Publications

Books

Phindile Zifikile Shangase, Daniela Gachago, Eunice Ndeto Ivala (Eds.) 2023. Co-teaching and co-research in contexts of inequality: Using networked learning to connect Africa and the world. Wilmington: Vernon Press. https://vernonpress.com/book/1767 

Book chapters
    1. Gachago, D. & Gachago, M. 2023. Chapter 11 Mothering and Working across Difference. In Kelly W. Guyotte, Stephanie Anne Shelton, Shelly Melchior, and Carlson H. Coogler (Eds). Academic Mothering: Fabulating Futures for Higher Education. Leiden: Brill, pp156-164.
      http://brill.com/display/book/9789004547469/BP000023.xml  
    2. Gachago, D., Shangase, P., Ivala, E. 2023. Chapter 1: Introduction. In Phindile Zifikile Shangase, Daniela Gachago, Eunice Ndeto Ivala (Eds.) 2023. Co-teaching and co-research in contexts of inequality: Using networked learning to connect Africa and the world. Wilmington: Vernon Press, pp.1-12. https://vernonpress.com/book/1767
    3. Strydom, S., Titus, S., Waghid, F., & Gachago, D. 2023. Enabling inter-institutional co-design and co-facilitation of a postgraduate diploma module in educational technology: Uncovering sites of struggle, negotiation and accommodation among course facilitators. In Phindile Zifikile Shangase, Daniela Gachago, Eunice Ndeto Ivala (Eds.) 2023. Co-teaching and co-research in contexts of inequality: Using networked learning to connect Africa and the world. Wilmington: Vernon Press, pp.15-36. https://vernonpress.com/book/1767 
    4. Gachago, D. & Dunford, M. 2023.  Understanding our complicity: Reflections on an international collaboration. In Phindile Zifikile Shangase, Daniela Gachago, Eunice Ndeto Ivala (Eds.) 2023. Co-teaching and co-research in contexts of inequality: Using networked learning to connect Africa and the world. Wilmington: Vernon Press, pp.237-260. https://vernonpress.com/book/1767 
    5. Gachago, D., Bali, M., & Pallitt, N. 2022.  Compassionate Learning Design as a Critical Approach to Instructional. In Jerod Quinn; Martha Burtis; Surita Jhangiani; and Robin DeRosa (eds): Towards a Critical Instructional Design Design. Pressbook.  https://criticalinstructionaldesign.pressbooks.com/chapter/compassionate-learning-design-as-a-critical-approach-to-instructional-design/
    6. Pallitt, N., Bali, M., & Gachago, D. 2022. Academic Development as Compassionate Learning Design: Cases from South Africa and Egypt. In T. Jaffer, S. Govender & L. Czerniewicz (Eds.), Learning Design Voices. https://doi.org/10.25375/uct.20028431
    7. Gachago, D. & Hoerfurter, A. 2022. E-Learning-Entwicklung durch Co-Creation: Bedeutsam und Gemeinsam. In  M. Pfannstiel & P. Steinhoff (Eds): E-Learning im digitalen Zeitalter. Cham: Springer. 327–341. https://link.springer.com/chapter/10.1007/978-3-658-36113-6_16
    8. Pallitt, N., Gachago, D. & Bali, M. 2021. No Size Fits All: Design Considerations for Networked Professional Development in Higher Education. In Nina Bonderup Dohn, Jens Jørgen Hansen, Stig Børsen Hansen, Thomas Ryberg & Maarten de Laat (Eds): Conceptualizing and Innovating Education and Work with Networked Learning. Cham: Springer. 53-71. https://link.springer.com/chapter/10.1007/978-3-030-85241-2_4 
    9. Gachago, D., Morkel, J., Van Zyl, I. & Ivala, E. 2021. From Design Thinking to Design Doing: Experiences from an Academic Staff Development Programme for Blended Course Design. In Nina Bonderup Dohn, Jens Jørgen Hansen, Stig Børsen Hansen, Thomas Ryberg& Maarten de Laat (Eds): Conceptualizing and Innovating Education and Work with Networked Learning. Cham: Springer. 19-35. https://link.springer.com/chapter/10.1007/978-3-030-85241-2_2  
