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Demystifying ICT4E Terminology: 10 Acronyms and Names You Should Know

Last week, amidst reading the various blogs and tweets for Open Education Week, I came across several acronyms that were unfamiliar. Terms like Edupunk and Aakash are just a few of the terms that you simply have to “be in the know” in order to know.

Anyone new to the field of information and communication technology for education (ICT4E) might be a little overwhelmed at first by the plethora of acronyms, terminology, and program and developer names that pervades internet searches and tweets. Whether you’re an education professional looking for new opportunities to use technology in a development project, or a seasoned ICT4D veteran exploring the new advances being made in open education, there’s usually a new term that pops up, sometimes coined at a recent conference, that might be unfamiliar.

And to complicate things further, common ICT4E terms are also used among the wider national education community, as well as those focused on content more than devices, devices more than quality, quality more than technology, and a small community of professionals that have enough experience to be able to see the overall picture.

So to offer some clarification, here are some ICT4E terms you should know:

ICT4E: Information and Communication Technology for Education

Self-explanatory acronym though, within the Twittering world, it has taken on several other forms such as ICT4Ed, ICT4Edu, Edtech and Edutech. A recent blog from ICTWorks set out to clarify what is the most appropriate hashtag and it seems a consensus has been reached for ICT4E — at least for now.

mLearning

mLearning is the use of mobile technology for education — both formal and informal. Though eLearning — using technology for in-class or distance learning purposes — could technically encompass mobile technology, mLearning has been gaining more ground and becoming increasingly popular with the rise of mobile phone saturation throughout the world — estimated at over 5.3 billion mobile subscribers during the UNESCO Mobile Learning Week — that it has created its own category and is the subject of many ICT4E debates.

Photo Credit: www.gadgetslane.com

OLPC: One Laptop Per Child

Commonly referenced and debated in the ICT4E sector, this controversial project has received a lot of praise and criticism for it’s device-based initiative which has introduced over 2.5 million laptops to schools throughout the developing world.

Aakash

The new competitor to OLPC (though that too could be debated since OLPC has expressed support for this new project), this name tends to stir up some excitement among ICT4E advocates. Aakash is a new tablet computer recently priced at around $35 and already being used in public schools in India.

BYOD: Bring Your Own Device

Bring Your Own Device is simply that — students using their own digital devices in the classroom. With many digital devices to choose from such as eReaders, tablets, and mobile phones, computers are no longer considered the only or best option. BYOD is a concept being explored more in connection to mLearning though there are few examples of it already being applied in a development context.

OER: Open Educational Resources

OERs are course and learning materials which can easily be accessed for learning, teaching and research purposes via the internet. Covered under open licenses, these resources can be modified and updated by multiple users creating “living” resources — those that have the ability to grow and adapt with new innovations, historical events, new perspectives, etc.

OCW: Open CourseWare

OCWs are a type of OER. Simply put, they are the learning materials or collection of OERs organized to serve as course content. These, like OERs, are openly licensed and can be reused and reshaped so that they can be introduced in various educational settings.

FOSS: Free and Open Source Software

Software that is both free and open source; an important tool for developing OERs.

MOOC: Massive Open Online Course

Similar to OCWs except that their pedagogical theories and student base differ. A relatively recent innovation in online course development, MOOCs are founded on the theory of connectivism and facilitate learning through teacher led discussions and presentations and developing peer-to-peer networks between students.

Badges

A digital representation equivalent to a certificate or diploma, badges certify the specific skills a student has attained and the quality of the instruction that they received from a specific educational institution.

Image from www.cooltownstudios.com

Crowdsourcing

A distributed problem-solving and production process that involves outsourcing tasks to a network of people, usually many and undefined, and a great strategy for collaborating with other teachers and educational professionals.

And in the spirit of open education and crowdsourcing, feel free to share any other essential, humorous, or baffling ICT4E terminology you’ve come across.

March 13, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

Creating a Digital Classroom in the Developing World: Open Education

Photo Credit: OCW Consortium

This week, the online global education community is kicking off the first ever Open Education Week, an event initiated by the OpenCourseWare Consortium to raise awareness to the increasing number of possibilities within this field. This growing movement is poised to change the way that education is viewed, both in the developed and developing world. It has the potential to revolutionize the field of international education development with the increase of connectivity in regions that, until only recently, were limited to outdated and ineffective learning resources and teaching methods.

