1. The Burundi ProjectThe Burundi Project
Sewing the Digital DivideSewing the Digital Divide
by Empowering Teachersby Empowering Teachers
by
Paolo Brunello
WITARWITAR
presentspresents
eLearnig Africa 2007eLearnig Africa 2007Nairobi, 28-30 MayNairobi, 28-30 May
2. Nairobi, Sewing the Digital Divide by Empowering Teachers2
The Bateson’s MagnifierThe Bateson’s Magnifier
CONTEXTCONTEXT
RELATIONSHIPSRELATIONSHIPS
CONTENTCONTENT
3. Nairobi, Sewing the Digital Divide by Empowering Teachers3
On one side…On one side… 2005200518831883
The Istituto Tecnico Alessandro RossiThe Istituto Tecnico Alessandro Rossi
• Heavily contributed to the development of the Veneto regionHeavily contributed to the development of the Veneto region
• Founded in 1878 by Alessandro RossiFounded in 1878 by Alessandro Rossi
• Trained 5 generations of techniciansTrained 5 generations of technicians
WORLD ISTITUTO TECNICO ALESSANDRO ROSSIWORLD ISTITUTO TECNICO ALESSANDRO ROSSI
WITARWITAR
Istituto Tecnico Alessandro Rossi
ALUMNI ASSOCIATION
Istituto Tecnico Alessandro Rossi
ALUMNI ASSOCIATION
Our Mission:Our Mission:
PROMOTING THEPROMOTING THE
TECHNICALTECHNICAL
AND CRAFTAND CRAFT
CULTURECULTURE
IN THE DEVELOPINGIN THE DEVELOPING
COUNTRIESCOUNTRIES
Our Mission:Our Mission:
PROMOTING THEPROMOTING THE
TECHNICALTECHNICAL
AND CRAFTAND CRAFT
CULTURECULTURE
IN THE DEVELOPINGIN THE DEVELOPING
COUNTRIESCOUNTRIES
20022002
4. Nairobi, Sewing the Digital Divide by Empowering Teachers4
The bridgeThe bridge
ISTITUTO TECNICOISTITUTO TECNICO
ALESSANDRO ROSSIALESSANDRO ROSSI
ISTITUTO TECNICOISTITUTO TECNICO
ALESSANDRO ROSSIALESSANDRO ROSSI
LYCEE TECHNIQUELYCEE TECHNIQUE
ALESSANDRO ROSSIALESSANDRO ROSSI
LYCEE TECHNIQUELYCEE TECHNIQUE
ALESSANDRO ROSSIALESSANDRO ROSSI
5. Nairobi, Sewing the Digital Divide by Empowering Teachers5
VSAT donated by EUTELSATVSAT donated by EUTELSAT
512 kbps up/dn dedicated512 kbps up/dn dedicated
6. Nairobi, Sewing the Digital Divide by Empowering Teachers6
On the other side…On the other side…
Since 2003 WITAR raised and investedSince 2003 WITAR raised and invested
€€ 400.000400.000
supporting thesupporting the
LycLycée Technique Alessandro Rossiée Technique Alessandro Rossi
The LycThe Lycée Technique Alessandro Rossiée Technique Alessandro Rossi
QuickTime™ e un
decompressore
sono necessari per visualizzare quest'immagine.
7. Nairobi, Sewing the Digital Divide by Empowering Teachers7
Cultural ContextCultural Context
ITALIANITALIAN
CULTURECULTURE
SchoolSchool
CultureCulture
BusinessBusiness
CultureCulture
BURUNDIANBURUNDIAN
CULTURECULTURE
SchoolSchool
CultureCulture
BUSINESSBUSINESS
CULTURECULTURE
INTERNETINTERNET
CULTURECULTURE
e-Le-L
INSTRUCTIONALINSTRUCTIONAL
PARADIGMPARADIGM
e-L CONSTRUCTIONIST APPROACHe-L CONSTRUCTIONIST APPROACH
6 Feet under6 Feet under
8. Nairobi, Sewing the Digital Divide by Empowering Teachers8
RelationshipsRelationships
““Rich bazungu”Rich bazungu” ““Poor Africans”Poor Africans”
HIERARCHYHIERARCHYHIERARCHYHIERARCHY
STATUSSTATUSSTATUSSTATUS
9. Nairobi, Sewing the Digital Divide by Empowering Teachers9
WITAR e-Learning ProgramWITAR e-Learning Program
11 GOALGOAL3 Drives3 Drives
EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT
WEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAINING
DISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNING
e - COLLABORATIONe - COLLABORATIONe - COLLABORATIONe - COLLABORATION
10. Nairobi, Sewing the Digital Divide by Empowering Teachers10
Drive 1Drive 1
EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT
IN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHING
TEACHERSTEACHERS STUDENTSSTUDENTS
WEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHING
WEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAINING
LECTURES PREPARATIONLECTURES PREPARATIONLECTURES PREPARATIONLECTURES PREPARATION
11. Nairobi, Sewing the Digital Divide by Empowering Teachers11
ICT EmpowermentICT Empowerment
PIONEERSPIONEERSPIONEERSPIONEERS
OPINION LEADERSOPINION LEADERSOPINION LEADERSOPINION LEADERS
12. 12Sewing the Digital Divide by Empowering Teachers
p a o l o . b r u n e l l o @ w i t a r . o r g
Nairobi,
28-30 May 2007
WEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHING
QuickTime™ e un
decompressore DivX 4
sono necessari per visualizzare quest'immagine.
