In a few short years, the proliferation of mobile phone networks has transformed communications in sub-Saharan Africa. It has also allowed Africans to skip the landline stage of development and jump right to the digital age.
School of Open (SOO) Programme a global community of volunteers providing free online courses, face-to-face workshops, and innovative training programs on the meaning, application, and impact of "openness" in the digital age, is set to be lunched in Kenya, Tanzania, Nigeria, and South Africa in September.
A great initiative by School of Open. It was good to have been able to discuss this with School of Open's Jane Park when she visited The Open University's OER Research Hub as a Fellow last year, and to meet some of the School of Open Africa volunteers at the 7th Pan-Commonwealth Forum on Open Learning in Abuja, Nigeria, last December.
In the latest incarnation of the development world’s dominant paradigm, ICTs for Development, data is being embraced, analysed and monitored by companies, humanitarian organisations, aid donors and governments alike. Yet despite the promises of data evangelists that big and open data can revolutionise innovation, education, health care and infrastructure, the potential risks of data - exclusion, discrimination, identification, persecution, and violations of the right to privacy - bear serious consideration. Without critical analysis and legal oversight, data could become the new conflict resource, causing and sustaining human rights violations.
There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'.
Leigh-Anne Perryman's insight:
Some very sensible points made in this blog post from the World Bank...
What is the main difference between high-income and developing countries? Here is my take: People in the former have much more of pretty much everything. Almost everyone living in high-income countries has access to electricity; in poor (low-income) countries, 7 out of 10 people don’t. Most families in rich countries own a car, but only a few people living in the developing world do. On per capita basis, rich economies have 15 times more doctors than poor countries, consume 40 times more energy,
Educational technology will continue to be implemented incrementally in many parts of the developing world. More rapid uptake and success are unlikely to occur unless five items are addressed – power, Internet connectivity and bandwidth, quality teacher training, respect and better pay for teachers, and the sustainability of implementations. 1. Electrical Power It is a…
UNESCO and the Kenya Ministry of Education organized a Workshop in Nairobi, Kenya, to formulate the draft Policy on Open Educational Resources for achieving high-quality Education for All. Over 35 delegates attended the two-day Workshop on 28 and 29 January 2014 to listen to presentations and exchange views on OER, the applicability of existing intellectual property laws in Kenya, and the positioning of OERs within existing policies for ICT in Education, and the National ICT Master Plan.
In this session we shall have a look at various OER practices in global perspective and examine how they are being used and repurposed. We shall also understand how OERs can best fit and bring productivity into educational ecosystems.
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