This document outlines the course structure and content for an ICTD course. It discusses the core values of the course, including open collaboration and sharing resources. It presents the course framework with conceptual, technical, and management components. It provides an overview of topics that will be covered such as development theories, measurement approaches, ICT4D theories, case studies of various ICT applications, and project management best practices. Evaluation methods and purposes are also introduced.
Digital Literacy : 21st Century Student & Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Our students will face unprecedented global challenges, competition and change. A 21st century education must must these challenges and opportunities. Gregory Washington outlines strategies for success for K-12 educators.
Free Laptops for Pupils in Kenya; A Guide on Implementing the ProjectMuthuri Kinyamu
Former SA president Nelson Mandela said that the internet and education are the two great equalizers in life, leveling the playing field for people, companies and countries worldwide. Those words must have inspired Kenya’s president-elect Uhuru Kenyatta when he promised Kenyans one solar-powered laptop per kid entering primary school.
Tax Burden & Door To Discontent
It may sound simple to execute but this is a huge project that requires massive budgetary allocations from treasury and thus could be a channel for corrupt government officials to siphon out money through the scheme. Laptops of course mean greater access to technology, information, and content nationwide, increased student interest in their education & development of 21st century skills and integration of teaching technology that supports improved learning.
Sounds like a good plan however the government has to emphasize that it’s the student, the teacher, the parent, the community—not just the technology and the laptops that will work hard collaboratively to improve the learning outcomes.
Secondly for effective learning to take place we must inspire kids to not only consume information but generate it, to produce ideas and share knowledge.
Teachers Need ICT Know-How
Teachers represent a critical element in the success of this initiative; in an e-Learning environment the teacher must be the guide, mentor, facilitator, and coach to improve education outcomes and help students develop 21st century skills.
School administrators too are primarily responsible for adherence to policy, applying governance on usage of the e-Learning environment, and ensuring that the environment is operational.
Professional development of primary school teachers thus needs to be put in place now for the e-learning program to be successful. Teachers and administrators must keep up with the changing environment of technology to provide the best resources for the program. The resources used for ongoing professional development may also be used for ongoing curriculum and content integration. Once the program is launched KIE can also allow teachers to share newly developed content, and collaborate on content creation.
Multi-sector Partners
Secondly the government must work with professional organizations, such as teachers unions and other societies to support the initiative.
Some of the limiting factors of the program include; the availability of content, teachers trained specifically in the use of ICT with younger children, theft and proper handling of ICT equipment by the young ones. Finally should the students keep their laptops at school until they develop the necessary carefulness this could be a security challenge to schools as break-ins may become the order of the day!
That said let us examine what the free laptops program requires to become a successful e-learning program;
Components of an E-learning Program
Solution elements
1. Technology-Affordable, rugged, energy-efficient, state-of
EU Digicomp framework review: WP 7 Safety and well being findingsdebbieholley1
A webinar a series of pan-European
dissemination events in the DigComp 2.2 review processes. This webinar on “Safety and Wellbeing” and took place May 18th at 14:00 2021.
The webinar was conducted by Anicia Trindade educational researcher on digital competence from the CIDTFF – Research Centre on Didactics and Technology in the Education of Trainers, Portugal, and Paula Bleckmann, professor of media education at Alanus University, Germany, and expert on the prevention of digital risks. Anicia and Paula are respectively the leader and deputy of WG7 Safety and Wellbeing of the DC2.2 revision process on this platform. They were joined by Professor Debbie Holley (Bournemouth University)and Dora Simunovic, (European Council for Steiner Waldorf Education) Prof Eva Maria Bitzer (Freiburg University of Education)
21st Century University feasibility study Jouni Eho
This feasibility study looked at the disruption taking place in the higher education space and sketched an MVP prototype of a radical new 21UNI concept to be tested in Kotka, Finland
Towards well being in digital media educationdebbieholley1
EU Lifelong learning symposium
We are proud to invite you to yet another event at the annual Lifelong Learning Week. After last year’s successful event on Development-oriented and age-appropriate media education, this year’s focus is on how to preserve and build well-being when it comes to interacting with digital media.