However, some of these new exciting opportunities and tools that are being developed are set amidst unfamiliar computer programming lingo, an increasing number of acronyms, and a community of open education advocates with various ideologies. So to demystify some of these, let’s imagine for a moment that we want to create a digital classroom for distance learning, targeted to students in a remote area of a developing country. First, we’ll need to develop our course materials and the body of information that we plan to teach:

OER: Open Educational Resources

Photo credit: UNESCO, Author: Jonathasmello

OERs are the various course and learning materials that are being made available in the digital classroom which can easily be accessed for learning, teaching and research purposes. Covered under open licenses, these resources can be modified and updated by multiple users creating “living” resources — those that have the ability to grow and adapt with new innovations, historical events, new perspectives, etc.

OERs make up what some have termed a “universal virtual library”, and where best to start developing the resources for our digital classroom than there. A great example of this is Wikieducator, an international online community project that facilitates collaboration between educators.

So once we’ve chosen and developed what we’ll teach, how will that content be represented and organized as a course or curriculum? That’s where OCWs come in.

OCW: Open CourseWare

And that’s great for us since we want input from other teachers, education professionals, and the students themselves so that, ideally, they will have the most current information taught through the most effective teaching methods. Some OCW programs such as MIT OpenCourseWare and the Khan Academy have already taken great strides in perfecting this model. However, OERs by themselves cannot monitor the learning process or offer accreditation to students. We need to develop something that shows that our students have fulfilled the learning requirements and have acquired new skills.

Badges:

Photo Credit: Mozilla Open Badges website

Badges are the big new thing in Open Education and are still in the early stages of development. An idea that was explored during the 2010 Mozilla Learning, Freedom and the Web Festival, the badges would certify the specific skills a student had attained and the quality of the instruction that they received. According to a recent New York Times article, a few major companies like Microsoft are already using a badge system to certify that their employees have received technical training.

Once we’ve developed our own badge system, perfected our curriculum, and established ourselves as a credible source for quality education, it’s time to think bigger.

MOOC: Massive Open Online Course

MOOCs are similiar to OCWs except that their pedagogical theories and student base differ. A relatively recent innovation in online course development, MOOCs are founded on the theory of connectivism and facilitate learning through teacher led discussions and presentations and developing peer-to-peer networks between students. The potential class size for these courses can be staggering. Several well-known examples at Stanford have exceeded 100,000 registered students, though only a fraction of them actually completed the courses.

Even though some MOOCs and badges are being monetized, we will of course try to keep our lessons free, though there is some argument for charging small fees to motivate students to complete the course. But many questions remain: How will these new materials with the outsourcing — or crowdsourcing — of teachers affect the local education system? Are the skills and information being taught that of which this particular population actually need and culturally relevant? How will it prepare students for jobs already available in this cultural context? A lot of these new innovations still have yet to be developed to suit the needs of the developing world but, with the right amount of cultural sensitivity, research and collaboration, there are many exciting potential advantages to come.

March 9, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

How Technical Literacy Barrier is Widening the Mobile Phone Gender Gap: 3 New Reports to Consider

Photo credit: DIPTENDU DUTTA/AFP/Getty Images

With International Women’s Day this week on March 8th, several prominent aid and research organizations working in the developing world are releasing some fascinating new reports that explore how ICTs and gender impact each other. Creating a startling picture of the realities of gender disparities within an already gaping digital divide, the reports identify a technical literacy barrier that is hindering development for women at the Base of the Pyramid (BoP), or those living on less than $2 a day. It’s currently estimated that a woman is 21% less likely to own a mobile phone than a man, and of the large population of women that do not own phones, one report revealed that 22% of them claimed the main reason was that they “wouldn’t know how to use it”.

Termed the “mobile phone gender gap” by mWomen, a GSMA program which aims to reduce it by 50% by 2014, this inequality has recently been examined from several different perspectives: four case studies from India compiled by the Cherie Blair Foundation and International Center for Research on Women (ICRW); a research report that offers a narrative glimpse into the lives of BoP women, framework for designing business models and a set of research tools for conducting studies, all created by the GSMA mWomen Program; and an analysis of the results of several ICT gender focused projects conducted by the Swedish Program for ICT in Developing Regions (Spider).