    10. Cupido, X. & Gachago, D. 2021. Staying stuck … diffracting co-creation in higher education. In Ralarala, M.,  Hassan, L. & Nadioo, R. (Eds): Knowledge beyond colour lines: Towards repurposing knowledge generation in South African higher education. Bellville: UWC Press. 27-40. Link to chapter.
    11. Gachago, D., Scheepers, J. & Livingston, C. 2021. Telling Stories about Stories. Towards ethical guidelines for digital storytelling in Higher Education. In Bezerra, J., Paterson, C. & Paphitis, S. (Eds): Challenging the Apartheids of Knowledge in Higher Education through Social Innovation. Stellenbosch: Sun Media. link to chapter
    12. Gachago, D. & Stewart, K. 2021. Response-able Digital Storytelling to Reimagine Higher Education Classroom Practices. In Bozalek, V. Zembylas, M. & Tronto, J. (Eds): Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies. London and New York: Routledge Research in Higher Education: 123-136.
    13. Gachago, D., Van Zyl, I. & Waghid, F. 2021. More than Delivery: Designing Blended Learning Spaces with and for Academic Staff. In Sosibo, L. & Ivala, E. (Eds.) Transforming Learning Spaces. Wilmington: Vernon Press, pp. 132-146. Link to chapter
    14. Ngoasheng, A., Cupido, X., Oyekola, S., Gachago, D., Mpofu, A., & Mbekela, Y. 2019. Advancing democratic values in higher education through open curriculum co-creation: Towards an epistemology of uncertainty. In L. E. Quinn, ed. Reimaging Curricula: Spaces for Disruption. Stellenbosch: African Sun Media: 324–344. https://www.jstor.org/stable/j.ctv1nzfzm1.21?refreqid=excelsior%3Af4a4a28a30361c16e4121a19b7f2c069&seq=1#metadata_info_tab_contents 
    15. Condy, J., Green, L. & Gachago, D. 2019. Exploring Being Human Today: Equipping Teachers for Diversity. In G. Mare, ed. Race and Education. Stellenbosch: Sun Press: 41–68. doi:10.18820/9781928480150.
    16. Ivala, E., Gachago, D. & Sosibo, L. 2019. Diverse Staff Voices on the Transformation of a Merged South African University of Technology. In E. Ivala & C. Scott, eds. Faculty Perspectives on Vocational Training in South Africa. New York: Routledge. https://doi.org/10.4324/9781351014311  link to book
    17. Noble, A. & Gachago, D. 2019. Towards Critical Citizenship Education—A Case Study in an Architectural Technology and Interior Design Extended Curriculum Course. In Faculty Perspectives on Vocational Training in South Africa. New York: Routledge. https://doi.org/10.4324/9781351014311 link to book
    18. Gachago, D. 2018. Lessons on Humility: White Women’s Racial Allyship in Academia. In S. A. Shelton, J. E. Flynn, & T. J. Grosland, eds. Feminism and Intersectionality in Academia. New York: Springer Link: 131–144. https://doi.org/10.1007/978-3-319-90590-7. Link to book. 
    19. Gachago, D., Bozalek, V.G. & Ng’ambi, D. 2018. White guilt and shame: students’ emotional reactions to digital stories of race in a South African classroom. In L. Smith, M. Wetherell, & G. Campbell, eds. Emotion, Affective Practices, and the Past in the Present. Milton Park & New York: Routledge. https://doi.org/10.1080/1743873X.2019.1651033 Link to book.
    20. Bozalek, V.G., Bayat, A., Gachago, D., Motala, S. & Mitchell, V. 2018. A Pedagogy of Response-ability. In V. G. Bozalek, R. Braidotti, T. Shefer, & M. Zembylas, eds. Socially just pedagogies. London & New York: Bloomsbury: 97–112.  https://doi.org/10.5040/9781350032910.0006 
