College of Leadership and Development Studies

Now showing 1 - 2 of 2

PEDAGOGICAL IMPLICATIONS OF THE USE OF ENGLISH IN NIGERIA
(Proceedings of EDULEARN20 Conference, 2020) Chimuanya, Lily; Awonuga, Christopher
The acquisition and use of the English language have become a key factor in national development and individual intelligibility. Furthermore, English as a second language has long been institutionalised in Nigeria as one of the aftermaths of British colonial administration. Both realities call for reassessing how the language is taught and learned in the classroom. By contact, three varieties of English – British, American and Nigerian Englishes - are operational in Nigeria with their differences most noticeable at the phonological and lexical levels of linguistic description. This linguist situation comes with the pedagogical implications of which variety to teach in our educational system. Or is it a combination of the three? In the past we used to insist on British English but this position is no longer realistic in view of the fact that educated Nigerians make use of varieties freely without knowing which variety they are using. Thus, the situation we have now is that of a pedagogical nightmare, as teachers and examination bodies are confused as to what to accept as correct and acceptable usage. Therefore, the main objective of this study is to review existing English language texts and describe an eclectic task-based second language learning methodology that would incorporate online corpora; online CPD (Continuous Professional Development) and the global staffroom as well as critical thinking skills in learning the three existing varieties of English at the secondary level of education. This involves examining three major English language textbooks, each for Basic 7 and Basic 10; the beginners’ levels for both junior and senior secondary school and show how the vocabulary and phonology sections can integrate the three existing varieties. Our proposed method shows that for a heterogeneous environment like Nigeria where linguists are still grappling with establishing a standard Nigerian English variety, and with the need to have a global perspective in mind while responding to learners’ needs, it is imperative to concurrently expose students to all three varieties. This approach also guides examination bodies on prevalent acceptable usage and allow learners understand the distinctions across varieties.
Blockchain Framework for Securing E-Learning System
(International Journal of Advanced Trends in Computer Science and Engineering, 2020-06) Ubaka-Okoye Millicent N.; Azeta Ambrose A.; Oni Aderonke A.; Okagbue Hilary I.; Nicholas-Omoregbe Olanike S; Chidozie Felix C.
This paper recommends a blockchain framework that secures the e-learning platform. The proposed framework was used to build a widely manageable and safe data delivery facility that will connect to existing educational data. Institutions can simply have amassed their data history without demanding a copy from central servers. The proposed blockchain framework enhances data security and removes trust concerns amongst users or between third-party institutions accessing applications and services. Data distribution can be used with smart contracts to warranty that institutions will continue to be in control of their data entrance, are alert of the source of collected data sources, and are up-to-date when their data is log on by others. Immutable audit logs are generated through data source and contact history to keep institutions informed of the time their data are retrieved. Blockchain has the potential that could provide a system with massive openness, online secure database that e-learning platforms needed. The blockchain can be implemented on different learning platforms based on the information security policies of the institutions.

College of Leadership and Development Studies

Browse

Filters

Settings

Sort By

Results per page

Search Results