Capacity building

Just before the resuming of classes after 3 weeks of winter holidays, Educatic invited some of the more motivated and IT-literate teachers for a 2-day workshop on digital content production. The game digitalization process I described in my post about the last workshop is taking up a lot of time and resources with high-quality, greatly localized and personalized, but hardly efficient results. Teachers have started to enquire on how to develop their own games without having to rely on the technical support by Educatic. Therefore, as opposed to the complex game development approach which involved many people during the last workshop, this time, it was all about how teachers could create their own digital learning resources.

With 8 teachers participating, some of whom had to travel for hours from remote rural villages, almost all those invited attended and thus five different “unidades educativas” (educational units, schools or educational centers of a certain level) were represented.

The tools chosen for the workshop were Jclic and HotPotatoes – both are software written in Java and allow the creation of simple educational games such as multiple choice quizzes, puzzles, riddles or association games. One of the main reasons for the selection is that they are both localized into Spanish – a requirement which is essential as, although taught at school, English is not understood by many in Bolivia.

The first day was aimed at teaching the basics of Jclic. Teachers quickly learned how to create an empty project, fill the media gallery and soon started to create their first rompecabeza (“break your head” – a Puzzle) or association games using sound, (moving) images and text. With the teacher’s computer skills varying from being able to manage a variety of software applications until just learning to hit the right spot when clicking the mouse, the instructor, Ronald, did a good job in adapting its explanations accordingly.

On the following day, HotPotatoes was introduced in order to give the teachers the opportunity to select their favourite tool. Both applications are available across platforms, allow multimedia integration and have a functionality to combine exercises to a teaching module, thereby defining secuence of exercises and levels of difficulty.

After taking the seminar, the teachers came to the conclusion that they preferred using Jclic for usability reasons. HotPotatoes, they found, required many more steps to accomplish a certain function than does Jclic. They complained that HotPotatoes offered less exercise types and lacked behind Jclic both, usability-wise as well as graphic-wise. Integrating multimedia – something all teachers were very eager to learn about – seemed easier to accomplish in Jclic as well as it comes with a media library concept where all media resources are stored and can be reused across different projects. However, for creating crossword puzzles, HotPotatoes was by far easier to use.

Profesor Walter, a teacher from the municipy of Challapata, had already attended a seminar on Jclic and came for the HotPotatoe extension. He has succesfully integrated Jclic in his mathematics lessons and finds that students are having more fun learning with the computer and ironically remarks that they often listen better to the machine than to the teacher.

Meanwhile, the challenge remains: how can you succesfully and efficiently capacitate teachers with poor computer literacy in a content production software obtaining high-quality pedagogic results at the same time? How can a technology-driven result be avoided? Couldn’t the games produced be played just as well with paper and pencil?

The answer is probably complex: on the one hand, technology should never be applied as a goal in itself but rather as a means to an end. On the other, the goal of the Educatic project is to integrate ICT in the school curriculum and to enrich classroom activities. Therefore, the quality of the project outcome should probably not only be measured by the quality of the content produced, but also by the skills as well as the motivation to understand acquired by teachers and students alike. What is more, I believe that each student who has begun to understood and gained interest in the vast potentials that offer ICTs is worth the effort. Soon, this student will have understood the “secrets” behind much better than his teacher. And be it for having played a crossword puzzle in his maths class.

Anne Schanz studied International Information Management at the University of Hildesheim, Germany. In her master’s thesis “Web-based communication in an intercultural learning project – analysis and development potentials of the Global Teenager Project” she investigated the effectiveness of use of online communication software within the GTP and analysed data from 258 participants in 11 countries. http://anneschanz.de/blog/tag/ict4d.

Read more about the 'ICT in Primary and Secondary Education' project which Educatic executes and IICD supports.

Last weekend, I was able to be part of the first capacity building workshop held by Educatic during my stay in Oruro. It was the first of a round of 5 workshops during which local teachers will go through various phases of digital content production. At the end, this will result in a number of educational flash games invented and designed by the teachers themselves and implemented by the team of Educatic.

This time, a group of 10 teachers that were very new to ICTs came – a challenge in a way, as they will have to think about how to adapt their functional game design in a way that it will be feasible to digitalize it. Unfortunately, winter holidays had just started, so that the normal group size of around 30 wasn’t reached. During this first one-day workshop, the teachers – recruited through the local branch of the Ministry of Education – were presented with the main objectives of the project and got to know their fellow teachers who will likewise design their games in the same round of workshops.

