26- 28

I-SoLT Conference

Systemic transformation in an organizations aims to bring about lasting change by altering underlying structures and supporting mechanisms which make the system operate in a particular way.


September 26, 2018


Kenya Institute of Curriculum Development (KICD), Nairobi Kenya


September 27-28, 2018

Participation fee

AFELT Members KES 10,000.00 Non-Members (East Africa Community, inclusive of one (1) year membership) KES 15,000.00 Other Non-Members USD 200

All payment should be made to the AFELT Account Chase Bank Strathmore University Branch A/c: 0242265614001 Payments may be made via MPesa into the account. Paybill: 552800 Account: 0242265614001 NOTE: This fee is exclusive of accommodation and transport.

July - Dec

Contemporary Approaches to University Teaching

Contemporary approaches to university teaching is a free, online, self-paced course providing key introductory learning and teaching concepts and strategies for those who are at the start of their higher education teaching career. There are eleven introductory modules (e.g. teaching your first class, giving feedback), three specialty modules (e.g. teaching mathematics) and resources (e.g. a document for sessional staff). Each module is expected to take two hours of engagement. While designed for a staff/faculty member to engage with one module a week across a semester, staff/faculty can choose modules that meet their needs and experience. It is a ‘just in time, just for me’ MOOC, and is suitable for academics, faculty, research students, librarians and IT staff and anyone teaching in the higher education sector. The first run of the course in January 2018 saw 1,020 people participate. Being offered each semester, the current course runs from 1 July to 31 December 2018. Participants can enrol anytime during the semester. Further information and enrolments at



This is your News Article. It’s a great place to update your visitors with industry insights, business development tips or additional success stories. You can also use this space to publish relevant industry updates and link to helpful resources for your visitors. Choose a great image or photo to feature in your article or add a video for extra engagement!


Dialogue: Critical Thinking

Lessons learnt from implementing Critical ThinkingIntroduction to Fink's Taxonomy: Demonstration [Dr. Chip Kingsbury] Course Re-design to implement Critical Thinking [Dr. Mary Omingo] Course Re-design: Reflections on how we teach and develop Critical Thinking [Dr. Kendi Muchungi] Dialogue [Dr. Damary Sikalieh & Dr. Sypriene Otieno] A briefing on INASP [Mary Kiguru]


Critical Thinking

Why Critical Thinking for Faculty? [Dr. Chip Kingsbury] Critical Thinking in Higher Education [Prof. Koi Tirima] Findings from Critical Thinking Research: The Aga Khan Experience [Dr. Mary Omingo] UK Experience [Dr. Mike Calvert] How to integrate Critical Thinking in our teaching? [Dr. Chip Kingsbury]


Enhancing Student Engagement and Learning

This forum allowed for the discussion regarding learns learnt whilst purposefully engaging students.

  • What techniques worked?
  • What can be put into practice?
  • How would we institutionalize these techniques?
  • How do we measure the impact of what we implement?
  • How do we inform our internal policy?


Using Short Videos Such as Ted Talks to Facilitate Critical Reflective Thought & Transformative Learning

The Basic 4 Step Process of Adult Learning

  • Concrete Experience: Start a lesson with some form of concrete experience. This can be a physical activity (e.g., a learning game, impromptu skit, etc.,), a worksheet, a self-evaluation questionnaire, or a presentation (e.g., video, slides, sound recording, etc.).
  • Reflective Observation: Next, have the participants think about and reflect concerning their reactions to the exercise. Why do they think they felt the way they did? This can be done in twos or threes or even in the big group if there is a high sense of trust in the group.
  • Abstract Conceptualisation: This is the dreaming, imagining, new idea stage. Have the participants begin imagining and exploring alternatives to existing ways of thinking and living..
  • Active Experimentation: This is the “let’s try it out” stage. Facilitate discussion along the lines of “How can we implement these new insights (new perspectives, new assumptions, etc.,) into our lives. We begin integrating the news ways into our lives.


Active Learning and Large Classes

Active learners tend to retain and understand information best by doing something active with it - discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response. Active learners tend to like group work more than reflective learners, who prefer working alone. Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.Passivity can lead to boredom. Boredom is an emotional state of low arousal, dissatisfaction resulting from lack of interest in, and difficulty concentrating on, the current activity.

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