Introduction

Day 1. Introduction

– Self Introductions

-Personal expectations

-Merger of personal expectations with Course outline

-Formation of learning groups

Introduction

Dear members,

Please kindly introduce yourselves. Key areas in your introduction to include previous profession,
trainings attended, experiences and current work (especially as linked to the course of study). This will
help the sharing of experiences from resource persons within the class.

Foreword

Nature of Higher Education;

Uganda Government White Paper on education (1992) under Aims & Objectives of Higher education in
Uganda (pp 88) gives emphasis to Research. The mode of learning used in higher learning institutions
should therefore also give emphasis to research. My role therefore as a facilitator of learning is possibly
to guide on sources of Knowledge/ information and methods of learning but not imparting knowledge as
traditionally perceived.

Sources of Knowledge / Information;

Epistemology –(one of the four branches of philosophy) puts emphasis on studying knowledge.

Epistemological Sources of Knowledge;

 Idealism; - Knowledge is from within –out and not from without in. The role of a
teacher/facilitator is therefore to work as a Midwife in labour Ward but not to deliver the baby
(knowledge).

 Empiricism; The “clean slate” concept. (Ref. John Locke) Knowledge from experience (5 senses)

 Rationalism; Cognitive function e.g through Inductive and deductive reasoning. Discussions

 Scientific source; Research- systematic process of investigation

 Authority; (Published materials like books, Journals, Research reports, Internet and
Professionals who command knowledge like medical Doctors on medical knowledge. Caution on
Authority ; Academic writing (Plagiarism)
  Intuition; Revelation/Vision/Insight; E.g Mr. Achimede’s insight, Kohler,

Learning Design;

-Think/research, Ink, pair, share and then present.

Dear members,
As you prepare to present, it is important that you understand the implications of the
epistemological sources of knowledge, as these have an impact on the choice of your source of
knowledge, the quality of your research and the organization of your researched material for
presentation. It is important that your presentation gives a high percentage of believability by the
class (acknowledgement of source by citation and referencing) and presented in a way that leads
to high perception / learning that persists or presented in a way that leads to a permanent change.
For example, as a Scholar who believes in Authority as a source of knowledge, I expect a
acknowledgement of source by citation in text with a corresponding reference. And as a Scholar
who believes in Empiricism as a source of knowledge, I expect material presented in a way that
is in line with Edger Dale‘s (1946, 1954,1969) Cone of Experience / Learning Pyramid. (Refer to
the Chinese saying; when I hear I forget, when I see I remember and when I do I understand)
Meaning that the more senses involved in the process of learning, the more the perception.

As earlier communicated, class interaction will meanwhile always begin with Zoom and
followed by Moodal interaction. The group responsible to present on that weekend is expected to
have sent / posted their work earlier on (Moodal, General Class email or to my e-mail) of their
tentative presentation for the class to access and prepare their reactions (Inputs, appraise,
questions, experiences etc. Class members with experience are encouraged to share their
experiences. Adjustments can be made basing on circumstances and experience.
Yours,
Lubyay Francis Desales
Facilitator.
0752597825
6th Nov. 2021.