Africa's Media Giant
Africa's Media Giant
By Emmanuel Afonne
Helen Kwanashie, a Professor of Pharmacology at the National Open University of Nigeria (NOUN), says the Open and Distance Learning (ODL) mode of learning democratises education and breaks geographical barriers.
Kwanashie, a professor in the NOUN’s Faculty of Health Sciences, made this submission during a valedictory lecture delivered at the university’s headquarters on Friday in Abuja.
The lecture was titled “From Chalkboards to Digital Networks: A Career Academic’s Forty-Four Year Journey from Face-to-Face Teaching through Open and Distance Education to Social Learning.’’
Kwanashie, in the lecture, traced her four and a half decades of teaching career, marked by dedication and unwavering commitment to learning.
She reflected on how technology had transformed education in the country.
“The chalkboard was my first canvas, but digital networks have allowed me to reach students across Nigeria and beyond.”
Kwanashie said her teaching journey started off in social learning at the Ahmadu Bello University (Abu), got more extensive at NOUN, and finally to advocating for social learning models that foster collaboration and inclusivity.
She provided a comparative analysis of face-to-face learning, ODL, and social learning, emphasising the strengths and challenges of each.
“Face-to-face learning fosters immediate interaction, but ODL democratises education, and breaks geographical barriers.
“Social learning integrates collaborative and technology-driven approaches, creating dynamic learning ecosystems.”
Kwanashie painted a picture of the evolution of teaching tools and methodologies, and her transition from the era of blackboards and chalk, through whiteboards, to the current age of interactive smartboards that have bridged physical and digital learning spaces.
She recounted her impact at NOUN where she presented data that included a compelling chart that demonstrated a general uptick in student performance and a drastic reduction in failure rates during her time as supervisor.
Addressing gender equity, she called for systemic changes at NOUN to support women, particularly those with young children and advocated for the establishment of a crèche to improve attendance and academic performance among female students and staff.
“Empowering women in education requires practical support systems that acknowledge their unique challenges.
“This will envision an “open” educational landscape where technology and inclusivity converge to make learning accessible to all.
“I also use this opportunity to advocate for the establishment of the Drosophila Lab in the university, which utilises Drosophila melanogaster (fruit flies) as a model for pharmacological research.
“It offers a cost-effective, ethical alternative to mammalian models, and advancing bioscience education and drug discovery.
“The establishment of this lab will position NOUN as a leader in innovative research,” she said.
Kwanashie also spoke on the integration of Artificial Intelligence (AI) in counselling and content personalisation, emphasising its role in reducing dissatisfaction and improving student satisfaction in ODL.
On her post-retirement aspirations, the 70-year-old professor shared plans to continue mentoring young academics, expand her Drosophila research, and explore AI-driven counseling to support distance-learning students.
NOUN Vice-Chancellor, Prof. Olufemi Peters, had earlier recounted their shared journey that began at the University of Ibadan and where they had even taken Chemistry classes together.
“Helen and I were classmates in Chemistry; even then, her discipline and seriousness were unmistakable.
“She will sit right at the front — meticulous and incredibly focused; we crossed paths a few times through our careers, and I have been privileged to watch her evolve from a brilliant student to a respected scholar,” he said.
The vice-chancellor lauded Kwanashie as a visionary lecturer who had bridged traditional and digital education and re-affirmed NOUN’s commitment to her recommendations, including the crèche and further development of the Drosophila Lab.
He also praised her for recognising the university’s support, noting that her gratitude reflected the collaborative spirit that defined NOUN. (NAN)(www.nannews.ng)
Edited by Chijioke Okoronkwo

