Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
The document is a call for papers for the 2020 ETLTC Virtual ACM Chapter International Conference on Educational Technology and Technology Assisted Language Learning. The conference will focus on the collaboration between using technology in education and language studies, and creating a global platform to discuss technology-assisted language learning. Presentations will be in a virtual format, allowing presenters to upload presentations and participate in discussions remotely. Topic areas for papers include computer-assisted language learning, task-based language learning, and using educational technology in academia and industry.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
The document summarizes the Discover JISC project, which provided £1.35 million in funding through 32 projects and over 90 partners to expand opportunities in post-16 learning across the UK. The objective was to build a community of excellence in inclusive practice using JISC resources. Key partners developed resources like workplace assessment modules, exemplars for entry-level foundation skills, and lesson plans integrating assistive technologies. Broadland Council Training Services explored e-learning tools like mind mapping, text-to-speech, and screen casting to deliver functional skills online.
Enhancing teacher professional development using mobile technologies in a lar...Prithvi Shrestha
This document summarizes the English in Action project in Bangladesh, which aims to improve English language skills through mobile language learning. It describes the project's phases, materials, impacts and challenges. Phase II involved 700 teachers using media players and printed materials. Phase III scales up to 12,500 teachers using mobile phones, speakers and apps. Early impacts include increased teacher and student English usage. Challenges include varying teacher English skills and unreliable electricity. Stakeholder engagement and adapting to the local context are seen as important.
Plan Ceibal English is a project in Uruguay that provides English language education to primary school students using video conferencing technology. It began as a pilot program in 2012 reaching 1,000 students. By 2015, it aims to provide English classes to up to 120,000 students in 4,800 classes across the country. The program utilizes remote teachers who teach classes via video conference as well as local classroom teachers who teach additional classes. Both teachers receive training. Evaluations show students and teachers have had positive reactions to the program, though expansion and quality control present ongoing challenges.
The European project SpeakApps was launched during the month of February. The objective of this initiative, funded by the European Lifelong Learning Programme (LLP), is to provide user access to a range of online tools whose aim is to facilitate oral practice of a language through an online platform.
The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
The document is a call for papers for the 2020 ETLTC Virtual ACM Chapter International Conference on Educational Technology and Technology Assisted Language Learning. The conference will focus on the collaboration between using technology in education and language studies, and creating a global platform to discuss technology-assisted language learning. Presentations will be in a virtual format, allowing presenters to upload presentations and participate in discussions remotely. Topic areas for papers include computer-assisted language learning, task-based language learning, and using educational technology in academia and industry.
The document provides an overview of the SpeakApps 2 project, which aims to increase foreign language practice time and feedback through information and communication technologies. The project involves developing speaking and interaction activities for languages like French, Spanish, German, and Italian using tools on the SpeakApps platform that can also be integrated into learning management systems. It discusses expanding to new languages and contexts like secondary education and teacher training. The project also focuses on developing open educational resources, building an online community around language learning, and facilitating telecollaboration between partners.
The document summarizes the Discover JISC project, which provided £1.35 million in funding through 32 projects and over 90 partners to expand opportunities in post-16 learning across the UK. The objective was to build a community of excellence in inclusive practice using JISC resources. Key partners developed resources like workplace assessment modules, exemplars for entry-level foundation skills, and lesson plans integrating assistive technologies. Broadland Council Training Services explored e-learning tools like mind mapping, text-to-speech, and screen casting to deliver functional skills online.
Enhancing teacher professional development using mobile technologies in a lar...Prithvi Shrestha
This document summarizes the English in Action project in Bangladesh, which aims to improve English language skills through mobile language learning. It describes the project's phases, materials, impacts and challenges. Phase II involved 700 teachers using media players and printed materials. Phase III scales up to 12,500 teachers using mobile phones, speakers and apps. Early impacts include increased teacher and student English usage. Challenges include varying teacher English skills and unreliable electricity. Stakeholder engagement and adapting to the local context are seen as important.
Plan Ceibal English is a project in Uruguay that provides English language education to primary school students using video conferencing technology. It began as a pilot program in 2012 reaching 1,000 students. By 2015, it aims to provide English classes to up to 120,000 students in 4,800 classes across the country. The program utilizes remote teachers who teach classes via video conference as well as local classroom teachers who teach additional classes. Both teachers receive training. Evaluations show students and teachers have had positive reactions to the program, though expansion and quality control present ongoing challenges.
The European project SpeakApps was launched during the month of February. The objective of this initiative, funded by the European Lifelong Learning Programme (LLP), is to provide user access to a range of online tools whose aim is to facilitate oral practice of a language through an online platform.