Under the headline “Towards well-being in digital and media education”, our webinar sheds light on the ongoing revision of DigComp, presents a competence-based media curriculum and introduces the planned HERMMES project on digital literacy.
What to expect?
With regards to the ongoing DigComp 2.2 revision process, one of the aims of the event is to present the successes and the blind spots of the DigComp framework through the lens of health and well-being;
This will be followed by a case study of an age-appropriate and entirely competence-based digital media curriculum developed by Steiner Waldorf schools that has been fully mapped to DigComp;
Finally, we will be looking at the future, shedding light on the upcoming HERMMES project on digital literacy and its different dimensions and actions.
Our event therefore fits well into this year’s annual theme “assessment and wellbeing”.
HIGHER EDUCATION POWERED BY TECHNOLOGY
A powerful instrument for change
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides as desired.
Slides of the lecture "Web-based business models" taught by Eduardo Larrain at HEC, a French business school (Strategic Management Master) during 4 classes in February 2013
2014 class with updated slides is here : http://fr.slideshare.net/EduardoLarrain/201402-web-based-business-models-lecture
1. What’s the web?
2. What’s a business model?
3. Why study Internet-based business models?
4. What are the key elements of a business model?
• Value proposition and revenue streams
• Drill-down of key Entertainment markets: music, video games, book publishing
• Customer channels, customer relationships, key partners, activities, resources, cost structure
5. What are the business models of Internet heavyweights: Facebook, Google, Zynga, Linkedin, Groupon
6. What are the most promising business models among the world’s most valuable companies: Digital 100, Twitter
7. Conclusion and farewell
8. Appendix: group project and individual test
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Presentation: Innovation and EntrepreneurshipIntelCAG
INNOVATION AND ENTREPRENEURSHIP
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides, as desired.
Digital Literacy : 21st Century Student & Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Our students will face unprecedented global challenges, competition and change. A 21st century education must must these challenges and opportunities. Gregory Washington outlines strategies for success for K-12 educators.
Free Laptops for Pupils in Kenya; A Guide on Implementing the ProjectMuthuri Kinyamu
Former SA president Nelson Mandela said that the internet and education are the two great equalizers in life, leveling the playing field for people, companies and countries worldwide. Those words must have inspired Kenya’s president-elect Uhuru Kenyatta when he promised Kenyans one solar-powered laptop per kid entering primary school.
Tax Burden & Door To Discontent
It may sound simple to execute but this is a huge project that requires massive budgetary allocations from treasury and thus could be a channel for corrupt government officials to siphon out money through the scheme. Laptops of course mean greater access to technology, information, and content nationwide, increased student interest in their education & development of 21st century skills and integration of teaching technology that supports improved learning.
Sounds like a good plan however the government has to emphasize that it’s the student, the teacher, the parent, the community—not just the technology and the laptops that will work hard collaboratively to improve the learning outcomes.
Secondly for effective learning to take place we must inspire kids to not only consume information but generate it, to produce ideas and share knowledge.
Teachers Need ICT Know-How
Teachers represent a critical element in the success of this initiative; in an e-Learning environment the teacher must be the guide, mentor, facilitator, and coach to improve education outcomes and help students develop 21st century skills.
School administrators too are primarily responsible for adherence to policy, applying governance on usage of the e-Learning environment, and ensuring that the environment is operational.
Professional development of primary school teachers thus needs to be put in place now for the e-learning program to be successful. Teachers and administrators must keep up with the changing environment of technology to provide the best resources for the program. The resources used for ongoing professional development may also be used for ongoing curriculum and content integration. Once the program is launched KIE can also allow teachers to share newly developed content, and collaborate on content creation.
Multi-sector Partners
Secondly the government must work with professional organizations, such as teachers unions and other societies to support the initiative.
Some of the limiting factors of the program include; the availability of content, teachers trained specifically in the use of ICT with younger children, theft and proper handling of ICT equipment by the young ones. Finally should the students keep their laptops at school until they develop the necessary carefulness this could be a security challenge to schools as break-ins may become the order of the day!
That said let us examine what the free laptops program requires to become a successful e-learning program;
Components of an E-learning Program
Solution elements
1. Technology-Affordable, rugged, energy-efficient, state-of
EU Digicomp framework review: WP 7 Safety and well being findingsdebbieholley1
A webinar a series of pan-European
dissemination events in the DigComp 2.2 review processes. This webinar on “Safety and Wellbeing” and took place May 18th at 14:00 2021.