Photo credit: Kelake.org

1. Connectivity: How Mobile Phones, Computers, and the Internet Can Catalyze Women’s Entrepreneurship

The Cherie Blair Foundation, a charity that supports women entrepreneurs in developing and transition countries, and the International Center for Research on Women (ICRW), an organization which aims to improve gender equality and reduce poverty in the developing world, teamed up to investigate four initiatives to target women and observe how technology is helping them to earn income. Through in-depth research and analysis, the report focused on the opportunities and challenges involved to reach several important conclusions:

Women will utilize ICTs to develop their businesses when the technology is available to them, increasing both efficiency and social status
Out of all of the ICTs currently available, mobile phones are the first choice for successful business ventures, with portability and adaptability being the biggest draws
Women using ICTs in their businesses promote their benefits amongst friends and family
Out of the few thousand women highlighted in the case studies, there’s still a lot of potential — perhaps half a billion women — for new entrepreneurial ICT initiatives in India
Partnerships are essential between the public, for-profit, non-profit and social enterprise sectors
Sustainability is still a challenge but could be improved with more multi-sectoral partnerships bolstered by the economic and social benefits
ICTs are attracting women entrepreneurs for their efficiency and time-saving capabilities though exploring new ways the technology can foster support and communication between women entrepreneurs still needs to be explored

Photo Credit: Reuters

2. Portraits: A Glimpse into the Lives of Base of the Pyramid Women

To provide a snapshot of what life is like for women living on under $2 a day, the GSMA mWomen Programme, a global public-private partnership between the worldwide mobile industry and the international development community including USAID and AusAID, created Portraits, a summarized version of a larger research report entitled Striving and Surviving – Exploring the Lives of Women at the Base of the Pyramid, due to be released on March 8th. To represent the mass of quantitative data and information collected from one-on-one interviews during the research, the report presents 8 fictionalized life stories from varying regions, each representing a different important aspect of life for BoP women. Here are just a few of the statistics that can be found in the report:

Of the women who did not want to own a mobile phone, 22% said the main reason was that they “wouldn’t know how to use it”
74% of women chose “a good education for my children” as one of their top five life priorities
83% of the women surveyed had not completed secondary education. 31% had no formal education at all
47% of mobile owners said they had been taught to use their handset by their husbands, while 34% had taught themselves
Only 6% of the women in the study knew (without being prompted) you could access the Internet through a mobile phone, and less than 2% had done so. Amongst young BoP women ages 16-21, 39% had some awareness of the mobile web, though only 5% had used it

Photo credit: womendeliver.org

3. Empowering Women Through ICT

Summarizing the outcomes and conclusions from five different projects using various ICT platforms carried out in five countries — Bolivia, Kenya, India, Rwanda, Vietnam, and Bolivia — this report created by the Swedish Program for ICT in Developing Regions (Spider) focuses on how ICTs can support women in the rural regions of the global south. By observing the impacts of the projects on the lives of each group of women, Spider researchers considered the implications of how technology affects gender just as gender affects technology through:

2 projects in Bolivia: one focusing on empowering female community leaders and one supporting victims of domestic violence through a safe virtual environment
A project carried out in both Kenya and India which focused on ecological sustainability, diversification of livelihood, basic training in ICT through self-help groups
A project in Rwanda which explored the use of ICT in small business development through a women’s basket weaving initiative
A research project in Vietnam which considered gender in the development of ICT.

March 8, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

From Classrooms to Economies, INTEL White Paper Says eLearning is Making a Postive Impact

Photo credit: Kitguru.com

Intel’s recently released white paper entitled “The Positive Impacts of Learning”, provides new research data that concludes that eLearning is improving the quality and effectiveness of education. An updated version of the 2009 paper, it offers a comprehensive glimpse at some key research findings aimed at helping educational leaders identify relevant eLearning benefits to make well-informed decisions for developing eLearning strategies.

Intel realizes, along with much of the ICT sector, that with an endless array of both failed and successful examples of implementation strategies for eLearning — and few published results of strictly controlled experimental studies — it is difficult for researchers to produce valid data that can actually prove the efficacy of improving the quality of education through the use of ICT. By comparing data from a spectrum of different studies conducted in the US and various countries, the paper draws several important conclusions supporting the theory that eLearning is in fact positively impacting not only students and teachers, but also their families, communities, societies, and economies.

Students:

Research has shown that there are three major areas of student learning affected by eLearning: engagement, motivation and attendance. Teachers that were surveyed or consulted in many of the studies reported that student motivation was improved the most out these three areas, as much as 76% of low achieving students involved in 1:1 computing programs in one teacher survey.