The ViTAAL Project was a partnership between schools and teacher education organizations in the Netherlands from 2007-2008 that researched using 3D virtual worlds to support language education, particularly oral skills. It involved three pilot activities - a Virtual Language Village for practice of everyday language tasks, an interactive detective story game called LanguageQuest, and informal social events called Francofolies. Evaluations focused on feasibility, design of materials and assessments, and potential for learning. Dissemination included conferences and the project aimed to further implementation and research.
Parisa Mehran has extensive experience in computer assisted language learning (CALL) through online courses, workshops, and membership in professional organizations. She holds a BA in English literature and an MA in teaching English as a foreign language. Mehran's research focuses on integrating technology into English language instruction and validating CALL attitude instruments. Her future plans include developing an online English for academic purposes course for Japanese learners and researching online course design models.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
This document provides an overview and status update of the Regional Knowledge Platform (RKP) project. The RKP is being developed to facilitate knowledge sharing and exchange on technical and vocational education and training (TVET) policies and practices in Southeast Asia. The summary includes:
1) The RKP will have several main sections including about TVET in Southeast Asia, learning resources, communities and networking opportunities.
2) The current status of the RKP's development includes completing the content mapping, management strategy, and site map. Development of the backend templates and frontend layouts is underway.
3) Benefits for contributors include networking opportunities, sharing expertise, and promoting organizations through the RKP communities and resources.
This document outlines an action plan for 2014-15 with the following goals:
1) Improve the college's web presence and alumni network through a updated website, social media accounts, and a mobile app.
2) Increase the use of English in official meetings and provide support for non-English students through peer coaching and language assistance.
3) Develop pre-placement activities for 6th semester students like resume building workshops.
The plan also includes initiatives for team photography, an intra-college symposium, a student magazine, bringing in guest speakers, and simplifying procedures. The overall aim is to showcase student talent and dynamism at the college.
Presentation given at Expolangues Paris 2012 opening the workshop on examples of projects
http://www.expolangues.fr/
http://www.expolangues.fr/conferencesEL/jeudi.html
Peter Birch
This document outlines topics and tasks for the fourth transnational project meeting to take place in Catania, Italy from April 11-15, 2016. It discusses monitoring project progress, proposed Twinspace activities, dates for joint staff trainings in Romania and Hungary, and responsibilities for leading training sessions. It also reviews the schedule and number of participants for transnational meetings, multiplier events, and common tasks including developing an expert opinion survey on a travel guide.
Introducing the iTILT projects on IWB & Tablets in Language EducationTon Koenraad
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Future (Im)Perfect: Language Teachers‘ Professional Development And ICTDr Martina Emke
Future (Im)Perfect: Language Teachers‘ Professional Development And ICT
Information and Communication Technologies (ICT) can connect with language teaching to make language learning more open, more enjoyable, and – some claim – more effective. Yet language teachers interested in integrating ICT (more) into their teaching activities face many challenges, which could be met with the help of adequate and flexible professional development. Drawing on recent research carried out by the AILA Research Network TPLang21 and by the speaker, this talk will provide an insightful picture of global language teachers‘ professional development activities. The final part of this talk addresses the ways in which the ICT-REV project at the European Centre of Modern Languages has sought to support language teachers in their individual and networked ICT-related professional development.
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Analyze the need for Accelerated Dual Language education
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Slides from the one-hour session Jenny Brady and I facilitated for Leeds Institute for Cardiovascular and Metabolic Medicine, University of Leeds on 17/09/19.
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Talk given at:
- IATEFL LT SIG webinar - December 15 2013 (http://ltsig.org.uk/)
-3rd annual symposium - Washington DC, US http://www.meducationalliance.org/page/2013-meducation-alliance-international-symposium - October 2013
Julia Zabala & Cristina Perez-Guillot: Designing a Language Programme Based o...eaquals
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Pedagogy, technology and training for language learning and teaching: the ECM...LangOER
- The ECML/ICT-REV project provides training workshops to help language teachers and professionals integrate technology and open educational resources into their teaching.
- Over 15 years it has held workshops across Europe to extend knowledge of ICT tools, discuss pedagogical principles, and establish professional networks.
- It maintains an inventory of over 80 freely available and evaluated ICT tools and OERs with examples of best practices and user feedback.
- Next steps include requesting an ICT-REV workshop, exploring the inventory, and advocating for priority on appropriate teacher training programs.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. It then reviews related literature on studies examining the use of technology in language classrooms. The study aims to identify the technologies used by English teachers and their purposes. A questionnaire was distributed to 30 English teachers, finding that multimedia projectors, presentation software, and developing listening and vocabulary skills were most common. The conclusion states that modern technologies are important for language teaching and learning when adopted through approaches like blended learning.