The webinar was conducted by Anicia Trindade educational researcher on digital competence from the CIDTFF – Research Centre on Didactics and Technology in the Education of Trainers, Portugal, and Paula Bleckmann, professor of media education at Alanus University, Germany, and expert on the prevention of digital risks. Anicia and Paula are respectively the leader and deputy of WG7 Safety and Wellbeing of the DC2.2 revision process on this platform. They were joined by Professor Debbie Holley (Bournemouth University)and Dora Simunovic, (European Council for Steiner Waldorf Education) Prof Eva Maria Bitzer (Freiburg University of Education)
21st Century University feasibility study Jouni Eho
This feasibility study looked at the disruption taking place in the higher education space and sketched an MVP prototype of a radical new 21UNI concept to be tested in Kotka, Finland
Towards well being in digital media educationdebbieholley1
EU Lifelong learning symposium
We are proud to invite you to yet another event at the annual Lifelong Learning Week. After last year’s successful event on Development-oriented and age-appropriate media education, this year’s focus is on how to preserve and build well-being when it comes to interacting with digital media.
Under the headline “Towards well-being in digital and media education”, our webinar sheds light on the ongoing revision of DigComp, presents a competence-based media curriculum and introduces the planned HERMMES project on digital literacy.
What to expect?
With regards to the ongoing DigComp 2.2 revision process, one of the aims of the event is to present the successes and the blind spots of the DigComp framework through the lens of health and well-being;
This will be followed by a case study of an age-appropriate and entirely competence-based digital media curriculum developed by Steiner Waldorf schools that has been fully mapped to DigComp;
Finally, we will be looking at the future, shedding light on the upcoming HERMMES project on digital literacy and its different dimensions and actions.
Our event therefore fits well into this year’s annual theme “assessment and wellbeing”.
HIGHER EDUCATION POWERED BY TECHNOLOGY
A powerful instrument for change
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides as desired.
Slides of the lecture "Web-based business models" taught by Eduardo Larrain at HEC, a French business school (Strategic Management Master) during 4 classes in February 2013
2014 class with updated slides is here : http://fr.slideshare.net/EduardoLarrain/201402-web-based-business-models-lecture
1. What’s the web?
2. What’s a business model?
3. Why study Internet-based business models?
4. What are the key elements of a business model?
• Value proposition and revenue streams
• Drill-down of key Entertainment markets: music, video games, book publishing
• Customer channels, customer relationships, key partners, activities, resources, cost structure
5. What are the business models of Internet heavyweights: Facebook, Google, Zynga, Linkedin, Groupon
6. What are the most promising business models among the world’s most valuable companies: Digital 100, Twitter
7. Conclusion and farewell
8. Appendix: group project and individual test
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
Digital literacy does not replace traditional forms of literacy. It builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy; however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
Presentation: Innovation and EntrepreneurshipIntelCAG
INNOVATION AND ENTREPRENEURSHIP
The following slides have been created by Intel for public use. Share or use the presentation in its entirety or as individual slides, as desired.
An introductory presentation for the Council of Europe INGOs introducing the transversal workig group called Digital Citizen. The group will deal with Education, Humand Rights and Democracy using a forward looking approach to policy making.
B1 Predicting developments: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
Education and Technology, Synergies and on-going ActivitiesManuel Castro
Distinguished IEEE Education Society presented by Manuel Castro, IEEE Fellow, on a webinar of the Portuguese Chapter of IEEE Education Society in May, 2019 (http://sites.ieee.org/portugal-es/home/2019-webinar-cycle/)
Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
UCB i190 Spring 2014 ICTD in Practice_Lect23_final_23apr14
1. i190 Spring 2014: Information and Communications Technology
for Development (ICTD) in Practice
University of California Berkeley, School of Information
LECTURE 23: 23 Apr 2014
Instructor: San Ng (www.sanng.com)
Class Website: i190spring2014.sanng.com
2. Our Core Values
Open, collaborative, inclusive, community
Share class resources (especially) with developing world
Ideas and innovation in learning
AGILE method of teaching/learning
Learning in all directions (not just instructor to students)
failure ok
Tech Curious
Walk the talk- try technology and social networks, see
what sticks
FUN and interesting
WHAT ABOUT YOU?