13. 13Sewing the Digital Divide by Empowering Teachers
p a o l o . b r u n e l l o @ w i t a r . o r g
Nairobi,
28-30 May 2007
IN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHING
14. Nairobi, Sewing the Digital Divide by Empowering Teachers14
EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT
VIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCE
TEACHERSTEACHERSTEACHERSTEACHERS STUDENTSSTUDENTSSTUDENTSSTUDENTS
11 - TO - CLASS LESSONS- TO - CLASS LESSONS11 - TO - CLASS LESSONS- TO - CLASS LESSONS
DISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNING
11 - TO -- TO - 11 LESSONSLESSONS11 - TO -- TO - 11 LESSONSLESSONS
Drive 2Drive 2
15. Nairobi, Sewing the Digital Divide by Empowering Teachers15
ItalianItalian
teacher’s screenteacher’s screen
on projector,on projector,
captured viacaptured via
VNCVNC
OnOn
Burundian PC:Burundian PC:
same appsame app
and fileand file
OnOn
Burundian PC:Burundian PC:
same appsame app
and fileand file Voice interactionVoice interaction
via Skypevia Skype
11 - TO - CLASS LESSONS- TO - CLASS LESSONS11 - TO - CLASS LESSONS- TO - CLASS LESSONS
16. Nairobi, Sewing the Digital Divide by Empowering Teachers16
MOODLEMOODLEMOODLEMOODLE
EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT
TEACHERSTEACHERSTEACHERSTEACHERS STUDENTSSTUDENTSSTUDENTSSTUDENTS
CLASSCLASS TOTO CLASSCLASSCLASSCLASS TOTO CLASSCLASS
e - COLLABORATIONe - COLLABORATIONe - COLLABORATIONe - COLLABORATION
TEACHERTEACHER TOTO TEACHERTEACHERTEACHERTEACHER TOTO TEACHERTEACHER
Drive 3Drive 3
FAILED
17. Nairobi, Sewing the Digital Divide by Empowering Teachers17
Why it did fail?Why it did fail?
1.1. Unreliable infrastructureUnreliable infrastructure (black out, connection)(black out, connection)
2.2. MotivationMotivation
– Voluntary base:Voluntary base: “You“You workwork for free”for free”
– StrongStrong inertiainertia when restructuring job routines towhen restructuring job routines to
implement innovation and learningimplement innovation and learning
• Pedagogic shift:Pedagogic shift: process vs contentprocess vs content
• Language:Language: EnglishEnglish is poorly mastered on both sidesis poorly mastered on both sides
• ““PCPC? Sounds? Sounds complicatecomplicate already!”already!”
• TrickyTricky Teacher/Student power gameTeacher/Student power game: “: “Students areStudents are
generally better than their teacher with PC and English”generally better than their teacher with PC and English”
18. Nairobi, Sewing the Digital Divide by Empowering Teachers18
Lessons learnedLessons learned
1.1. Context analysisContext analysis vs wishful thinkingwishful thinking
ICT EMPOWERMENTICT EMPOWERMENT
PIONEERSPIONEERSPIONEERSPIONEERS
OPINION LEADERSOPINION LEADERSOPINION LEADERSOPINION LEADERS
VISIONVISIONVISIONVISION SKILLSSKILLSSKILLSSKILLS INCENTIVESINCENTIVESINCENTIVESINCENTIVES RESOURCESRESOURCESRESOURCESRESOURCES ACTION PLANACTION PLANACTION PLANACTION PLAN
3.3. Be patient: it will take longer, anywayBe patient: it will take longer, anyway
2.2. Support:Support:
20. Nairobi, Sewing the Digital Divide by Empowering Teachers20
SustainabilitySustainability
• AutofinancingAutofinancing
– Computer Literacy coursesComputer Literacy courses
– Copy centerCopy center
– PC maintenance & technical assistancePC maintenance & technical assistance
– Electric installations serviceElectric installations service
– Welding and machinery assistanceWelding and machinery assistance
• Becoming aBecoming a center of competencecenter of competence for:for:
– Photovoltaic installationsPhotovoltaic installations
– VSAT installationsVSAT installations
21. Nairobi, Sewing the Digital Divide by Empowering Teachers21
Financial SourcesFinancial Sources
57%
19%
24%
Private (individuals
and companies)
Private institutions
Public
WITAR’sWITAR’s efficiency:efficiency: Running costsRunning costs
Total expendituresTotal expenditures
== 9%9%
22. Nairobi, Sewing the Digital Divide by Empowering Teachers22
PartnershipsPartnerships
• WITAR signed an agreement with theWITAR signed an agreement with the DiocDiocèse deèse de
NgoziNgozi, that is supervising the Lycée Technique, that is supervising the Lycée Technique
Alessandro RossiAlessandro Rossi
• Some collaboration withSome collaboration with Ngozi UniversityNgozi University