    21. Gachago, D. & Sykes, P. 2017. Navigating Ethical Boundaries When Adopting Digital Storytelling in Higher Education. In G. Jamisson, P. Hardy, Y. Nordkvelle, & H. Pleasants, eds. Digital Storytelling in Higher Education. Cham: Palgrave Macmillan: 91–106. https://doi.org/10.1007/BF03033420.
    22. Gachago, D. 2016. Addressing some of the elephant(s) in South African research education: race and reflexivity in postgraduate study. In L. Frick, P. Motshoane, C. MacMaster, & C. Murphy, eds. Postgraduate Study in South Africa: Surviving and Succeeding. Stellenbosch: Sun Media: 13–22. http://doi.org/22.10.18820/9781928357247/03
    23. Gachago, D. & Ivala, E. 2015. Web2.0 and social media: Essential tools for contemporary teaching and learning. In W. Kinfoil, ed. Moving beyond the hype: A contextualised view of learning with technology in higher education. Pretoria: Universities South Africa: 19–24. Link to publication.
    24. Barnes, V. & Gachago, D. 2015. Digital storytelling and authentic learning: A case study in Industrial Design. In J. Condy, ed. Telling stories differently: Engaging 21st-century students through Digital Storytelling. Stellenbosch: SUN Press: 47–62.
    25. Gachago, D. 2015. Owning your emotions or sentimental navel-gazing: Digital storytelling with South African pre- service student educators. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press: 165-179.
    26. Gachago, D. & Cronje, F. 2015. When a story becomes more than just stoep-talk: Digital counter-storytelling with pre-service teacher education students. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press: 117–130.
    27. Gachago, D. 2015. Seeing the world through somebody else’s eyes: developing capabilities for a socially just education. In J. Condy, ed. Telling stories differently: Engaging 21st century students through Digital Storytelling. Stellenbosch: SUN Press: 99–106.
    28. Ivala, E., Gachago, D. & Thiart, A. 2015. A lecturer's perception on the adoption of the inverted classroom or flipped method. In  M. Ciussi, ed. Leading Issues in e-Learning Research MOOCs and Flip: What’s Really Changing? Reading: Academic Conferences and Publishing International Limited: 46-61. ISBN:978-1-910309-89-6
    29. Barnes, V,. Gachago, D. & Ivala, E. 2015. Digital Storytelling in Industrial Design. In P.C. Layne & P. Lane, eds. Global Innovation of Teaching and Learning in Higher Education. Springer: pp. 47-69. http://link.springer.com/chapter/10.1007/978-3-319-10482-9_4  
    30. Bozalek, V., Gachago, D., & Watters, K. 2014. Chapter 10: Twenty-first century pedagogies: portraits of South African higher educators using emerging technologies. In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman, & A. Amory, eds. Activity Theory, Authentic Learning and Emerging Technologies. London & New York: Routledge: 115–125. http://doi.org/10.4324/9781315771823
    31. Hardman, J., Amory, A., Verenikina, I., Latukefu, L., Aghardien, N., Kizita, R., Mashiyi, N., Roisin-Laubscher, R., Gachago, D., Barnes, V. & Ivala, E. 2014. Chapter 13: The case studies: CHAT in use. In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman, & A. Amory, eds. Activity Theory, Authentic Learning and Emerging Technologies. London & New York: Routledge: 159–191. http://doi.org/10.4324/9781315771823
    32. Ng’ambi, D.,  Bozalek, V.,   Gachago, D.,  Morkel, J.,  Ivala, E.,  Campbell, A.,  Simelane, S., Dimpe, D.,   Rambe, P. &  Bere, A. 2014. Chapter 15 The case studies: Emerging Technologies. Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman, & A. Amory, eds. Activity Theory, Authentic Learning and Emerging Technologies. London & New York: Routledge, pp. 211-233. http://doi.org/10.4324/978131577182