3. Course Revisit: 190 Framework
Conceptual
Week1: Introduction to Course
W2: What is Development?
W3: What is ICTD
W4: Who Does What in Practice?
Mapping the ICTD
Landscape
i190
ICTD in
Practice:
Core Skills
Technical
(eApplications)
W5: Overarching Issues of
eApplications
W6: Infrastructure, Telecenters,
Agriculture,
W7: Revisiting Agriculture,,
W8 : e-Health, Education
W9: eGovernance
Microfinance
Management
W10: Break
W11: Intro to Project Management
Planning and Assessment
W12: Budgeting, Scheduling,
Fundraising
W13: Implementation
W14: Monitoring and Evaluation/
Next Cycle
W15: Final Projects &
Wrap Up
4. What Is International Development
Especially watch the second (later in time) TED
Talk
•http://www.ted.com/talks/hans_rosling_shows_the_best_stats_you
_ve_ever_seen.html
•http://www.ted.com/talks/hans_rosling_reveals_new_insights_on_p
overty.html
5. Theories of International Development
Liberalism
Modernization
Neo-Liberalism
Dependency
Critics of Liberalism
Globalization
???!!!!!
Post-Modernization
Civil Society
Gender Based
Sustainable development
Rights Based Approaches
Development as Freedom
Institution
6. Theories of International Development
Liberalism
Modernization
Neo-Liberalism Dependency
Critics of Liberalism
Globalization
Post-Modernization
Civil Society
Gender Based
Sustainable development
Rights Based Approaches
Development as Freedom
Institutions
A Very Simple Framework
MARKET STATE/
PEOPLE
7. Measurement of International Development:
See list of broad indicators listed in Wikipedia and read The Guardian, How would yo
measure development progress?
•http://www.ted.com/talks/hans_rosling_reveals_new_insights_on_poverty.html
•Some typical index/indicators:
•Well Being ? Happiness?
Measurement of International Development
GDP, GINI, Mortality Rate, Population,
Education, Security, etc, etc, etc, etc…
Mortality vs Population?
8. Measurement of International Development
In Practice, mainly:
• Human Development Index (HDI)
http://hdr.undp.org/en/statistics/hdi
• World Bank’s World Development Indicators (WDI)
http://data.worldbank.org/indicator/all
10. Does International Development Work?
Does International Development Work?
Review books listed here by visiting links:
http://blog.sanng.com/2010/08/does-international-
development-aid-work.html
11. Careers in International Development
Development Career and Jobs:
Sign up (for free) for www.devex.com, one of the major
development and job hubs. Then read ABC of development jobs
and Career transitions: How to figure out if an aid job is right for
you
12. Theories of ICT4D
(Some Distinctions First: Technology vs ICT)
Good Ol’ Development Theory from Development Studies,
including new concepts such as Globalization & Knowledge Societies?
(Unwin)
13. Theories of ICT4D
State of ICT4D Theories (Articles: Heeks? Unwin? Raita?
Wikipedia?)
•From what disciplines?
•Development Studies? Governance? Knowledge
Societies?
•Criticisms of current state of literature
•Relevance to us?
17. History and Future ICT4D- Teaching ICTD
From Heeks, 2009 From i190, 2014
Conceptual
Week1: Introduction to
Course
W2: What is Development?
W3: What is ICTD
W4: Who Does What in
Practice?
Mapping the ICTD
Landscape
ICTD in
Practice:
Core
SkillsTechnical (Applications)
W5: Overarching Issues of
Technical Applications
W6: Infrastructure,
Telecenters, Agriculture,
W7: Health, Education,
Microfinance
W8: Governance and Law
Management
W9: Intro to Project
Management
W10: Break
W11: Planning and
Assessment
W12: Budgeting, Scheduling,
Fundraising
W13: Implementation
W14: Monitoring and
Evaluation/
Next Cycle
18. Does ICT4D Work?
Courtesy of Inveneo: http://www.flickr.com/photos/inveneo/6252235953/in/photostream/
Heeks, 2002 (http://ictlogy.net/bibliography/reports/projects.php?idp=199)
20. Mapping the Stakeholders in ICT4D
Multilaterals and
Governments:
Civil Society:
Private Sector:
Here is the final mapping
from the spreadsheets:
https://mapsengine.google
.com/map/edit?mid=zaN1
njwon8jM.kzggt23tlaow
21. i190 Framework
Conceptual
Week1: Introduction to Course
W2: What is Development?