Access:

Access to technology is a large factor in student performance levels. Studies have found that 1:1 computing programs are much more beneficial than computer labs. Through analyzing 13 different countries, researchers have found that students with easy access to ICT in the classrooms or involved in 1:1 programs are significantly more likely to use ICT than students who only had access to computer labs. Not only do these students use the devices more, but another study showed that academic scores and attendance improved significantly.

Quality of Learning:

When deciding how deeply the technology should be integrated into the learning process, Intel concludes that the more opportunities and easier accessibility that students have to the technology, the greater the effects. Intel has found that student-centered teaching methodologies coupled with blended learning, a strategy that mixes different educational environments, is the most effective way of ensuring that students fully value and explore all learning possibilities available through the technology. With similar advantages found in differentiated instruction methods, students are then able to learn at their own pace and adopt strategies to develop skills needed for self-regulated learning.

Performance:

Photo credit: anonymous from blogspot.net

The white paper suggests that various aspects of student performance, particularly 21st century skills needed to compete in a developing global economy, are significantly improved through the use of ICT. For example, “in one two-year study of upper elementary classrooms with 1:1 computing access, students outperformed non-laptop students on English Language Arts (ELA) literary response and analysis and writing strategies, (Suhr et al., U.S.).”

Teachers:

Access:

Research shows that giving teachers computers or helping them to purchase them is incredibly valuable to these programs. Through boosting teacher confidence in the validity of the information that they are teaching and offering various ways to plan lessons efficiently, teachers can become empowered through technology. Intel suggests that by creating learning management systems, software applications for managing online learning, and training teachers how to use them, educators can share and contribute to a growing body of open educational resources (OER).

Performance:

Besides visible improvements in the quality of student learning, teachers management skills improve as well. Better organizational skills and levels of productivity were reported in most of the studies referenced in the report. In one study, “68 percent of teachers with 1 to 3 years of experience say that technology has increased their effectiveness by making them more productive, (Project Tomorrow, U.S.),”

Society and Community:

A number of studies suggest that eLearning is creating benefits for students across all social classes but that disadvantaged, at-risk, and disabled groups of students benefit more. For example, “the Texas Technology Immersion Pilot showed that economically disadvantaged students reached proficiency levels matching the skills of advantaged control students, (Texas Center for Educational Research, U.S.).” At the broader social level, Intel suggests that by improving basic education, eLearning can indirectly reduce levels of criminal activity and increase students’ involvement in improving their communities.

Photo credit: impactlab.net

As policy makers use eLeaning to improve basic education, they are focusing on the larger effects on the economy. Emphasizing this fact, the report highlights the creation of more job opportunities and developing a workforce better able to fill these jobs. For example, “The OECD estimates the demand for employees with technology skills is growing at a pace that most labor markets struggle to satisfy, stating that approximately 16 million people are employed by the ICT sector, and representing approximately 6 percent of the OECD business sector employment. Furthermore, the estimate is that this sector is growing faster than most other business sectors.”

The full report and bibliography for the studies referenced above can be accessed here.

March 1, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

Delivering a Library of Books with Every E-Reader: How Worldreader is Improving Literacy in Africa

Worldreader, a market-oriented, not-for-profit NGO, is making subsidized e-readers available in parts of Sub-Saharan Africa and already seeing improvements in literacy rates. That’s just one of the many positive results that Dr. Jonathan Wareham, a member of Worldreader’s board of directors and Vice Dean and professor of Information Systems at ESADE – Ramon Llull University in Barcelona, Spain, discussed last week during a presentation at the World Bank headquarters here in Washington, DC.

Dr. Wareham and others at Worldreader are concerned about the growing book famine in Africa. According to a World Bank study conducted in 19 sub-Saharan African countries, only one of those countries, Botswana, “had anything close to adequate book provision in schools”. Using e-reader technology which can hold more books than most school libraries have in such countries — and with no added distribution costs — Worldreader has launched several pilot studies in schools in Ghana, Kenya, and Uganda. As of now, over 75,000 e-books have been distributed wirelessly to over 750 students.

The pilot study in Ghana, called iREAD, which received financial and research support from USAID, compared the rise in literacy rates over the course of one year for three groups of students: a group given e-readers without training on how to use the devices, another that was given out-of-classroom pedagogical interventions, and a control group without e-readers. Literacy scores for students with e-readers and no training improved 12.9% vs 8.1% of the control group, and students with e-readers and additional training improved 15.7% vs 8.1% of the control group.

