Another Colonialist Tool?

the student enrolled in an xMOOC, I believe, is in much the same position as both the student before the teaching machine and the colonized individual. She or he is forced to deal with foreign assumptions having little to do with the reality of the learner or the colonized

Using Information Communications Technologies to Implement Universal Design for Learning

The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document

The role of HCI in the construction of disability

As a discipline concerned with the design, evaluation and implementation of interactive computing systems for human use, and with the study of major phenomena surrounding them, human computer interaction (HCI) is involved in the phenomenon of disability. For an interaction between humans and computers to take place, there should be an interface mediating between both parties. The design of such an interface may inadvertently impose access barriers to some people. HCI literature addresses the relationship between the theory and practice of HCI and disability from different angles, some of which are diametrically opposed. This thesis explores three modern conceptions, or models, of disability — the individualistic medical, the biopsychosocial and the social models —, investigates which model predominates in the HCI literature, and analyzes why choosing a particular model may determine and constrain the classes of problems that can be identified during a solution discovery process. Departing from HCI’s traditional discourse, which interprets the phenomenon of disability as a problem in the human body, the author, leading a team of engineers and psychologists, carried out a project in a school for children with cerebral palsy. The project was aimed to improve different areas of child development, using non conventional user interfaces — i.e. user interfaces that use other input/output devices than the keyboard, mouse or screen. After two years working directly within the field of operations”, the author had the opportunity to contrast the theory underpinning HCI’s methods with real practice and to expand his understandings about the relationships between HCI and disability. The research process involved an action research approach, which allowed the author and the team of experimenters to formulate new hypotheses as they learned more about the context, to review the process and, ultimately and most importantly,to readapt their actions to better serve the end beneficiaries. The experiences and learnings gathered throughout the process have been included in this thesis as a case study, for the purpose of helping HCI researchers embarking on projects relatable to the one described. Finally, the author urges the HCI community to update its discourse and to connect it with the vast literature related to modern conceptions of the phenomenon of disability

Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries

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Softbridge: a socially aware framework for communication bridges over digital divides

Computer scientists must align social and technical factors for communication technologies in developing regions yet lack a framework to do so. The novel Softbridge framework comprises several components to address this gap. The Softbridge stack abstraction supplements the established Open Systems Interconnect model with a collection of technical layers clustered around 'people' issues. The Softbridge stack aligns the technological design of communication systems with awareness of social factors characteristic of developing regions. In a similar fashion, a new evaluation abstraction called Quality of Communication augments traditional Quality of Service by considering socio-cultural factors of a user's perception of system performance. The conceptualisation of these new abstractions was driven by long-term experimental interventions within two South African digital divides. One field study concerned communication bridges for socio-economically disadvantaged Deaf users. The second field study concerned a wireless telehealth system between rural nurses and doctors. The application domains were quite different yet yielded similarities that informed the Softbridge and Quality of Communication abstractions. The third Softbridge component is an iterative socially aware software engineering method that includes action research. This method was used to guide cyclical interventions with target communities to solve community problems with communication technologies. The Softbridge framework components are recursive products of this iterative approach, emerging via critical reflection on the design, evaluation and methodological processes of the respective field studies. Quantitative and qualitative data were triangulated on a series of communication prototypes for each field study with usage metrics, semi-structured interviews, focus groups and observation in the field. Action research journals documented the overall process to achieve post-positivist recoverability rather than positivistic replicability. Analysis of the results from both field studies was iteratively synthesised to develop the Softbridge framework and consider its implications. The most significant finding is that awareness of social issues helps explain why users might not accept a technically sound communication system. It was found that when facilitated effectively by intermediaries, the Softbridge framework enables unintended uses of experimental artefacts that empower users to appropriate communication technologies on their own. Thus, the Softbridge framework helps to align technical and socio-cultural factors

Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low- and Middle-Income Countries

Mobile technologies are now ubiquitous in Low- and Middle-Income Countries (LMICs). Education in LMICs is among the latest disciplines set out to explore how mobile technologies’ particular affordances can be used to support programme interventions and practice. However, neither the effectiveness of mobile learning programmes, nor the causal mechanisms and contexts through which teaching and learning with mobile technologies is assumed to support education and development in LMICs, have been systematically reviewed and conceptualised. Notwithstanding, learning and teaching with mobiles is regularly attributed as having the potential to change and improve education in LMICs. This thesis assesses the effectiveness and underlying theory of change of mobile learning programmes in LMICs through a mixed-methods systematic review, including meta-analysis and thematic synthesis. Building on the findings of the systematic review, it presents the Capability Approach as a theoretical lens through which to conceptualise the effects of mobile technologies on education and development in LMICs. Reviewing the evidence-base and theory of change of the application of mobile technologies as an educational tool in LMICs, I find little evidence to support claims to mobile learning’s potential to support development outcomes. These systematic review findings are then expanded in a qualitative case study of a mobile learning project in rural South Africa exploring teachers’ use of mobile technologies from the perspective of the Capability Approach. The case study finds that teachers’ use of mobile technologies can best be understood as an expansion in four dimensions of capabilities: informational, educational, societal, and economic capabilities, which taken together can enhance teachers’ well-being and human development. I use the combined case study and systematic review findings to reposition mobile learning’s role in international development. I argue that conceptualising mobile learning for development through the Capability Approach supports a focus on an endogenous transformation of education in LMICs anchored in the primary objective of enhancing the capabilities and agency of actors in the education system. In the absence of evidence supporting mobile learning’s impact on development outcomes, a focus on the role of mobile technologies to expand teachers’ and learners’ valued functionings and capabilities is presented as an alternative conception of the links between mobile technologies, their use for educational purposes in LMICs, and development outcomes

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved 'learning at the bottom of the pyramid' (LBOP). This volume brings together academic research experts, government officials and field-based practitioners. National and global experts present multiple broad thematic papers – ranging from the effects of migration and improving teaching to the potential of educational technologies, and better metrics for understanding and financing education. In addition, local experts, practitioners and policymakers describe their own work on LBOP issues being undertaken in Kenya, India, Mexico and Ivory Coast. The contributors argue persuasively that learning equity is a moral imperative, but also one that will have educational, economic and social impacts. They further outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children. This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).* It will be an indispensable resource for policymakers, researchers and government thinktanks, and local experts, as well as any readers interested in the implementation of learning equity across the globe