W3: What is ICTD
W4: Who Does What in Practice?
Mapping the ICTD
Landscape
i190
ICTD in
Practice:
Core Skills
Technical
(eApplications)
W5: Overarching Issues of
eApplications
W6: Infrastructure, Telecenters,
Agriculture,
W7: Revisiting Agriculture,,
W8 : e-Health, Education
W9: eGovernance
Microfinance
Management
W10: Break
W11: Intro to Project Management
Planning and Assessment
W12: Budgeting, Scheduling,
Fundraising
W13: Implementation
W14: Monitoring and Evaluation/
Next Cycle
W15: Final Projects &
Wrap Up
23. Trends/Buzzwords in ICTD and e-
Application
BOP
Rights Based Approaches
Digital Divide
ICTD Policies Innovation
Appropriate Technology
Open Everything (development, data, etc)
Web 3.0
Big Everything
Convergence
Mobile Mobile Mobile
Social enterprise
24. ICTD Policies
•Broad Categories of Policy APC, ICT Policy Handbook
•ICTD Policy in Practice Lessons Learnt in ICT4D Policy
Making
•How is it done ? In content and institutionally?
•What are the lessons learned?
25. BOP
•What is the BOP concept? The Fortune at the Bottom of the
Pyramid (BOP)
•
•How is it like in practice? ICT4D: The Bottom of the
Pyramid Model in Practice”.
•What is the project?
•What worked or didn’t work?
•What are recommendations?
26. Appropriate Technology and Innovation
•What are some of your suggestions/predictions for
innovation and appropriate technology?: Heeks, The
ICT4D 2.0 Manifesto: Where Next for ICTs and International
Development?
28. ICT in Agriculture
•Skew of disciplinary research
(econ, ethnographic, ENR, energy, geog…etc)
•Jensen work: - neat econ study:
•People:=only 2
•Tech: = 1 function
•Welfare= income
•Burrell et al. – making a mess:
•Other players:/relationships auctioneer,
fish waste vendor, gender etc
•Tech: lots of other usage
•Context: n/s, types of terrain, boards
•Welfare= WAY more than income
•Can it be generalized then?
•What to do in practice?
•Be cognizant of debates
•Local context
•Don’t start with tech
•Same old foundational factors in design
and implementation
•Usually dynamic, changing, needs,
messy, ‘it’s complicated’
Heeks, ICTD 2.0
30. Telecenters, Shared Access and Libraries
http://gurstein.wordpress.com/2013/11/16/beyond-access-
libraries-as-the-new-telecentres/
31. ICTD and Education: Theories continued
Traditional Dev Theories
(loosely: market, growth, top down)
Alternative Dev Theories
(loosely: state, rights, bottom up
32. Trends in i-, e-, m-, blended-. etc-Education
“leap frog e-learning through m-learning”.
•Differences within the field: ICT for education,
distance learning, elearning, m-learning, blended
learning
•A new fad? But a new fad that can make a
difference?
33. E-Health
•What is it?
•eHealth solutions & strategic
coordination
•What are some trends, in
developed, transitioning and
developing countries?
• Forever-pilot pattern and
lessons learned?
Introductions, trends and lessons learned: Implementing
e-Health in Developing Countries Pg7-14, 22-23, 27-28,
31-39
Get an overview of how an actual e-health project design
looks like: e-health portal in Dwesa, pg 7-15
34. eGovernance- what works and not?
•What is eGovernance?
•What is the Framework being used to
measure?
•What are the results of this case study?
Success and Failure Factors for e-Government projects
implementation in developing countries
36. Microfinance & Mobile Banking
•What is Mobile Banking?