Results from the study have proven the efficacy of the technology with the programs to support it and Worldreader plans to expand the Uganda initiative by doubling the number of students with e-readers within the next year. Besides improving student literacy scores, the project team also expects to see improvements in adult literacy rates since many of the students share the devices with their families and communities.

Unlike device-based projects such as the One Laptop Per Child program, Worldreader doesn’t produce its own e-reader — so far, it only distributes Amazon’s Kindle. Dr. Wareham describes Worldreader as device agnostic. “There’s no real need to be publicly aligned with either Apple, or with Amazon, or with Android — it doesn’t matter. What matters is bringing literature into the classrooms and as the devices converge and the prices drop, there will be more options to choose from.”

Also unlike most device-based projects, Worldreader invests manpower and on-the-ground support to ensure project sustainability. With the approval and support of government officials and the Ministry of Education in each country, the project so far works with teachers, students, and community leaders to provide training on how to use the the devices and make certain that the technology is fully understood and valued. Though high breakage rates and incidents of theft remain a concern for project implementation, Worldreader believes that providing more training on how to care for the devices, building relationships within each community to promote the device’s educational value, and discouraging theft will help to lower these rates.

Worldreader is looking to build on the success of the pilot studies by partnering with other organizations to expand to an estimated total of 10 projects in 2012. Dr. Wareham said that scaling remains to be a major challenge for the project but plans are underway to provide organizations with what he termed “Worldreader-in-a-box” — kits that will enable training programs to be developed where Worldreader project implementers are not able to go. In addition, the organization is working to expand an ePub platform that allows local authors’ works to be published and accessed on e-readers, creating opportunities for local authors and offering literary works that can help to foster national identity.

February 28, 2012/by actualize

Agriculture, Education, Education, Education Partnerships, Originally posted on the GBI Portal

Attention ICT Innovators: Have you Considered Peace Corps?

No, I don’t actually mean you should commit to 2 years of service in the Peace Corps (though if you have the time, “life is calling” as the PC recruiters say), but what about joining forces with them? With over 9,000 volunteers, 40% of which focus on education and another 12% in business and ICT, and spanning the globe in about 76 developing countries, isn’t that a resource worth exploring?

I’ve been thinking about this lately since there seems to be a growing amount of speculation about how new innovations in information communication technologies (ICT) are being introduced into classrooms throughout the developing world without enough, or any, teacher training to ensure sustainability. Take for example the One Laptop Per Child (OLPC) program. It drew a lot of criticism after it first released the XO 1.0 laptop for lack of teacher-focused training programs on how to use the devices and it is soon to become even more controversial with the release of the much talked-about XO 3.0 tablet.

Amidst reading the numerous critical blogs and some rather heated debates, I’ve started to wonder: What on-the-ground research is being done to assess the need for some of these new innovations in a specific country in the first place? What resources, particularly people, are already available to help introduce and support the teacher training needed for local teachers to deem the technology useful and relevant within the unique cultural context?

In Cambodia, where I recently served as a Peace Corps Volunteer at the Prey Veng Regional Teacher Training Center (RTTC), the Khmer have a saying: “Don’t take the straight or winding path. Take the path your ancestors have taken.” And new innovations in ICT can be seen as just that — a long winding path of new and confusing devices, unfamiliar to an aging population of school officials and teachers that think they have fared well enough as educators without the help of new gadgets.

Last month, leading experts and stakeholders in the field of mobile learning discussed how people’s perceptions of mobile phones are impeding progress in mobile learning in the recently released UNESCO Mobile Learning Week report:

Perhaps due to the intellectually-light and entertainment-heavy content that has been optimized for mobile devices over the past decade, the primary social challenge is convincing people that phones are NOT a barrier to learning.

Even in American classrooms, mobile phones can often be thought of as a distraction, most commonly used for texting and watching YouTube videos, rarely ever thought of as a valuable teaching aide that teachers could already be using if they had the training or interest to explore its potential on their own.

And mobile devices are just the tip of this growing iceberg of ICT, OER, FOSS, and a plethora of other acronyms used in this field. So once the need and appropriateness of a technology is determined useful for a particular country and educational environment, who might be able to help train teachers how to use and develop it? Who has three months of intensive language training and culture-sensitivity seminars, works and lives with the locals, has a wide range of connections within the school system, and strives to understand the complexities of the education system? That’s right — the tech-savvy Peace Corps Volunteers.