The document provides information about the Highly Immersive Programme (HIP) Orientation Workshop that will take place from 06-08 February 2017. It includes the following:
1. The schedule for the 3-day workshop which will cover topics like the HIP overview, implementation guidelines, monitoring framework, and CSR partnerships.
2. Background information on the need to improve English proficiency in Malaysia based on surveys of students, employers and parents.
3. An overview of the HIP programme which aims to improve students' English proficiency through increased immersion and usage, targeting outcomes like higher acceptance of English and proficiency levels.
4. Details of the HIP Toolkit which includes a self
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Parisa Mehran has extensive experience in computer assisted language learning (CALL) through online courses, workshops, and membership in professional organizations. She holds a BA in English literature and an MA in teaching English as a foreign language. Mehran's research focuses on integrating technology into English language instruction and validating CALL attitude instruments. Her future plans include developing an online English for academic purposes course for Japanese learners and researching online course design models.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
This document provides an overview and status update of the Regional Knowledge Platform (RKP) project. The RKP is being developed to facilitate knowledge sharing and exchange on technical and vocational education and training (TVET) policies and practices in Southeast Asia. The summary includes:
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This document outlines an action plan for 2014-15 with the following goals:
1) Improve the college's web presence and alumni network through a updated website, social media accounts, and a mobile app.
2) Increase the use of English in official meetings and provide support for non-English students through peer coaching and language assistance.
3) Develop pre-placement activities for 6th semester students like resume building workshops.
The plan also includes initiatives for team photography, an intra-college symposium, a student magazine, bringing in guest speakers, and simplifying procedures. The overall aim is to showcase student talent and dynamism at the college.
Presentation given at Expolangues Paris 2012 opening the workshop on examples of projects
http://www.expolangues.fr/
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This document outlines topics and tasks for the fourth transnational project meeting to take place in Catania, Italy from April 11-15, 2016. It discusses monitoring project progress, proposed Twinspace activities, dates for joint staff trainings in Romania and Hungary, and responsibilities for leading training sessions. It also reviews the schedule and number of participants for transnational meetings, multiplier events, and common tasks including developing an expert opinion survey on a travel guide.
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Presentation for an iTILT workshop on the use of tablets and interactive classroom technologies presented at the Dutch annual Good Practice Day at Leiden University.
Future (Im)Perfect: Language Teachers‘ Professional Development And ICTDr Martina Emke
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Information and Communication Technologies (ICT) can connect with language teaching to make language learning more open, more enjoyable, and – some claim – more effective. Yet language teachers interested in integrating ICT (more) into their teaching activities face many challenges, which could be met with the help of adequate and flexible professional development. Drawing on recent research carried out by the AILA Research Network TPLang21 and by the speaker, this talk will provide an insightful picture of global language teachers‘ professional development activities. The final part of this talk addresses the ways in which the ICT-REV project at the European Centre of Modern Languages has sought to support language teachers in their individual and networked ICT-related professional development.
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SA CDTP Content Development and Translation Project
1. SA CDTP – Content Development and translation project
Presented by: Thato Mfikwe (ISOC Gauteng Chapter)
This is an initiative by the Department of Telecommunications
and Postal Services as part of the Internet 4All
2. SA CDTP – Content Development and translation project
Overview of language
e on the internet (AC Nielsen)
Top 10 languages used on the internet, collectively have 2.89 billion users of their own languages,
out of a collective country population of 5 billion representing 77% of internet users globally.
Top 10 languages used in the
internet (17 year overview)
Users by
language
% of internet users in the
world
Internet penetration World population of this
language (2017 est)
English 952 mil 25% 66% 1.4 bil
Chinese 763 mil 20.4% 53.5% 1.4 bil
Spanish 293 mil 7.9% 57.6% 510 mil
Arabic 173 mil 4.6% 42.5% 408 mil
Portuguese 155 mil 4.1% 55% 281 mil
Indonesia/Malaysian 154 mil 4.1% 52.4 295 mil
Japanese 118 mil 3.2% 94% 126 mil
Russia 104 mil 2.8% 72.9% 143 mil
French 100 mil 2.7% 24.8% 405 mil
German 83 mil 2.2% 88% 94 mil
Top 10 2.89 bil 77.5% 56.6% 5.1 bil
Rest of the languages 839 mil 22.5% 35% 2.3 bil
World Total 3.77 bil 100% 49.7 7.5 bil
3. SA CDTP – Content Development and translation project
SA Languages spoken at home by South African Internet users.