source

In the AI-driven future, those who ask better questions will be the ones shaping innovation, policy, and human progress. AI can provide information, but human insight is necessary to direct its use effectively. Schools must transition from knowledge transmission to knowledge exploration, empowering students to be inquisitive thinkers rather than passive recipients of information.
By shifting the focus from finding answers to asking the right questions, we equip children with the cognitive tools necessary for lifelong learning and adaptability in a world where knowledge is dynamic. As we redefine education in the age of AI, our goal should be to nurture the next generation of thinkers, innovators, and problem solvers—armed not just with facts but with the power of curiosity-driven inquiry.
Teaching Children To Ask The Right Questions In The Age Of AI
In an era dominated by artificial intelligence, the role of education is undergoing a fundamental transformation. Traditionally, students have been encouraged to memorise facts and find answers. However, with AI-powered search engines and virtual assistants capable of providing instant responses, the real challenge for the next generation is not merely finding answers but learning how to ask the right questions. This shift necessitates a fundamental rethinking of our education system, with a stronger emphasis on inquiry-based learning and critical thinking.
The Changing Role Of Knowledge In The AI Era
Gone are the days when education primarily revolved around rote memorisation. With tools like ChatGPT, Google’s Bard, and other AI-driven platforms, information is more accessible than ever. The real value no longer lies in recalling facts but in the ability to think critically, evaluate sources, and ask meaningful questions that lead to deeper understanding. Instead of teaching children what to think, educators must focus on teaching them how to think.
Why Questioning Matters More Than Ever
Asking the right questions is a skill that promotes problem-solving, creativity, and innovation. Great advancements in science, technology, and philosophy have emerged not from having all the answers but from asking groundbreaking questions. For instance, Albert Einstein’s theory of relativity began with the simple question, “What would happen if I could travel at the speed of light?” Similarly, the development of the internet stemmed from inquiries into how computers could be interconnected to share information efficiently.
Moreover, AI systems are only as effective as the queries they receive. If children are trained to formulate precise, open-ended, and thought-provoking questions, they can unlock AI’s full potential as a tool for learning rather than relying on it for passive consumption of information.
Teaching The Art Of Inquiry In Classrooms
To cultivate strong questioning skills in children, teachers must incorporate inquiry-based learning strategies. Some effective methods include:
1. Encouraging Curiosity – Teachers should foster a culture where students feel comfortable questioning everything, from everyday observations to complex societal issues. A curious mindset is the foundation of meaningful learning. For example, a history teacher might ask, “How would history have changed if Napoleon had won the Battle of Waterloo?”
2. Using Open-Ended Questions – Instead of focusing on yes/no questions or factual recall, educators should challenge students with open-ended prompts that require critical thinking. For example, rather than asking “What is climate change?” they can ask, “How might human activities influence climate patterns, and what can we do about it?”
3. Socratic Method – Inspired by Socrates’ teaching style, this method involves continuous questioning to stimulate critical thinking and deeper analysis. Encouraging students to question their own assumptions enhances their reasoning skills. For example, in a literature class, a teacher might ask, “What do you think the author intended with this passage? How could it be interpreted differently?”
4. Problem-Based Learning (PBL) – Assigning real-world problems that require students to research, analyse, and formulate their own questions helps them develop problem-solving abilities and engage with learning more actively. For example, students could investigate, “How can we reduce plastic waste in our community?” and explore potential solutions.
5. Teaching Question Formulation Techniques—Educators can introduce frameworks such as Bloom’s Taxonomy to help students differentiate between basic recall questions and higher-order thinking questions. For instance, instead of simply asking, “What is photosynthesis?” a deeper inquiry would be, “How does photosynthesis impact the global carbon cycle?”
The Future Of Education: Preparing Question-Driven Thinkers
In the AI-driven future, those who ask better questions will be the ones shaping innovation, policy, and human progress. AI can provide information, but human insight is necessary to direct its use effectively. Schools must transition from knowledge transmission to knowledge exploration, empowering students to be inquisitive thinkers rather than passive recipients of information.
By shifting the focus from finding answers to asking the right questions, we equip children with the cognitive tools necessary for lifelong learning and adaptability in a world where knowledge is dynamic. As we redefine education in the age of AI, our goal should be to nurture the next generation of thinkers, innovators, and problem solvers—armed not just with facts but with the power of curiosity-driven inquiry.
Dr Reyaz Ahmed
[email protected]
Save my name, email, and website in this browser for the next time I comment.

Δ
© Kashmir Reader. All rights reserved. Kashmir Reader® is a registered India.

source