    Academic journal articles
    1. Huang, C.W, Govender, S., & Gachago, D. 2023. From the individual to the collective: Repositioning assessment as a social practice. SOTL in the South Special Issue: Reframing and re-purposing assessment in higher education in the global South, 7(3). https://journals.uj.ac.za/SOTL/index.php/sotls/article/view/335 
    2. Gachago, D., Bali, M. & Pallitt, N. 2023. Equity-Oriented Learning Design: An Entangled Future. Postdigit Sci Educ. https://doi.org/10.1007/s42438-023-00420-w 
    3. Govender, S., Immenga, C., & Gachago, D. 2023. Designing Systems with Care: Responding to Inequality in an Online Course in South Africa. The Journal of Applied Instructional Design, 12(2). https://dx.doi.org/10.59668/722.13023 * 
    4. Gachago, D., Bali, M, & Pallitt, N. 2023. Changing from Within: Narratives of Resistance from Equity-Oriented Learning Designer. The Journal of Applied Instructional Design, 12(2). https://dx.doi.org/10.59668/722.13022 *
    5. Gachago, D., Huang, C., Czerniewicz, L. & Deacon, A. 2023. A commodity to be exploited and exhausted: Expressions of alienation in higher education. Digital Culture & Education, 14(4). https://www.digitalcultureandeducation.com/volume-14-4-papers/a-commodity-to-be-exploited-and-exhausted-expressions-of-alienation-in-higher-education  
    6. Noble, A. & Gachago, D. 2022. Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story. International Journal of Mobile and Blended Learning (IJMBL), 14(3), https://www.igi-global.com/gateway/article/312184#pnlRecommendationForm 
    7. Cruz, L, Morkel, J, & Gachago, D. 2022. Future tense—Reorienting higher education toward an unknown future. In P. Rappoport, M. Garland & E. Root (Eds) in Towards 2030: Sustainable Development Goal 4: Quality Education. A Communication Perspective Special Issue of Frontiers in Communication. https://doi.org/10.3389/fcomm.2022.991698 * 
    8. Belluigi, D. Z., Czerniewicz, L., Gachago, D., Camps, C., Aghardien, N., & Marx, R. 2022. ‘Deeply and deliciously unsettled’? Mis-reading discourses of equity in the early stages of Covid19. Higher Education. https://doi.org/10.1007/s10734-022-00847-3 
    9. Gachago, D., Jones, B., Esambe, E., Jongile, S. &  Ivala, E. 2021. Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development. Critical Studies in Teaching and Learning (CriSTaL), 9(SI), pp. 145-169. https://www.cristal.ac.za/index.php/cristal/article/view/476/306  
    10. Gachago, D., Cruz, L., Belford, C., Livingston, C., Morkel, J., Patnaik, S. & Swartz, B., 2021. Third places: cultivating mobile communities of practice in the global south. International Journal for Academic Development.  Special issue on Conversations on Learning and Teaching. https://www.tandfonline.com/doi/full/10.1080/1360144X.2021.1955363
    11. Networked Learning Editorial Collective (NLEC)., Gourlay, L., Rodríguez-Illera, J.L. et al. 2021. Networked Learning in 2021: A Community Definition. Postdigital Science Education, 3: 326–369. https://doi.org/10.1007/s42438-021-00222-y
    12. Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chili, M., Villiers, M. De, Felix, A., Gachago, D., Ivala, E., Kramm, N., Madiba, M., Mistri, G., Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, S., Swanepoel, M., Waghid, F. & Wissing, G. 2020. A wake-up call : Equity , inequality and Covid-19 emergency remote teaching and learning. Postdigital Science and Education. https://link.springer.com/article/10.1007/s42438-020-00187-4? fbclid=IwAR3dWEIwpRz4r7ox3izGoj64g1Flee6eJT0IDOQg42MuPkl1R7211mc7Y0M
    13. Stewart, K.D., &  Gachago, D.  2020. Step into the discomfort : ( Re ) orienting the white gaze and strategies to disrupt whiteness in educational spaces. Whiteness and Education. https://doi.org/10.1080/23793406.2020.1803760
    14. Gachago, D. & Livingston, C. 2020. The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education. Reading & Writing, 11(1): 1–8. https://doi.org/10.4102/rw.v11i1.242 
    15. Gachago, D., Clowes, L. & Condy, J. 2018. ‘ Family comes in all forms , blood or not ’: disrupting dominant narratives around the patriarchal nuclear family. Gender and Education, 30(8): 966–981.https://doi.org/10.1080/09540253.2016.1259464 
