There are few assumptions that I have found 'interesting' especially in KE HigherEd's attempt to implement online instruction.

1. In 2020, most KE universities have never fully gone online. While they have all the relevant online infrastructure in place, they are disparate. For example, online instruction is viewed as a preview of distance learning. Normal instruction is seen as separate.

2. There's no integration between systems and adoption is low. Online portals and learning management system (LMS) don't work in sync. In most universities, instructors cannot access online examination systems while clerical officers can.

3. University staff ICT skills are largely in 1990s. There are various reasons behind this, but largely cause public universities stopped caring about their basic functions long time ago. For example ere's no ICT resources which should be necessary tools of trade.

There's little or no motivation to stay abreast with global trends. Those who do have to bear the cost or face challenges. As a result, online instruction training has centered on basic skills such as "How to do video conferencing"; "Video conferencing tools."

4. That instructional technology is the purview of 'IT Staff'. So IT staff, the guys you normally call when your internet is not working are the same one who introduce academic staff to instructional technology. While they have part to play, they tend think abt infrastructure.

5. There's an assumption that any course/class (remember CS Mucheru today?) can be converted into online equivalent. All you need is do 'video conference'. Even face-to-face instruction has diff approaches. Lectures, seminars, practicals, labs - all have diff demands.

Plus an instructor designs a course with different assumptions which is also pegged on mode of delivery.

6. A course delivery mode can be changed midstream. This is related to (5) above. So you had a 14 week class that was disrupted? No problem, teach it online. Also, someone who's never taught online class can successfully move from face-to-face.

7. Learners can switch to online instruction without preparation. While generally learners are adept to adopting technology, KE students face diff challenges. For example, when I moved online to finish a few remaining week, I have encountered more questions than I expected.

8. Decision making in public universities. Decision making in public universities are very similar to govts. As long as there's a peg, any hole can be filled. It doesn't matter whether it's square, triangular or oval. Just use the peg.

This said, COVID19 is a rare opportunity for public universities to embrace technology. They can do a few things:

a) Shed their old thinking and dated rigidity. For example, address low adoption if electronic document and communication, stop insistence on face-to-face everything, do away with paper memo (they are so stoneage!)

Universities must invest in staff capacity. Provide staff with relevant tools of trade so that they can deliver effectively. Should afford a laptop for an academic staff! Acknowledge special skills among their staff. There's more to academia than 'publications'.

(c) Bring learning and instruction to the centre and think less about exam. In my 8 years teaching in local unis, I have never sat in a meeting or session devoted to learning. Been to 100 or more sesisons all about examination.

(d) Re-think instruction in terms of course and modules design, delivery, optimal class size, outcomes, interactions, and risks.

(e). Overhaul current examination system. There so much to say about this but - give instructors more leeway into examining, change grade coursework/final exams to either 80/20 or 70/30 as opposed to current 30/70 or 40/60. Learning happens exclusively during coursework.