The first challenge they were presented with was to think about an educational problem from their subject in a specific age group, e.g. sorting of natural numbers or spelling of specific words. They were then asked to think about an (offline) setting which is specific to their region or cultural group. This might be a game, or simply the natural surroundings of the villages they come from. As this region has always been a mining region, one setting was the entrance of a mine with the worker encountering various co-workers as the levels of the game increase. Another setting was taken from a children’s game which is played outside, where seeds are thrown towards an object. The closest seed wins. Thanks to this contextualized approach, the students will hopefully be more inclined to identify with the games and have more fun while playing and learning.

During a well-facilitated session, all teachers were able to come up with a first idea on paper. Initial drawings of the game design supported the imagination of the course of the game and identify potential difficulties. During lunch, the shy group started chatting over the traditional “charque”-dish (dried lama meat with a hard-boiled egg, potatoes and dried corn and a piece of goat cheese).

As it is not always easy to find an address here in the maze of small streets and shops, two teachers only managed to find us when the rest had almost finished. However, they were not sent home but welcomed just as warmly and received their private introduction which ended in them producing some very nice ideas.

During the coming sessions, teachers will define their ideas more finely, adapted their drawings and explanations and finally evaluate the prototypes produced by Educatic.

I admit that this way of digital educational content production is a long process. Teachers will have to travel several times and spend their weekends working. They will have to make a great effort to get involved in a new medium they might have no experience in. However, from what I have seen and heard, I do believe that in the end, the results are very valuable. Teachers will have developed a pride in their own achievements, feel the effort they have spent and are thus more likely to adopt the games in their teaching routine. Last but not least, they will leave with the feeling that they have been listened to and were able to apply their didactic and professional knowledge.

Anne Schanz studied International Information Management at the University of Hildesheim, Germany. In her master’s thesis “Web-based communication in an intercultural learning project – analysis and development potentials of the Global Teenager Project” she investigated the effectiveness of use of online communication software within the GTP and analysed data from 258 participants in 11 countries. http://anneschanz.de/blog/tag/ict4d.

Read more about the 'ICT in Primary and Secondary Education' project which Educatic executes and IICD supports.

Quito, is nestled in a long, narrow valley between Volcano Pichincha to the west and the precipitous canyon of the river Machángara to the east. From this contrasting river ManchagaraSoft borrowed its name to create a technological park in the heart of the Andes.

MachangaraSoft (www.machangarasoft.com) is a technological park, created by the initiative of a small group of people some 7 years ago. Through their history they have counted an average of 10 enterprises each with 3 to 12 people, totaling 90. Some of them depart, and new ones come continuing with an organic flux. Where resides the success of this umbrella organization? It is hard to pin-point a single success factor but I can mention some attitudes that certainly are important. First of all their independence, they decided to go the hard way, and build up their prestige on the basis of their professional performance. In the long run this has become key to their sustainability. Another key element was its diversity; each company masters a different technology and all of these companies are certified in their field of expertise (Java, Oracle, Microsoft, Cisco, Red Hat, etc.). Their expertise goes hand to hand with their innovative spirit, MachangaraSoft came into being by de-facto in an incubator experience, where coaching was given horizontally, peer-to-peer. And last but not least, their solidarian spirit, on one hand by taking into account the economy of scales, saving by sharing. But it is not only a matter of economy; it is the ideal of being a real collective.

This combination of diversity and togetherness has many advantages; among them the possibility to cover with the help of their sister companies the whole production chain, from infrastructure to software development, project management and training. Togetherness, diversity AND commitment towards development are conscious components when they look for new partners.

Among their latest success we can mention rolling out the whole IT component of the National Assembly in Open Source. A new project is the digitalization of the payroll system for the whole Ecuadorian public administration. Since the government requested the use of the Open Source in the government agencies, they have develop a successfully approach on migrating, for example, to Open Office. At the present they are working with universities and the government in different fields. And their services are been exported to other countries. In order to improve their chances they are piloting certification in a new methodology of developing software. Traditional methodologies (like the Waterfall) are too heavy for the economy of developing countries. Beside all this, they have contributed with Libre Software products, mostly in document management and project management tools.

MachangaraSoft might join us in the Associated Trainer Program of Ecuador, I am very much optimistic that this partnership will be a rich experience.

What determines the success of an IICD Projectnode meeting? Is it the number of participants? Is it the location? Is it the topics on the agenda? Or the vibrant discussions on practical subjects? What was clear on the 18^th and 19^th September 2008 at the Gemistar Lodge in Lusaka Zambia, is that it was a big success, because everyone went home with a feeling of satisfaction and belonging.