    16. Swartz, B.C., Gachago, D. & Belford, C. 2018. To care or not care - reflections on the ethics of blended learning in times of disruption. South African Journal of Higher Education (SAJHE), 32(6): 49–64. https://doi.org/10.20853/32-6-2659 
    17. Sykes, P. & Gachago, D. 2018. Creating “ Safe-Ish ” Learning Spaces ‒ Attempts To Practice an Ethics of Care. South African Journal of Higher Education (SAJHE), 32(6): 83–98. https://doi.org/10.20853/32-6-2654 
    18. Gachago, D., Bozalek, V.G. & Ng’ambi, D. 2018. Travelling into the other’s world: South African pre-service teacher education students’ construction of difference, belonging and identity. South African Journal of Higher Education, 32(3): 189–208.https://doi.org/10.20853/32-3-2488
    19. Gachago, D., Morkel, J., Hitge, L., van Zyl, I. & Ivala, E. 2017. Developing eLearning champions: a design thinking approach. International Journal of Educational Technology in Higher Education, 14(1). http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0068-8 .
    20. Ngoasheng, A. & Gachago, D. 2017. Dreaming up a new grid: Two lecturers’ reflections on challenging traditional notions of identity and privilege in a South African classroom. Education as Change, 21(2): 187–207. http://doi.org/10.17159/1947-9417/2017/2479
    21. Gachago, D. 2016. The Performativity of Digital Stories in Contexts of Systemic Inequality. South African Journal for Higher Education (SAJHE), 30(3): 296–308. https://doi.org/10.20853/30-3-649, https://www.journals.ac.za/index.php/sajhe/article/view/649 
    22. Bozalek, V., Bayat, A., Motala, S., Mitchell, V. & Gachago, D. 2016. Diffracting socially just pedagogies through stained glass. South African Journal for Higher Education (SAJHE), 30(3): 201–218. https://doi.org/10.20853/30-3-647
    23. Ng’ambi, D., Brown, C., Bozalek, V., Gachago, D. & Wood, D. 2016. Technology enhanced teaching and learning in South African higher education - A rearview of a 20 year journey. British Journal of Educational Technology, 47(5): 843–858. http://doi.wiley.com/10.1111/bjet.12485. http://doi.wiley.com/10.1111/bjet.12485. 
    24. Gachago, D., Livingston, C. & Ivala, E. 2016. Podcasts: A technology for all? British Journal of Educational Technology, 47(5): 859–872. http://doi.wiley.com/10.1111/bjet.12483. http://doi.wiley.com/10.1111/bjet.12483.
    25. Stewart, K. & Gachago, D. 2016. Being human today: A digital storytelling pedagogy for transcontinental border crossing. British Journal of Educational Technology, 47(3): 528–542. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12450
    26. Gachago, D., Ivala, E., Chigona, A. & Condy, J. 2015. Owning your emotions or sentimental navel-gazing: Digital storytelling with South African pre-service student educators. Journal of Cultural Science, 8(2), pp. 18–35. Available at: http://cultural-science.org/journal/index.php/culturalscience/article/view/112/187 * 
    27. Gachago, D., Sosibo, Z. & Ivala, E. 2015. Nostalgia , Anxiety and Gratification : Narratives of Female Staff in a Merged Higher Education Institution. Alternation, 16: 19–43. Link to Online Journal.
    28. Ivala, E., Thiart, A. & Gachago, D. 2015. Flipping the Classroom Compared to the Lecture Method : Students ’ and Lecturer ’ s Perceptions. Alternation, 16: 234–258.  Link to Online Journal.
    29. Bozalek, V., Watters, K. & Gachago, D. 2015. Power, Democracy and Technology : The Potential Dangers of Care for Teachers in Higher Education. Alternation, 16: 259–282. Link to Online Journal.
    30. Gachago, D., Strydom, S., Hanekom, P., Simons, S. & Walters, S. 2015. Crossing boundaries: lecturers’ perspectives on the use of WhatsApp to support teaching and learning in Higher Education. Progressio, 37(1): 172–187. https://journals.co.za/doi/abs/10.10520/EJC180393 
    31. Gachago, D. et al. 2014. Using Digital Counterstories as Multimodal Pedagogy among South African Pre-service Student Educators to produce Stories of Resistance. Electronic Journal of e-Learning (eJeL), 12(1), pp. 29–42. Available at: https://www.learntechlib.org/p/153388/ *
    32. Ivala, E., Gachago, D., Condy, J., & Chigona, A., 2014. Digital Storytelling and Reflection in Higher Education: A Case of Pre-service Student Teachers and Their Lecturers at a University of Technology. Journal of Education and Training Studies. 2(1), pp. 217-227.  https://doi.org/10.11114/jets.v2i1.286.  *