Now that’s an assumption and generalization that all PCVs know and care about what’s going on in the ICT4D field and have any interest of being involved in such endeavors — dealing with stray dogs and gastrointestinal diseases is a challenge enough. But why not reach out to the volunteers in your ICT-destined country and give them a chance to use some of those international relationship building skills that they spent hours cultivating during training.

And Peace Corps is just one of several organizations that send volunteers into the developing world. VSO UK and VSO International, Volunteer Service Overseas organizations, are quite similar to Peace Corps volunteers in regards to their culture and language immersion and 26% work in the education sector. The interactive map below shows where Peace Corps and VSO volunteers are currently serving and the program sectors that they work in. Almost every country has volunteers working in the education sector and some have already launched information technology-related projects:

View Volunteer Programs in Education and ICT in a larger map

February 23, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal, Women in Development

Girls in ICT Portal: ITU Inspires Next Generation of Women

Pictures of leading women in information communication technology (ICT) from around the world scroll across the main page of the UN International Telecommunication Union’s (ITU) new Girls in ICT Portal, launched just last month. Profiles like Sara Adams, Senior Software Editor at Google Germany, are accompanied by inspirational stories of each woman’s entry into the largely male-dominated field, just one of several ways the website aims to inspire a new generation of girls to explore career opportunities in ICT.

ITU, the United Nations specialized agency for ICT, created the new portal as part of it’s new 3-year campaign, “Technology Needs Girls”. Susan Schorr, Head of the Special Initiatives Division at ITU, discussed the vital role that successful women in ICT can play during a brief presentation at the World Radiocommunication Conference 2012, currently being held in Geneva.

“It’s very important for women and girls to have role models,” Schorr said. “We have already over 20 profiles of women spanning the globe from practically every region around the world and representing all kinds of ICT career paths because our message is that a career in the ICT sector can take many different forms.”

The Girls in ICT Portal also features an ICT studies and careers database. Users can search over 400 programs including scholarships, contest and awards, trainings and internships, online networks, tech camps, and Girls in ICT Day activities, even refining the search by geographical region. Because the portal is targeted towards young women from around the world, the website can also be read in Arabic, Spanish, French, and Russian.

In addition, a number of studies and white papers surrounding the prevalence of women in ICT can be found in the Trends, Analysis, and Profiles section of the website. Over 100 regional and private sector organizations active in the ICT sector are also featured which include a link and brief description of each.

Along with the web portal, ITU is planning to promote the new “Technology Needs Girls” campaign through two major events: An advocacy event in New York on International Girls in ICT Day, April 26, and the World Telecommunication and Information Society Day 2012 (WTISD): “Women and Girls in ICT”. Aiming to raise awareness to the possible uses of ICT in bridging the digital divide, these two events will focus on encouraging young women, educators, and the industry itself to promote education and careers paths in ICT for girls.

“Technology can help people,” said Doreen Bogden, ITU’s Chief of Strategic Planning and Membership at the World Radiocommunication Conference. “What we find is that girls often pursue careers where they think they can make a difference [by] becoming a doctor, becoming a teacher. We believe the same is true for ICT. It can make a difference, it can change people’s lives, and it can empower people.”

February 16, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

One Tablet Per Child: Walter Bender Discusses Future of OLPC

While listening to Walter Bender, founder and executive director of Sugar Labs, speak last week at USAID’s Mobiles for Education (mEducation) Monthly Seminar Series in Washington, DC, it was difficult to decide if he was more interested in discussing the One Laptop Per Child (OLPC)program’s new XO 3.0 tablet, or the educational philosophy that has spurred its development.

By the end of his presentation, however, it was clear that both are inherent to launching an effective and sustainable program utilizing the new technology. As former co-founder of OLPC, Mr. Bender now focuses his time and energy on developing and improving Sugar, an open source desktop environment which promotes learning through connectivity, collaboration, and what Mr. Bender calls “off the grid accessibility”, the ability to take the computers into virtually any learning environment.

And the new tablet promises to do just that. Upon first look, the tablet doesn’t seem much different from the original laptop besides being thinner since there’s no keyboard. The lack of keyboard is a feature that Mr. Bender seemed torn about saying that keyboards are needed for developing writing skills but that the device should evolve with the introduction of new technologies, tablets being the big new innovation in mobile computers.