______________________________________________________________________________
• EutelsatEutelsat donated the VSAT equipement and thedonated the VSAT equipement and the
connection and it is very responsive to our projectconnection and it is very responsive to our project
needsneeds
23. Nairobi, Sewing the Digital Divide by Empowering Teachers23
TechnicalitiesTechnicalities
• Videoconference software:Videoconference software: SkypeSkype (www.skype.com)(www.skype.com)
• Learning Management System:Learning Management System: MoodleMoodle (www.moodle.org)(www.moodle.org)
• Remote Control software:Remote Control software: UltraVNCUltraVNC
(http://ultravnc.sourceforge.net)(http://ultravnc.sourceforge.net)
• Touchtyping learning software:Touchtyping learning software: TypingmasterTypingmaster
(www.typingmaster.com)(www.typingmaster.com)
• Server:Server: Ubuntu Linux LTSPUbuntu Linux LTSP (www.ubuntu.com)(www.ubuntu.com)
24. 24Sewing the Digital Divide by Empowering Teachers
p a o l o . b r u n e l l o @ w i t a r . o r g
Nairobi,
28-30 May 2007
http://www.edumedia.frhttp://www.edumedia.fr
QuickTime™ et un
décompresseur TIFF (non compressé)
sont requis pour visionner cette image.
http://phet.colorado.eduhttp://phet.colorado.edu
Learning Objects WebsitesLearning Objects Websites
25. Nairobi, Sewing the Digital Divide by Empowering Teachers25
What happened so far?What happened so far?
1.1. Heavy Internet useHeavy Internet use
2.2. Autonomous learningAutonomous learning
3.3. Peer-to-peer learningPeer-to-peer learning
26. Nairobi, Sewing the Digital Divide by Empowering Teachers26
Hurdles to overcomeHurdles to overcome
INFRASTRUCTUREINFRASTRUCTURE
1.1. School institutionalSchool institutional “viscosity”“viscosity”
andand resilienceresilience
2.2. ComplexComplex system and networksystem and network
administrationadministration
3.3. UnreliableUnreliable logisticslogistics in Burundiin Burundi
(i.e. black outs, PC failures, etc.)(i.e. black outs, PC failures, etc.)
27. Nairobi, Sewing the Digital Divide by Empowering Teachers27
Italian teacherItalian teacher
prepares a video…prepares a video…
Italian teacherItalian teacher
prepares a video…prepares a video…
Video isVideo is
shown toshown to
BurundianBurundian
classclass
Video isVideo is
shown toshown to
BurundianBurundian
classclass
……transmittedtransmitted
and shown toand shown to
Burundian teacherBurundian teacher
……transmittedtransmitted
and shown toand shown to
Burundian teacherBurundian teacher
Burundian teacherBurundian teacher
prepares classprepares class
to watch itto watch it
Burundian teacherBurundian teacher
prepares classprepares class
to watch itto watch it
VideoconferenceVideoconference
betweenbetween
Burundian classBurundian class
andand
Italian teacherItalian teacher
to discuss itto discuss it
VideoconferenceVideoconference
betweenbetween
Burundian classBurundian class
andand
Italian teacherItalian teacher
to discuss itto discuss it
VIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCE
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w w w . l t a r n g o z i . o r g / m o o d l ew w w . l t a r n g o z i . o r g / m o o d l e
Editor's Notes
Hamjambo gnigni?
The Burundi project: Sewing the digital divide by Empowering Teachers: cool, isn’t it? Then, what is all about? Hummm.
1 2 3 4 5
You know what? Last night I couldn’t sleep. I had prepared this presentation months ago and I was so eager to come here and tell you a wonderful success story about our project, with a flashy ppt and all… but no, I changed my mind: I’ll tell you about the messy back office, not the showcase. We will enter the dirty kitchen, not the restaurant, because I think is there that the most interesting things are going on, it’s there that we learn most, by our mistakes. This means that I’ll tell you about what did work, but especially I’ll analyse our failures in order to understand with you why, 2 years after it started, aproject with such a wonderful title is still a “wanna-be” e-learning project, in many ways.
And to do this, I will use one of my favorite tools for analysing social settings, which I call the Bateson’s magnifier
Simply put, in any social settings there is a hierarchy that is really hard to escape: CONTEXT drives RELATIONSHIPS and RELATIONSHIPS drive CONTENT
In other words, what we say depends on whom we are talking with and whom we are talking depends on what game we are in.