    33. Gachago, D., Condy, J., Ivala, E. & Chigona, A. 2014. ‘All stories bring hope because stories bring awareness’: Students ’ perceptions of digital storytelling for social justice education. South African Journal of Education, 34(4): 1–12. http://www.sajournalofeducation.co.za/index.php/saje/article/view/1025/476
    34. Gachago, D., Ivala, E., Barnes, V., Gill, P., Felix-Minnaar, J., Morkel, J. & Vajat, N. 2014. Towards the development of digital storytelling practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds. South African Journal for Higher Education (SAJHE), 28(3): 961–982. https://doi.org/10.20853/28-3-373
    35. Ivala, E., Gachago, D., Condy, J., & Chigona, A., 2013. Enhancing Student Engagement with Their Studies : A Digital Storytelling Approach. Creative Education, 4(10), pp. 82–89. Available at: http://www.scirp.org/journal/PaperDownload.aspx?paperID=38412 *
    36. Bozalek, V.G., Ng’ambi, D. & Gachago, D. 2013. Converging institutional expertise to model teaching and learning with emerging technologies. progressio, 35(3): 19–36.
    37. Gachago, D., Ivala, E. & Chigona, A. 2013. Disruptive use of emerging technologies in teaching and learning: Lecturers’ experiences at a University of Technology in South Africa. progressio, 35(3): 37–60.
    38. Bozalek, V.G., Ng’ambi, D. & Gachago, D. 2013. Transforming teaching with emerging technologies: implications for Higher Education Institutions. South African Journal of Higher Education, 27(2): 419–436. https://doi.org/10.20853/27-2-252
    39. Gachago, D., Ivala, E., Backhouse, J., Bosman, J.P. & Bozalek, V.G. 2013. Towards a shared understanding of emerging technologies: Experiences in a collaborative research project in South Africa. The African Journal of Information Systems, 5(3): 94–105. http://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1149&context=ajis
    40. Bozalek, V.G., Gachago, D., Alexander, L., Watters, K., Wood, D., Ivala, E. & Herrington, J. 2013. The use of emerging technologies for authentic learning: A South African study in higher education. British Journal of Educational Technology, 44(4): 629–638. http://onlinelibrary.wiley.com/doi/10.1111/bjet.12046/full 
    41. Gachago, D. , Ivala, E., Condy, J. & Chigona, A., 2013. Journeys across Difference: Pre- Service Teacher Education Students’ Perceptions of a Pedagogy of Discomfort in a Digital Storytelling Project in South Africa. Critical Studies in Teaching and Learning, 1(1), pp. 22–52. Available at: https://www.ajol.info/index.php/cristal/article/view/125974
    42. Ivala, E. & Gachago, D. 2012. Social media for enhancing student engagement: The use of Facebook and blogs at a University of Technology. South African Journal for Higher Education (SAJHE), 26(1): 152–167. https://doi.org/10.20853/26-1-156
    43. Condy, J., Chigona, A., Gachago, D. & Ivala, E. 2012. Preservice students’ perceptions and experiences of digital storytelling in diverse classrooms. Turkish Online Journal of Educational Technology (TOJET), 11(3): 278–285. http://tojet.net/articles/v11i3/11326.pdf
    44. Gachago, D., Simon, E. & Morris, A., 2011. Engagement Levels in a Graphic Design Clicker Class: Students’ Perceptions around Attention, Participation and Peer Learning. Journal of Information Technology Education, 10, pp. 253–269. Available at:   http://www.jite.org/documents/Vol10/JITEv10p253-269Gachago936.pdf *
    45. Gachago, D. , Mafote, S., Munene-Kabanya, A., & Lee, M., 2007. Assessment of the effectiveness of the CAD eLearning Certificate at the University of Botswana. International Journal of Education and Development using ICT, 3(4). Available at: http://ijedict.dec.uwi.edu/viewarticle.php?id=418&layout=html. *
    46. Thurab-Nkhosi, D., Lee, M. & Gachago, D., 2005. Preparing Academic Staff for e-Learning at the University of Botswana. innovate, 2(1). Available at: http://www.innovateonline.info/index.php?view=article&id=43. *
    47. Lee, M., Thurab-Nkhosi, D. & Giannini-Gachago, D., 2005. Using informal collaboration to develop quality assurance processes for eLearning in developing countries : The case of the University of Botswana and The University of the West Indies Distance Education Centre. International Journal of Education and Development using ICT, 1(I), pp. 108–127. Available at: http://ijedict.dec.uwi.edu//viewarticle.php?id=31 *