The project node meeting started almost on time with all IICD project partners in Zambia. With the new health project partners on board: Zambian Union of Nurses (ZUNO), Zambian National Blood Transfusion Services (ZNBTS) and Caritas Catholic Diocese of Mongu (DOM-HBC) who attended for the first time, a lot of time was spent on introductions. This was done in a special way. All projects were asked to make a short presentation, based on a template. These presentations were stuck on the walls. During the breaks people could walk around and read each others' presentations. Later in the day there was time to ask questions about eachother's projects.

From the presentations all challenges were clustered around four themes: Technical issues, Management issues, Logistical issues and Culture/Motivational issues. In three groups (Logistical and Cultural together) each theme was extensively discussed and potential solutions were presented to each other. Challenges were sometimes similar, but slightly different, and solutions for one challenge were generating more ideas for other challenges as well.

The challenges that came out was the difficulties to use Open Source software without proper training. This was an issue many of the projects had fased. The project teams had just received two CD’s called NGO-in-a-box (the base CD and Open Publishing) so the solution was easy. Some project teams had more experience than others. E-Brain, the national ICT4D network, has established a Technical Support group with techies from within the IICD supported projects (and other interested techies as well). On the D-group everyone can ask each other questions on Open Source Software or other technical issues. E-Brain will also organise some very practical Open Source Software training to project partners as well. Jennifer from ZUNO:

“I thought that we were the only one with Open Source Software issues, but now I understand that there were more projects with similar challenges who have now already more experience than we.”

Our Monitoring & Evaluation (M&E) partner Kelvin Luputa presented the M&E system again especially for the new project partners, but also as a refresher for the others. A Question & Answer session started with a lively discussion. More partners are now enthusiastic about the M&E system and will go back to collect the necessary questionnaires for an End-user Focus group meeting at project level so that more can be learned about the impact of their projects.

The second day was much more practical. Lee Muzala shared several ways to get connected through GSM dongles and blue tooth connection with your GSM. Many questions were asked and answered.

The last presentation was a joint presentation from Lyson Chikunduzi from the Copperbelt College of Education and Gonzalo Portal from the Mpelembe Secondary School (ENEDCO project) on Local Content Development. Their presentation covered some challenges that both project were fasing, for example how to motivate the teachers. However, the highlight of their presentation was a demonstration of lessons that were developed with the help of Powerpoint and Scratch (animation software). Everyone wanted to do more hands-on training in order to work with it in their own projects.

Most participants went back to their projects with a lot of new ideas that hopefully will find their way to more project staff and end-users to continue the sharing of knowledge and experiences. To get an impression of the project node meeting watch the video 'Project node meeting with all IICD partners in Zambia - Sept 2008'.

What I actually expected on forehand I do not recall, but to act as one of the main presenters and main resource person at a workshop and present in French on how to write for the web was not as hard as I expected it to be. Maybe it was the people who participated; maybe it was the heat that makes you automatically slow down and become more relaxed. We simply kicked off and the workshop immediately took its own course.

The workshop ‘Ecrire pour le site web’ was organised to meet the demand of the members of the thematic network group on ICT and agriculture. The members, all project partners of IICD in Mali who had started to use ICT to improve and strengthen the activities of their own organisation, wanted to improve their writing skills to better document and share their experiences with others. Some of the participants had some experience with writing, others not: but all were eager to learn more.

Though I had proposed to hold this workshop, it was not completely without self-interest. As a member of the communications team my constant concern is how to get interesting stories about IICD’s work on the ground. Stories that give our stakeholders a better idea of how ICT can help to overcome the shortfalls of basic public services like health care, education, but also the lack of good governance and the obstacles that prevent small entrepreneurs from earning a decent income. Not an easy job if you are miles away from the place where everything happens. It is even more difficult as we do not know all the people who work on these projects in person. Hopefully, giving the project partners and members of the thematic network group some experience with writing would result in a growing number of interesting stories published on their organisation’s website or on www.mali-ntic.com, which could feed into IICD’s website.

Full of good spirit I had started my preparations, but the closer I came to the date of departure to Mali and Burkina Faso, the more nervous I got. It was years ago since I had spoken French and how much experience did I have anyway with workshops? And what about cultural differences: would they respond to what I was saying and ask if something was not clear? And if they attacked me with questions, would it be possible for me to answer them all? Or would there be no interaction at all: me being the only one talking, trying to encourage people to come forward with their ideas? My colleague Bénédicte Marcilly reassured me: yes, the participants were used to people who were not at ease in speaking French, and no, I did not need to be afraid of silent intervals. Still, I had my doubts whether I would withstand or fall.

