Towards the incorporation of activity-based learning and reflection into Botswana information systems development practice

dc.contributor.authorSelaolo, Tjongabangwe
dc.contributor.authorLotriet, H.H. (Hugo H.)
dc.date.accessioned2015-08-21T11:31:29Z
dc.date.available2015-08-21T11:31:29Z
dc.date.issued2014-02
dc.description.abstractPURPOSE – The purpose of this paper is to report on a co-design process that was initiated between government and the private sector in Botswana to redesign current ISD practice with particular focus on finding a solution for learning failure. Learning failure was analysed retrospectively using concepts of “task conscious” and “learning conscious” learning. DESIGN / METHODOLOGY / APPRAOCH – On the basis of a typical Botswana ISD project in which the lead researcher participated, inefficiencies and shortcomings in the standardised Botswana ISD process in terms of full utilisation of learning processes to support systems success were examined. Through the Developmental Work Research (DWR) methodology, which is based on Cultural-Historical Activity Theory (CHAT) principles, IS practitioners from government and the private sector, together with users collaborated to redesign the current Botswana ISD work practice in order to address this shortcoming. FINDINGS – The result has been the incorporation of activity-based learning and reflection into a proposed improved ISD practice framework for Botswana. PRACTICAL IMPLICATIONS – Through collaborative redesign between government and industry, a new Botswana ISD practice model that incorporates activity-based learning and reflection has been designed, and findings from examination of the model suggest that it has potential to address current learning deficiencies and thus contribute to efforts of avoiding IS failures. There have also been contributions to DWR resulting from the way in which the methodology was applied. ORIGINALITY / VALUE – This is the first known study that uses concepts of “task-conscious” and “learning-conscious” learning to analyse learning retrospectively and at the same time adopting the DWR methodology in the social context of a developing country such as Botswana.en_ZA
dc.description.librarianhb2015en_ZA
dc.description.urihttp://www.emeraldinsight.com/loi/jwlen_ZA
dc.identifier.citationTjongabangwe Selaolo Hugo Lotriet , (2014),"Towards the incorporation of activity-based learning and reflection into Botswana information systems development practice", Journal of Workplace Learning, Vol. 26 Iss 2 pp. 109 - 127.en_ZA
dc.identifier.issn1366-5626 (print)
dc.identifier.issn1758-7859 (online)
dc.identifier.other10.1108/JWL-01-2013-0001
dc.identifier.urihttp://hdl.handle.net/2263/49439
dc.language.isoenen_ZA
dc.publisherEmeralden_ZA
dc.rights© Emerald Group Publishing Limited.en_ZA
dc.subjectLearning, Botswana ISD practiceen_ZA
dc.subjectCultural-historical activity theoryen_ZA
dc.subjectDevelopmental work researchen_ZA
dc.subjectInformation systems developmenten_ZA
dc.titleTowards the incorporation of activity-based learning and reflection into Botswana information systems development practiceen_ZA
dc.typePostprint Articleen_ZA

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