    *not DHET accredited journals

    For citation index see http://scholar.google.co.za/citations?user=FIJhSiEAAAAJ&hl=en


    Other publications 

    1. Bozalek, V. & Gachago, D. (2023). Editorial. Special Issue on Critique and Criticality. Critical Studies in Teaching and Learning in Higher Education (CriSTaL). pdf
    2. Gachago, D. (2023). What is Critical in EdTech research? Special Issue on Critique and Criticality. Critical Studies in Teaching and Learning in Higher Education (CriSTaL). pdf
    3. Parker, M., Cruz, L, Gachago, D. & Morkel. J. (2020). Design Thinking for Challenges and Change in K–12 and Teacher Education (Editorial). Journal of Cases in Educational Leadership. Special Issue: Design Thinking, 4(1), https://journals.sagepub.com/toc/jela/24/1 
    4. Gachago, D., 2017. The ethics of listening to build community in the commons (review essay). Pedagogy, Culture & Society, (July). Available at: https://www.tandfonline.com/doi/full/10.1080/14681366.2017.1344407.
    5. Parker, M., Cruz, L., Gachago, D., & Morkel, J. (2020). Design Thinking for Challenges and Change in K–12 and Teacher Education. Journal of Cases in Educational Leadership, 155545892097546. https://doi.org/10.1177/1555458920975467
    6. Gachago, D. (2020). Editorial. Critical Studies in Teaching and Learning, 8(1).  http://www.cristal.ac.za/index.php/cristal/article/view/297 
    7. Gachago, D, & Cupido, X. 2020. Designing learning in unsettling times. Heltasa Blog. http://heltasa.org.za/designing-learning-in-unsettling-times/
    8. Gachago, D. & Ngoasheng, A., 2016. South Africa’s “ rainbow nation ” is a myth that students need to unlearn. The Conversation, pp.1–3. https://theconversation.com/south-africas-rainbow-nation-is-a-myth-that-students-need-to-unlearn-66872 
    9. Gachago, D., Morris, A. & Simon, E., 2010. Helping the flow of the thinking juice: student engagement in a Graphic Design clicker class. In Garraway J. (Ed.), Mont Fleur Papers 2010, Foundation/ECP Writing Workshop Proceedings. Cape Town: CPUT.
    10. Gachago, D. 2009. Staff perceptions on the new RF clicker system at the University of Edinburgh. ALT October newsletter. http://newsletter.alt.ac.uk/1x17nbvlhwl
    11. Giannini-Gachago, D. & Seleka, G., 2005. Experiences with international online discussions: Participation patterns of Botswana and American students in an Adult Education and Development course at the University of Botswana. International Journal of Education and Development using ICT (IJEDICT), 1(2).  http://ijedict.dec.uwi.edu/viewarticle.php?id=42&layout=html
    12. Giannini-Gachago, D. & Molelu, B., 2005. Facts, figures and experiences with the introduction of eLearning in a Higher Education institution in developing environments: The case of the University of Botswana. Lonaka, Bulletin of the Centre for Academic Environment, University of Botswana, October 2005. 
    13. Thurab-Nkhosi, D., Lee, M., & Giannini, D., 2003. Instructional Design and eLearning at UB. Lonaka, Bulletin of the Centre for Academic Environment, University of Botswana, March 2003.

