PCF5:CYP - Appropriate Technologies: Integrating Interactive Multimedia Packages

Title of session
Appropriate technologies: integrating interactive multi-media packages into formal and non-formal learning

Session details

 * Date: 15 July 2008
 * Time: 11:00
 * Room: Nunn hall

Session papers
Mrs Nkiru Banjoko Dr Ioana Chan Mow Dylan Busa (substitute for Dr Kirston Greenop) Dr Ravindra K. Gupta Dr Sitansu Sekhar Jena Prof Ken Stevens
 * Technology – assisted open lessons: the alternative to increasing learning. (162)
 * Development of eLearngin in education in Samoa: issues, challenges, strategies and recommendations for the way forward (197)
 * Information and communication technologies in |South Africa: opportunities and challenges from a Non Government Organization perspective (82)
 * Technological Innovation in open and distance learning: an aid to providing more to children and young people through integration with formal education (283)
 * Open educational resources for distance learning: means for knowledge empowerment for developing nations (188)
 * Open classes and access to learning opportunities for young people in rural communities (94)
 * Considerations of design and development aspects of collaborative technologies to facilitate ideas on open learning. (145)	Mr Vighnarajah

Key Issues that arose in the session

 * Session presentations highlighted the following issues.


 * Our group of presenters felt that integration of technologies into communities could be enhanced by development of Infrastructure – most notable, improved broadband access. This access would encourage the delivery of content and the employment of advanced content delivery strategies.
 * The design of delivery models for rural development need to specify cost and management measures. This could include initiatives designed for government, education and entrepreneurial opportunities, specific to developing world.
 * Retaining a community / local perspective on the value of education materials will remain a critical issue. This local context can increase accessibility, sustainability, training, copyright and language
 * Conceptual shifts will be required with regard to open classes (Cybercell concept). This concept allows the blending of instructional techniques with local and remote classrooms, using virtual visitors. This allows local resources to be accessed by geographically dispersed groups. Small schools no longer exist. Teaching has to be altered to accommodate new technological opportunities.

Points for future action (Policy, recommendations, commitments etc.)
After our discussions - led by presenters - our report answers the three posed questions as follows. ''' Question 1: What can we learn from the experiences of developing OERs and from their application? How do we ensure that they are socially and culturally relevant?''' '''Question 2: Are there examples of indigenous ICTs developed by youth that can facilitate cross-sector collaboration on youth livelihood interventions? Is it possible to add value to the learning experience through the employment of technologies such as radio, video streaming, and mobile phones?''' '''Question 3: Through innovative approaches can we mitigate the widening of the digital gap between developed and developing countries and within developing countries themselves? What innovations can we learn from?''' a.	Promote peer learning, build on ‘hole in the wall’ concept (information access point) – education distributed without parent involvement; peer – 2 – peer learning models. b.	Promote advocacy. Encourage young people to be ambassadors of use of technology c.	Address issues of broadband access; and who bears the cost.
 * Open Education Resource (OER) developers need to enhance collaboration to leverage the diverse experience and expertise of the larger educational community. The development of OERs need to be addressed at local,regional and national levels, regional level. In addition organizational policy issues that allow educators to share and collaborate need to considered and supported by regional governance policies. These policies should include copyright – including informing educators about alternative licensing strategies. These strategies could be included in the delivery models, including the usages of licenses and OER repositories.
 * Governance policies should include support for, and funding of, community driven programs for life skill enhancement. These programs should include broadcast media, and be driven by local community groups and discuss local issues. The discussion highlighted examples from Bahamas, Zambia, Sierra Leone, Nigeria. These examples had commonalities; these include the use of Radio (or TV) shows that highlight social issue. Local community groups are valuable within this process by ensuring that young people engage and respond with views and suggest solutions by phone, including mobile. The answers are analyzed and discussed. Programs are provided by the Ministry of Education, private sector sponsored, and / or produced by youth.
 * Developing nations have a great degree of flexibility that allows technology to protect local cultural practices. Strategies to ensure social and cultural exchange are supported may:

d.	Consider options such as satellite data transfer.

e.	Acknowledge existence of generational divid, which may grow wider if not addressed.

f.	Allow developing countries to populate the web and have an internet presence.