies as tools for learning in non-formal context. Experiences with smallholders farmers in resource limited settings. I Tveiten, Oddgeir (Red.), Smart Universities: Education´s Digital Future. Logos Verlag Berlin. ISSN 978-3-8325-4595-6. s. 107–118. doi: 10.21125/edulearn.2017.1811.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu & Nampijja, Dianah (2016). Philosophical and ethical concerns in researching online learning groups, 2016 IEEE Conference on e-Learning, e-Management and e-Services (IC3e 2016). IEEE conference proceedings. ISSN 9781467390613. doi: 10.1109/IC3e.2016.8009047.
• Nampijja, Dianah & Muyinda, Paul Birevu (2016). Adoption and use of mobile technologies for learning among smallholder farmer communities in Uganda. I Schreiter, Sebastian (Red.), Proceedings of 2016 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE (Institute of Electrical and Electronics Engineers). ISSN 978-1-5090-3063-7. doi: 10.1109/IMCTL.2016.7753777.
• Mayende, Godfrey; Muyinda, Paul Birevu; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert & Nampijja, Dianah (2015). Online Learning Needs Assessment in Uganda. I Conway, David F.; Hillen, Andrea Stefanie; Landis, Melodee; Schlegelmilch, Mary T. & Wolcott, Peter (Red.), Digital Media in Teaching and its Added Value. Waxmann Verlag. ISSN 978-3-8309-3287-1. s. 208–224.

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• Muyinda, Paul Birevu; Siminyu, Samuel Ndeda; Aguti, Jessica Norah; Mayende, Godfrey; Nampijja, Dianah & Kajumbula, Richard [Vis alle 14 forfattere av denne artikkelen] (2019). Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University. Vis sammendrag

  Information and communication technologies (ICTs) are presenting pedagogical affordances that are not only being embraced by open distance learning universities but also traditional presential universities. Presential universities are adopting blended learning and teaching approaches in their provisions albeit with some resistance from some staff. This paper shares the experiences and lessons learned from developing the Master of Instructional Design and Technology (MIDT) blended learning curriculum in a traditional presential university. The lessons are drawn from three (3) research questions, namely: 1) What process steps are traditional presential universities taking in the design and development of blended learning curriculum? 2) What is compelling presential universities to adopt blended learning? 3) How are presential universities metamorphosing into blended learning? The paper takes a case study approach employing in-depth document analysis and personal experience explications from staff at the heart of developing curriculum. Findings indicate that contemporary realities such as globalization, increased emphasis on learnercenteredness, increased proliferation of ICTs and others are disrupting the ivory tower traditions and practices of presential universities. These universities are being compelled to open up their gates to non-traditional learners through blended learning, but with a lot more caution. The caution is evidenced by the great amount of rigor invoked in the process of approving blended learning curricula as compared to traditional face-to-face curricula. As such champions of blended learning curricula in presential universities should be prepared to spend more time, energy and resources to have blended learning curricula approved. Putting in place policies and strategies for spurring blended learning; sensitizing staff on the affordances of blended learning and training faculty on how to employ blended pedagogy should take centre stage. Further, the top management of these universities need to be involved at all levels of blended learning curriculum development.

• Gwamba, Gerald; Renken, Jaco; Nampijja, Dianah; Mayende, Godfrey & Muyinda, Paul Birevu (2017). Contextualisation of eLearning Systems in Higher Education Institutions.
• Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu & Nampijja, Dianah (2016). Philosophical and Ethical Concerns in Researching Online Learning Groups.
• Bjørke, Sven Åke; Lazareva, Aleksandra; Mayende, Godfrey; Nampijja, Dianah & Isabwe, Ghislain Maurice Norbert (2015). Together we can. Team and online collaborative work. Vis sammendrag

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• Nampijja, Dianah (2021). Learning with Mobiles. A Developing Country Perspective on Mobile Technologies use in Learning for Livelihood Support. University of Agder. ISSN 978-82-8427-051-7. Fulltekst i vitenarkiv

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