What discouraged me a little was the fact that there was unfortunately no opportunity to discuss the programme of the workshop with the other resource person of the workshop, Filifing Diakité, in advance. His role was quite essential: not only would he explain about the sort of content on ICT and agriculture he was focussing, he also had to keep the fire burning directly after the workshop by following up on the articles participants of the workshop were supposed to finalise for the website. But Filifing Diakité was not able to arrive before 10 am on the day of the workshop itself due to other pressing matters.

But then on the day itself: all my worries and foreseen problems disappeared one by one. The people showed up, and on time. Filifing Diakité arrived during my own presentation. He showed his flexibility by changing his presentation on the spot; he presented some very interesting showcases of how to write articles. My French was of course lacking, but somehow with the help of Bénédicte Marcilly and the participants themselves, we were able to understand each other. The attaque of difficulties turned out to be nothing more than an introduction to an article, my downfall - the chute - was nothing more than a round-up of the whole article. It was a good learning experience: not only for our partners, who participated in the workshop, but also for myself. Never be afraid of something what you do not know.

Today I received a mail from Sylvestre Ouedraogo, the coordinator of the Burkina-ntic network in Burkina Faso. He’s been uploading video’s they have recently made on YouTube. Bad as the connection is here in Bamako, I can view images of farmers using ICTs in Leo, the latest TV-Koodo film on the projects IICD supports in Burkina Faso, and even other stuff on traditional dances and on the reggae scene in Ouagadougou. It’s been only two months that we started to train our partners in Burkina on the use of this kind of multimedia tools, ant it already is starting to pay off! For me, this is one more proof that with relatively little effort and investment, ICT can gain access to worldwide audiences for people who have been relatively isolated up till recently. The empowerment that goes along with this access is hard to measure, but I can’t deny that I feel a lot of respect for the ones who are doing this under still difficult circumstances. Check it out on: http://www.youtube.com/watch?v=3BFGH8YNClY (and click on More Videos from this Channel to watch the other films). Or go directly to the site: http://www.wagues.org/

It’s quite exciting to be part of a process that is causing a buzz in the ICT4Development circles. When I came on board more actively as part of the IICD team working on the upcoming Web2forDev conference (www.web2fordev.net), I was keen and curious to see what the conference would bring. But now, with still more than a month to go before the conference, I am already very excited – by the discussions going on online among participants and interested parties, by the diverse use of web 2.0 tools for exchanging and collaborating, by the stats!

Launched in March of this year by the collective of organisations working to harness the potential of Web 2.0 (or Social Networking) tools to support networking, collaborating and exchanging knowledge in agriculture, rural development and natural resources management, the acronym ‘Web2forDev’ has taken on a life of its own.  If you searched for the term Web2forDev in Google 5 months ago, it returned a few relevant pages and information. Three months later when I searched again, it returned 39,000 results of pages that referred to the conference or the concept, people that were discussing the conference on their blogs, people that were critically assessing the potential and limitations of Web 2.0 tools for development, people that were passing information about the conference on to other networks and so on. Googling the term today returned 102,000 results!

Working with the collaborating partners and IICD-associated participants is equally as exciting. Representative members from the National ICT4D Networks IICD-supported countries are excited and gearing up to go. Bringing the stories, experiences and information needs from the members of their respective networks to the conference, and bringing the newly generated and collected knowledge and experiences back to their networks, they have a big job ahead of them! With 250 participants projected to attend the conference, and topics for discussion as varied as virtual spaces, (remote) collaboration, knowledge sharing, online publishing, and information retrieval and access, the potential for new knowledge creation is enormous. Already we as organisers have been using a vast array of tools to make possible the coordination of this event, including discussion groups, skype, wiki’s, Sharepoint, and more. Organisers and participants have been sharing their thoughts, suggestions and critiques using Dgroups, have been adding stories and experiences to the conference blogs, have been using a common tag to share relevant readings and resources and participants (social bookmarking), and have been disseminating information using RSS feeds. Relatively new online social networking sites are being used to network participants and get a sense for Who is Who before we all meet in person at the conference itself.

As one of the IICD staff working on the conference and coordination, I increasingly feel that we are part of a larger movement. A movement that combines concern for and belief in development, passion for the potential of technology, and wisdom gained from practical application and experience.  And that I find exciting!