Browsing by Author "Ibrahim LWEMBAWO"

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Secure Fog-Cloud of Things Architectures, Opportunities and Challenges
(CRC Press ,Taylor & Francis Group, 2022-01-24) Adam A . Alli; Kassim Kalinaki; Mutwalibi Nambobi; Hamid Habiba; Ibrahim LWEMBAWO
The paradigm of the Internet of Things (IoT) has emerged due to recent advances in computer hardware, software, embedded computing technologies, and communication together with reduced costs and a drastic improvement in the performance of interacting devices. IoT has become a formal means of connecting people, things, and information systems to the Internet through cyber-physical devices. This has resulted in a new breed of systems that allow real-world solutions to be implemented across countless Internet infrastructures and services such as cities, health, and agriculture
Teaching as a Service: An Exploration of Educational Framework for Technology driven teaching for Higher Education Institutions
(IST-Africa 2024 Conference, 2024-05-24) Adam A . Alli; Ibrahim LWEMBAWO; Fahadi MUGIGAYI; Juma KASADHA
This study examined Teaching as a Service and explored the educational framework for technology-driven teaching in Higher Education Institutions (HEI) in Uganda. This was done by looking at status of ICTs in terms of device ownership, internet utilization for instructional purposes, information technology adoption, Learning Management Systems (LMS) and Enterprise Resource Planning Systems (ERP), available resources, and capacity-building initiatives as signals for utilization of technologies for teaching. A deductive approach was used to select 30 individuals from public, private, and institutionally affiliated universities, organized into groups of ten who participated in the study. The first cohort contributed insights into the initial components of TaaS framework, which were iteratively refined until a stable framework emerged. Subsequently, an examination was conducted to ascertain the presence of these components within higher education institutions (HEIs). The investigation revealed that up to 80% of the respondents predominantly utilized ICTs individually or through institutional provisions. Access to ICT was primarily facilitated via personal laptops and smartphones, bolstered by robust infrastructure and widespread broadband connectivity within most institutions. Internet accessibility was pervasive across various campus locations, with most respondents engaging with online resources daily up to 90% of use time. The study revealed that HEI are in the initial phases of adopting technologies for teaching. Adapting TaaS framework can go a long way in helping HEIs to adopt technology effectively.