• Indigenous and under-resourced
cultures face a number of obstacles
• 66% of local internet users speak
English and 42% speak Afrikaans
• Over 65% of internet users, reside in
Gauteng, Cape Town & Kwazulu-Natal
Spoken Languages at home Percentage
Afrikaans 42.20%
English 66.44%
IsiXhosa 5.48%
IsiZulu 8.65%
Sesotho 5.00%
Sepedi 4.36%
Setswana 5.31%
SiSwati 1.23%
Tshivenda 1.40%
Xitsonga 1.75%
IsiNdebele 0.99%
German 1.55%
Portuguese 0.70%
French 0.99%
Arabic 0.33%
Other 3.07%
4. SA CDTP – Content Development and translation project
• Impact of the language barrier on the internet usage
Insecure online identity
Hampered connectivity
Affected internet experience
• Benefits of translation and local content development
Gets more people online
Increase in internet adoption rates
5. SA CDTP – Content Development and translation project
Purpose
• To encourage local content development for information
and education purposes (Phase 1)
• To create a local inclusive IG & ICANN community
in South Africa (Phase 2)
• To grow and strengthen the overall Internet
governance community
• To create an enabling environment where beneficiaries
understand and participate in all strata of the IG space.
6. SA CDTP – Content Development and translation project
Project rationale
• Facilitate knowledge sharing through the dissemination
of information and capacity building
• More needs to be done to bring more people into
the IG policy discourse
• Deepening and enhancing understanding
of aqnd participation in the IG eco-system in all strata
7. SA CDTP – Content Development and translation project
Project sypnosis (12 months)
Provinces: Mpumalanga & Eastern Cape
Languages: isiXhosa and isiNdebele
2 universities and 8 schools (overall)
8 translators, 4 Professors, 8 teachers, 8 students & 32 learners
Phase 1: 24 articles – schools only
Phase 2: 720 articles– schools and universities
Group structure (best leaners & students in languages and writing skills):
• Phase 1: 1 Teacher, 4 learners & 1 translator/content developer
• Phase 2:1 Professor, 1 Teacher, 2 learners, 1 student & 1 translator
8. SA CDTP – Content Development and translation project
School and university selection criterion
Schools
• Teach the relevant languages
• Previously disadvantaged (Not model C)
• Good academic record/pass rates
• Supported by the principal & staff members
• Commitment of 1 or 2 language teachers for
the duration of the project
• Required to have a computer lab/media center.
Devices also acceptable
• Grade 9, 10, 11 (with exceptional cases for gr 8 & 12)
9. SA CDTP – Content Development and translation project
School and university selection criterion
Universities
• Language taught at an academic level
• Commitment of senior lecturer / professor for the
duration of the program
• Participation of language students to participate
in the program
• Commitment of a lecture(s) to moderate translations
• Willing to work with the chosen 4 local schools
10. SA CDTP – Content Development and translation project
Project activities
Phase 1: Content development (schools only – 6 weeks)
• Article translations & edits (existing and new entries)
• Article generation (entries, recordings and videos)
• Local history and knowledge content development (photos and
recordings)
11. SA CDTP – Content Development and translation project
Project activities
Phase 2: Article translation
• Africa DNS study - DNSSEC & DNS reports
• AU declaration on Internet Governance - Internet shutdown
• The digital economy - Digital trust & Cyber
• ISOC generated content and reports - Internet Governance
• Human rights online - Privacy and censorship
• ICANN and communities - Innovation and entrepreneurship
12. SA CDTP – Content Development and translation project
• Activities and deadlines
PHASE 1
• Project launch (19 Sept 2017)
• Chapterthon: for schools and IG mag 1st publication (30 Nov)
PHASE 2
• ICANN & IG content: Introduction & engagement
workshops (2nd week of Jan 2018)
• ICANN & IG content : Capacity building and outreach and
IG mag 2nd publication (May 2018)
• Closing ceremony and IG mag 3rd publication (Oct 2018)
• Monthly evaluations by task team (Oct 2017 – Oct 2018)
13. SA CDTP – Content Development and translation project
Project Timelines
1: Launch (19 September): Tshimologong Digital Precinct,
Braamfontein during ISOC 25th Anniversary celebrations.
2: Phase 1: Chapterthon (15 Oct – 30 Nov) 8 schools,
48 participants, 6 weeks
3: Phase 2: ICANNWiKi (Jan 2018 – Sept 2018):
8 schools, 2 universities, 48 participants, 9 months
14. SA CDTP – Content Development and translation project
Project Sponsors & Partners
• Phase 1: Wikimedia & ISOC Global
• Phase 2: ICANNWiki & ZACR
• Project Task team members: ISOC GP & ZACR
• Other interested parties: DTPS as a stakeholder and Google SA
15. SA CDTP – Content Development and translation project
Partners needed for:
• Provision of computers, projectors, printers and laptops
• Provision of internet connectivity & Wi-Fi equipment in 8 schools
• Monetary donors needed for R216 000 ($17 000)
- Travel & communication - Catering & lodging
- Branding & prizes for participants - Operational costs
• Project budget is $36 000