•Different trends/pace in different countries-
regulations, technologies, leadership,
•Issues: Trust, Fraud/attacks, Motivation of
savings/accumulation, Behavior change, cultural
values about money,
•What works, and not? Reasonable Project Time,
Building trust, managing expectations,
values/behavior changing, needs assessment
important
37. i190 Framework
Conceptual
Week1: Introduction to Course
W2: What is Development?
W3: What is ICTD
W4: Who Does What in Practice?
Mapping the ICTD
Landscape
i190
ICTD in
Practice:
Core Skills
Technical
(eApplications)
W5: Overarching Issues of
eApplications
W6: Infrastructure, Telecenters,
Agriculture,
W7: Revisiting Agriculture,,
W8 : e-Health, Education
W9: eGovernance
Microfinance
Management
W10: Break
W11: Intro to Project Management
Planning and Assessment
W12: Budgeting, Scheduling,
Fundraising
W13: Implementation
W14: Monitoring and Evaluation/
Next Cycle
W15: Final Projects &
Wrap Up
38. Introduction to Project Management
•Review of Course (Conceptual, Technical- see
slide pack from last class)
What are some themes within the lessons
learned?
•How is ICTD project management similar and
different to traditional development project
management? (theories)
•Life Cycle and Management Approaches
•How can we apply management tools to address
the lessons learned?
39. Introduction to Project Management
•How is ICTD project management similar and different to traditional
development project management? (theories)
•Life Cycle and Management Approaches
40. Introduction to Project Management
Planning
Initiation
Implementation
Monitoring & Evaluation
Next Phase? Transformation?
•What are some themes within the lessons learned from last parts of
course?
•How can we apply management tools to address the lessons learned?
48. Introduction to Project Management
Planning
Initiation
Implementation
Monitoring & Evaluation
Next Phase? Transformation?
49. Planning- Needs Assessment
•What are the general steps in Planning?
•Planning & Methodology Design
•Data Collection
• Analysis
•Possible Solutions
•Recommendations
•(then to Initiating Phase: Project Design etc.)
50. Planning- Needs Assessment
Case study: Agri-Supply Chain Project Proposal -
help Ruchita plan her upcoming needs assessment (Goal a.). For background
information about the issues, Read Pg 6-8 of Indian School of Business,
Inefficiencies in agriculture supply chain in Punjab and opportunities for IT
interventions and see especially Fig 3.1.
Levels Questions Sources
of Data
Collection
Methods
Analysis
Tools
Challenges
/Solutions
Strategic
Tactical
Operationa
l
53. Initiating- Proposal Development: Project
Design Case Study
Case: A needs assessment to identify the reality of two
rural school cases in South Africa: Potential for ICT4D
or not? Also visit website generally: (http://siyakhulall.org/) Based on
this Needs Assessment, we will be developing a mini-proposal for the
next phase of this project, specifically for the Educational Resource
component.
Proposed Logframe and Workplan
59. Implementation- Best Practices
Case: ITC e-Choupal
What made
implementation
successful?
•Trust: choice
•Meets Needs: Clear
Value
•Appropriate Tech:
Simplicity of
technology, new and
old tech
•Local structures and
systems
•Incremental Roll out
•Mission-based
65. Implementation- Complex Environments
Case: Competing for Development (A)
•If you were Ghazialam, would you go ahead with the
$65,000 investment? What are the key tradeoffs? What
would an ‘ideal’ outcome look like?
•(See next slide)
66. Implementation- Complex Environments
Case: Competing for Development (A)
•If you were Ghazialam, would you go ahead with the
$65,000 investment? What are the key tradeoffs? What
would an ‘ideal’ outcome look like?
67. Introduction to Project Management
Planning
Initiation
Implementation
Monitoring & Evaluation
Next Phase? Transformation?
68. Different Types of Evaluation and Performance Measurement
Program Level Organization Level Community and
Societal level
Wikipedia
Case
69. Evaluation Purpose
Measuring program effectiveness
Determining if a program meets its objectives
TYPES
*baselines
Formative
*ongoing
* feedback
* changing
the program
Summative
* look at final outcomes
*impacts
* cut or keep
70. OTHER PURPOSES
* compliance
* legitimacy
* certification
* lessons learned
* check for unintended consequences
* benchmarking
* more money
* white wash and eye wash p
* kill a project
* political attack
* new opportunities
* protection and self interest
* melt down indicators
71. EVALUATION CHECK LIST
WHEN IS EVALUATION WORTH DOING?
