Tutaleni I. Asino

A reflexive essay arguing that decolonization work in digital learning and instructional design must explicitly address researcher/designer positionality. The authors caution that decolonization risks becoming a free‑for‑all without critical attention to who engages and from what positions.

An ethnographic account of six Namibian teachers designing for emergency remote teaching. Identifies five knowledge criteria (context, emotions, actions, preparation, and design decisions) and shows how infrastructure, access, and ICT confidence shaped learning design under crisis.

Discusses WhatsApp as a low‑cost, widely used mobile tool that can connect informal and formal learning, particularly where mobile devices are the primary computing technology, and outlines implications for engagement and support.

Reviews contested definitions of open pedagogy and proposes a five‑part framework to clarify principles and practices. The goal is to consolidate a research base that moves beyond resource access toward sustained, values‑aligned pedagogical change.

Collaboratively synthesizes education responses from 31 countries (covering 62.7% of the world’s population) during COVID‑19. Distinguishes emergency remote education from planned forms (e.g., distance/online learning), highlights inequities and digital divide, and urges a pedagogy of care, alternative assessment, and attention to ethics, surveillance, and privacy in largely online provision.

Argues that improving CSCL requires attending to classroom space and furniture layouts. Using university settings, the study examines how physical environment influences collaboration, interaction, and knowledge building central to CSCL.

Presents a culturally grounded virtual forum for Namibian early‑grade teachers. Findings indicate appropriate technology choice plus culturally resonant facilitation (e.g., headman/chief model of convening) are needed to sustain online communities of practice.

Content analysis of 10 top U.S. video games (2014) finds Africans underrepresented and rarely in lead roles, broadening representation studies to understudied ethnicities and calling for further examination of how games shape public understandings.

Reviews models that integrate culture into the design of learning environments and argues culture should be embedded across all design stages—not relegated to after‑the‑fact evaluation—to better support cross‑cultural education ecosystems.