    Technical reports


    1. Pesce, F et al., 2016. Travelling Stories: Digital storytelling with young people studying and working abroad.  http://arts.brighton.ac.uk/__data/assets/pdf_file/0009/198423/SW_KF24_storyabroad_FINAL.pdf
    2. Brown, C., & Gachago, D. (eds), 2013. Emerging technologies in Higher Education - a guide for South African Higher Education practitioners. Cape Town: University of Western Cape. Available online: http://emergingicts.blogspot.com/p/guide.html 
    3. Gachago, D., & Ivala, E., 2013. The use of podcasting at CPUT. Cape Town: Fundani, CPUT.
    4. Gachago, D., & Ivala, E., 2011. CPUT ICT access and use survey (staff and students). Cape Town: Fundani, CPUT.
    5. Gachago, D. 2009.  Staff perceptions on the new RF clicker system at the College of Science and
    6. Engineering at the University of Edinburgh. Edinburgh: University of Edinburgh. Click here for full report.
    7. Gachago, D. 2008. University of Edinburgh CSE ePortfolio pilots 2007/2008 – student feedback. Edinburgh: University of Edinburgh. Click here for full report.


    Popular posts from this blog

    Towards an ethical pratice of digital storytelling in Higher Education

    Image
    Lecturers at CPUT have been using digital storytelling (DST) since 2010 across all faculties and many disciplines: for teaching and learning, in community engagement projects but also more and more as a research methodology. In our context we define digital storytelling as the process of creating a (personal) narrative that documents a wide range of culturally and historically embedded lived experiences, by combining voice, sound and images into a short video, developed by non-professionals with non-professional tools within the context of a digital storytelling workshop (Lambert, 2010; Reed & Hill, 2012). 
 Introducing DST at our institution has improved digital literacies and student engagement, provided a space for critical reflection and enhanced multicultural learning and engagement across difference. However, adopting this sometimes emotional and process-oriented practice into an educational context, with its constraints of course objectives, assessment regimes, ti
    Read more

    The power of (online) communities of practice

    Image
    I have just come across this blog post W hat’s next for faculty development?   by Alexandra Mihai and it has strongly resonated with the journey we have gone through over the last few months: from offering webinars and training sessions on using Blackboard and other tools for remote teaching and learning, curating resources and finally creating guidelines / rubrics for lecturers to benchmark their online courses and organising good practice sharing sessions.  Image by Tim Marshall from www.unsplash.com  What caught my attention though is her suggestion around the importance of informal communities of practice to support academics in times of crisis. One of my roles as academic staff developer has been to create networks across the institution of colleagues with a passion for eLearning. We call these our eLearning champions and we have written before about their shared characteristics, what we called an eLearning mindset , very closely related to the design thinking mindset. When lockd
    Read more

    Teaching in times of disruption and the ethics of care

    Image
    I follow with huge interest how universities worldwide are moving their teaching and learning online. I am fascinated by how fast they move, how well prepared they seem (at least from afar) and mostly, how uncritical they are about issues of access and social justice when it comes to online learning. Here at in South Africa, and in particular at CPUT, any attempt to introduce online or even blended learning has to be mindful of our learners, often not able to access digital resources from home, or not necessarily digitally literate enough to follow this kind of learning. I see very little critical engagement at the moment from around the world, with the exception of articles such as shared a few days ago on Facebook: Please do a bad job of putting your courses online , by Rebecca Barett-Fox. So far she is the one of the few who considers how students might be differently positioned, as she writes: "They will be accessing the internet on their phones. They have limited data. They
    Read more