* Who Wants This and What Decision Do They Want to Make?
(lessons learned)
* Are the Impediments Manageable?
(resources, objectives, agreement, special issues)
* Is there Political Support?
(general support)
THE REGULAR COMPONENTS OF THE EVALUATION PROCESS
* Purpose and Objectives
* Indicators
* Design
* Data and Utilization
* Problems
73. RANGE OF INDICATORS
FEELINGS DO YOU TRUST THESE
INPUTS PEOPLE/
PROCESS involvement/coordination
OUTCOMES
(INTERMEDIATE) INCREASED INCOME
(FINAL) X LEVEL OF CONTANIMATION
EFFICIENCY AND PRODUCTIVITY lbs. Of fish/$ $/lbs. Of fish
SPAN AND SCOPE OF COVERAGE % target population served
SATISFACTION customer satisfaction/ commercia
IMPACTS (sustainable) measurable change/ broader/
(PROGRAM CAUSED OUTCOME) longer term
74. * HOW WOULD YOU ASSURE THAT YOUR
RESULTS WERE VALID AND RELIABLE?
RELIABLITY-- DO YOU GET THE SAME RESULT
TIME AFTER TIME.
VALIDITY-- UNBIASED COMPARED TO A STANDARD
75. Using Evaluation Results-- Style Differences
Academic Style
* Slow
* Scientific
Method
* Clear Objectives
* Careful Study
* Written Communication
* Precision
* Academic Reference Group
Managerial Style
* Pressure to Decide
* Many Simultaneous
+Fragmented Tasks
* Competing Objectives
* Action
* Verbal Communication
* Incomplete Date
* Managerial Reference Group
P
R
O
B
L
E
M
S
* TIME * VERY RIGOROUS * IRRELEVANT
* FORMAT * NOT RIGOROUS * COMMUNICATION
76. Some of the More Common Methods
* Balanced Score Cards and Other Overall General Assessments
* Goals vs. Performance and also Cost and Efficiency
* Outcome Assessment
* Benchmarking
* Best Practice
* Rapid Assessment Tools
(quicker and dirtier rather than deeper)
* More based on sampling than 100% study
77. DATA COLLECTION METHODS
* General Statistical Analysis
* Cost Benefit/ Rates of Return
* Simulations
* Content Analysis
* Record Reviews
* Unobtrusive Measures
* Group Observation
* Surveys and Testing
* Personal Interviews
* Participation Observation
* Case Studies
LESS
INTRUSIVE
MORE
INTRUSIVE
THE ETERNAL
TRIANGLE
Precision
Cost Complexity
78. Measureable
Indicators
Types of Data
needed
Data Collection
Methods/Frequency for
M&E
Overriding Goal
Objectives (at
least 4)
Instructions: Everyone was pleasantly shocked by these successful results.
However, the founder Jimbo Wales intuitively knows that the number of
articles per se does not measure Wikipedia's success completely, especially
since Wikipedia began with a completely different set of goals/activities and
became 'successful' only organically. He wants to hire you to determine a
sound methodology to evaluate Wikipedia's success. He wants you to design
a Logical Framework for Wikipedia (based on what we already learned in
class), with indicators he can measure to determine Wikipedia progress and
success. He has given us a sample template that we will discuss and
brainstorm in class:
79. Course Wrap Up: 190 Framework
Conceptual
Week1: Introduction to Course
W2: What is Development?
W3: What is ICTD
W4: Who Does What in Practice?
Mapping the ICTD
Landscape
i190
ICTD in
Practice:
Core Skills
Technical
(eApplications)
W5: Overarching Issues of
eApplications
W6: Infrastructure, Telecenters,
Agriculture,
W7: Revisiting Agriculture,,
W8 : e-Health, Education
W9: eGovernance
Microfinance
Management
W10: Break
W11: Intro to Project Management
Planning and Assessment
W12: Budgeting, Scheduling,
Fundraising
W13: Implementation
W14: Monitoring and Evaluation/
Next Cycle
W15: Final Projects &
Wrap Up