The easily recognizable bright green and white rugged exterior is still present but now the 8-inch screen is protected by a green silicone cover. The child-friendly tablet was designed with the same consideration for durability, cost, and conservation of power that has made the OLPC program so well known, but now it features solar panels on the inside of the cover to power it in addition to the power adapter and hand-crank powered battery from the previous laptop.

Of course, the education-specific user interface of Sugar still remains and can be baffling to anyone not already familiar with it’s icons, a wide array of small visual representations of each activity that doesn’t resemble Microsoft’s or Apple’s familiar icons. But in Sugar’s design lies Mr. Bender’s philosophy and aim: a simplicity so intuitive that children can understand it as well as modify it and create new programs for their own use.

As exciting as the introduction of the new tablet was for the small group of attendees at the seminar, Sugar was the focus of the discussion and one that Mr. Bender talked passionately about. Designed on OLPC’s principle of “Low floor, no ceiling”, it’s designed for inexperienced users, providing a platform, or low floor, on which to explore, create, and collaborate without any limits to its possibilities.

Exploration is key to Mr. Bender’s philosophy. Designing Sugar and the computers from a “constructivist” perspective, he referred to Swiss developmental psychologist, Jean Paiget, and his learning theory of “learning by doing” when discussing the intuitiveness of the system. “We want to raise a generation of independent thinkers and problem solvers, “ he said after displaying a picture of students taking apart and fixing one of OLPC’s laptops. “Every deployment has students who repair computers and they are designed so that students can fix them themselves.”

Already deployed in over 30 countries, the largest and most well known example is Uruguay with the largest saturation of one laptop per each of 395,000 children in primary school from grades 1-6. Now in its third year, Mr. Bender highlighted a few examples of how kids are becoming empowered through the technology and developing their own programs. Kids like 12 year old Augustine who created his own program called Simple Graph, one that creates just that. Mr. Bender said that innovations like this are examples of how students are becoming self-sufficient. “These are key indicators that something different is happening, something good.”

Walter Bender giving an example of how to create your own program

Photo Credit: Chrissy Kulenguski

But this portfolio assessment, one that emphasizes qualitative over quantitative results and what Mr. Bender calls a powerful and primary assessment tool, is one of several points for criticism of the OLPC program. Others include not providing enough, or any, teacher training and support when introducing the laptops and not being able to meet the original goal price of $100 per laptop that was set when the program first started.

More recently, a new low-cost competitor, the Aakash tablet, has entered this developing market. The Android-based computer has gained a lot of attention since it was first developed by the Indian government as part of the country’s aim to connect 25,000 colleges and 400 universities in an e-learning program and made available at subsidized prices. In accordance with OLPC’s open source philosophy, chairman Nicholas Negroponte already offered full access to OLPC technology at no cost to the Indian team of developers.

Sharing ideas and new innovations is also one of Mr. Bender’s learning goals for the OLPC program: to have students learn through “doing, reflecting, and collaboration”. He believes that the new XO 3.0 tablet has a prominent role in the emerging market of mobile computers for education. Though what that role will be exactly in the coming years of new innovations and innovators, has yet to be seen.

February 15, 2012/by actualize

Agriculture, Education, Originally posted on the GBI Portal

Open Education 101: Changing What You Know and How You Know It

If new developments in information communications technologies (ICT) are the bridge for the digital divide, what is the content — and, more importantly, the quality of it — that is going to be delivered?

This question, at the heart of developing any ICT4Education program, seemed more relevant and crucial yesterday while listening to US Under Secretary of Education, Martha Kanter, give her keynote speech at the Open Source Higher Education event at the Center for American Progress here in Washington, DC.

Kanter clearly understands the potential value and opportunities for open educational resources (OER) as well as the government’s role in facilitating and monitoring their use. A long standing advocate for open education and government policies to make it sustainable, she and a panel of experts from several universities and OER interest groups discussed how these resources can impact the affordability and access to education in the US.

Giving a brief description of the current OER field, External Relations Director at MIT OpenCourseWare (OCW), Steve Carson, used The Hewlett Foundation’s definition of OER as “high-quality, openly licensed, online educational materials that offer an extraordinary opportunity for people everywhere to share, use, and reuse knowledge.” MIT’s OCW Consortium, a community of over 250 universities that offers roughly 17,000 courses in 20 languages, is just one of several examples of how institutions and education professionals are using this technology to build networks and pool information and resources that can be continually reviewed and revised, essential to setting high standards for the quality of the materials.

But how are OER programs and policies affecting the developing world? Sally Johnstone, Vice President for Academic Advancement at Western Governors University, spoke about a few exciting new initiatives such as the UNESCO/Commonwealth of Learning (COL) Guidelines on Open Educational Resources (OER) in Higher Education, a new framework for using OER in appropriate ways. UNESCO has also created an OER Wiki allowing the global OER community to share and collaborate on developing new resources, as well as an innovative OER Platform for sharing resources between teachers, learners, and education professionals.

In addition, Johnstone mentioned OER Africa, an revolutionary initiative and first of it’s kind in the region which was established by the South African Institute for Distance Education (SAIDE). Focusing on agriculture, health education, foundation courses, and teacher education, the program supports and develops digital materials to increase equitable and meaningful access to knowledge, skills and learning across the African continent.

It was clear by the end of the panelist’s discussion that open education is changing the way that classes and textbooks are being developed and accessed in America. However, some issues still need to be addressed such as creating standard quality evaluation techniques and developing policies for a sustainable market. The US government has already taken a step in this direction when the Department of Labor and the Department of Education created an education fund in January 2011 that would grant $2 billion to create OER materials for career training programs in community colleges.

Perhaps with more government initiatives such as this, as well as guidelines that encompass both OER and ICT technologies, open education will create more networks and cross more borders to make education accessible on a global scale. When discussing the government’s role in open education, Under Secretary Kanter quoted president Obama from a speech he gave at Macomb Community College in Michigan in 2009. “Even as we repair brick and mortar buildings, we have an opportunity to build a new virtual infrastructure to complement the education and training community colleges can offer. We’ll support the creation of a new online – and open-source – clearinghouse of courses so that community colleges across the country can offer more classes without building more classrooms.”

February 9, 2012/by actualize

Education, Originally posted on the GBI Portal

How ICTs Can Empower Blind Students: Souktel’s New Audio Service in Palestine

Lately there has been a lot of talk about how mobile phones can improve the access to and quality of education in the classroom. But how has the technology affected students with special needs?

Souktel, an organization that designs and delivers mobile phone services for finding jobs and connecting aid agencies with communities in need, announced Tuesday that it has developed a new mobile audio service that is empowering blind and low-literacy communities. The voice messaging system allows users to record messages online and send them to multiple phones easily and efficiently. The messages can then be retrieved by the recipients through using a voice-activated service or touch-tone audio menu, allowing easy access to information for the visually impaired and illiterate.

As part of Souktel’s mission to give low-income communities the information they need to improve their lives, Nureddin Amro, founder of the Siraj al-Quds School in East Jerusalem for both blind and sighted students, is now able to use this innovation to record messages online and send them to the mobile phones of students, staff, and parents. “It saves a lot of time and money,” says Amro, “I love using it. We sent a message just yesterday [to several hundred people] announcing the launch of a new program and the services and activities that will start February 1st … And I’ll send another one out tomorrow to advertise the beginning of second semester.”

Nureddin, visually handicapped and an innovator himself, has pioneered a new integrated-education approach to teaching visually impaired students, allowing them equal opportunities in school and providing them with the necessary skills to becoming accepted and integrated into their communities. Recognized for his advocacy for disabled students’ rights and groundbreaking work at the school, Nurredin was named an Arab World Social Innovator by the Synergos Institue in New York, the organization which funded the Souktel project.

Using mobile phones in education is certainly not a new idea but mobile learning, commonly referred to as mLearning, is such a new opportunity for many schools within developing countries that searching for documented examples of it’s application to aid blind students yields few results. Computer-based technology, or eLearning, has already provided tools that are helping visually impaired students. In fact, Nureddin’s Siraj al-Quds School is already using ‘talking computer’ technology which uses an assistive learning computer program designed for blind students.

But through identifying more cases where Souktel’s services can be used, as well as exploring new creative ways in how mlearning can be introduced to help, not only blind students, but all students with special needs, these new technologies promise to aid education and informing low-literacy populations. “In almost every developing country, illiteracy and disability are massive challenges,” says Souktel president Jacob Korenblum. “When a large percentage of the community can’t read, they can’t get the basic information they need for daily life: Where to find a doctor, where to find emergency food supplies.” For Souktel, mobile audio services have become a growing part of its work and will be a major focus for 2012.

February 2, 2012/by actualize

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