ICTlogy Lifestream http://ictlogy.net/lifestream/feed en-us http://blogs.law.harvard.edu/tech/rss Sweetcron ictlogist@ictlogy.net Las nuevas infraestructuras de la democracia http://ictlogy.net/lifestream/items/view/18820 La revolución digital ha puesto en nuestras manos toda una nueva caja de herramientas para la gestión de la información y las comunicaciones. Esta nueva caja de herramientas, sin embargo, tiene un potencial tan extraordinario que ya hoy está transformando —y no sólo reformando— muchísimas de las tareas y actividades que las personas hacemos, especialmente aquellas que suponen la interacción de varios actores. Como la toma de decisiones colectivas. Este enorme potencial transformador viene de dos características de estas nuevas herramientas. Por un lado, hacen que aquello con lo que trabajamos para la toma de decisiones tenga un coste mucho menor que sin estas herramientas. Así, el acceso a la información y la posibilidad de generar debate a su alrededor se han vuelto dramáticamente menos costosos que cuando teníamos que coincidir en el tiempo y en el espacio, así como distribuir la información en soportes físicos, como el papel. Por otra parte, porque las herramientas mismas tienen un coste también dramáticamente inferior a sus contrapartes del mundo analógico: toda la infraestructura física necesaria para informarse, tomar decisiones y evaluarlas está ahora al alcance de cualquier persona gracias a su virtualización. Podemos afirmar, sin exagerar demasiado, que se han democratizado las herramientas de la democracia. El diagnóstico de las necesidades de una comunidad puede ser hoy mucho más plural a través de las pequeñas pero numerosas contribuciones personales de sus miembros, más allá de las que puedan hacer sus portavoces y representantes. La identificación y ponderación de las posibles alternativas para cubrir una necesidad puede ser hoy mucho más rica a través de la concurrencia en la deliberación de más actores, mejor informados y con sus razones mejor fundamentadas. La evaluación final del impacto, eficacia y eficiencia de las decisiones tomadas puede ser hoy mucho más transparente y precisa gracias a la facilidad para publicar tanto los protocolos seguidos como los datos de los indicadores para hacer las diferentes valoraciones. Esta nueva caja de herramientas sigue necesitando la facilitación de las instituciones. Más que nunca. Las instituciones deben aportar el contexto que nos permita comprender mejor las necesidades y soluciones en relación a los diferentes actores implicados, y en consecuencia, a elegir mejor las herramientas a utilizar para la toma de decisiones. Las instituciones deben facilitar la creación de espacios de deliberación, tanto físicos como virtuales —o mejor aún, híbridos— que permitan una deliberación informada y de consenso. Las instituciones deben contribuir a fomentar la toma de decisiones colectivas, allí donde sea más adecuado que pasen —de forma centralizada o distribuida—, en los mejores espacios y con el contexto adecuado. Y deben hacerlo aportando los recursos necesarios y que a menudo sólo están a su alcance: datos e información, conocimiento y capital humano, infraestructuras, recursos materiales y financieros. De entre todas las herramientas de esta nueva caja, hay que destacar especialmente el software libre y los datos abiertos. Ambos permiten tres cuestiones capitales en una toma de decisiones que cada vez será más globalizada e interdependiente. Por un lado, favorecen la escalabilidad. Permiten poder adaptar el tamaño de las herramientas a la medida del proyecto, pudiendo verter los recursos poco a poco, sin sufrir ninguna limitación en su crecimiento. Por otra, favorecen la replicabilidad. Permiten poder repetir las experiencias de éxito en otra parte, aprovechando los conocimientos e infraestructuras y así optimizando las inversiones. Por último, favorecen la interoperabilidad. Permiten los recursos y los actores pueda aplicarse allí donde hacen falta, sin tener que duplicar, trabajando horizontalmente y de forma distribuida pero para un mismo fin global. Las cajas de herramientas, sin embargo, no aparecen de la nada. Que las haya, que circulen o que sean accesibles y fácilmente reutilizables será uno de los papeles fundamentales —como lo ha sido desde que tenemos democracias modernas— de las instituciones. Así, las instituciones han contribuido a la creación y mantenimiento de todo un ecosistema de infraestructuras para la democracia compuesto por gobiernos, administraciones, parlamentos, partidos políticos, sindicatos o asociaciones. Del mismo modo las instituciones, en beneficio de los ciudadanos y en el suyo propio, harán bien de invertir en las nuevas infraestructuras de la democracia: el software libre y los datos abiertos. Una nueva caja de herramientas para una nueva democracia. Un nuevo ecosistema que, más allá del cumplimiento de las leyes, debe comportar una nueva manera de hacer ajustada al nuevo paradigma de la Sociedad de la Información: el Gobierno Abierto. Entrada originalmente publicada el 13 de junio de 2016 como un capítulo del libro Programari lliure i de codi obert – Societat lliure i govern obert de la Xarxa d’Innovació Pública. A continuación puede descargarse el capítulo o el libro entero (en Catalán).

Capítulo en PDF: Peña-López, I. (2016). “Les noves infraestructures de la democràcia”. En Xarxa d’Innovació Pública (Coord.), Programari lliure i de codi obert – Societat lliure i govern obert, 6-7. Barcelona: Xarxa d’Innovació Pública.

Libro entero en PDF: Xarxa d’Innovació Pública (Coord.) (2016). Programari lliure i de codi obert – Societat lliure i govern obert. Barcelona: Xarxa d’Innovació Pública.

Esta entrada publicada originalmente en SociedadRed como Las nuevas infraestructuras de la democracia

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Tue, 14 Jun 2016 02:33:00 -0700 http://ictlogy.net/sociedadred/20160614-las-nuevas-infraestructuras-de-la-democracia/
Book chapter: The new infrastructures of democracy http://ictlogy.net/lifestream/items/view/18819 The Xarxa d’Innovació Pública (XIP, the Catalan Network for Public Innovation) has just published the booklet Programari lliure i de codi obert – Societat lliure i govern obert (Free and open source software – Free society and open government). The booklet is in Catalan and presents a collection of reflections and good practices on why and how to apply free and open source software in government. I am collaborating with the first chapter, Les noves infraestructures de la democràcia (The new infrastructures of democracy), where I state that: We can say without too much exaggeration, that the tools of democracy have gone through a deep process of democratization. The diagnosis of the needs of a community can be far more pluralistic today through the small but numerous personal contributions of its members, and beyond the contributions that their spokespersons and representatives could make. The identification and consideration of possible alternatives to fill a need can be much richer today by the concurrence in the deliberation of more players, better informed and with their arguments much better founded. The final assessment of the impact, effectiveness and efficiency of decisions made today can be much more transparent and accurate thanks to the ease of publishing decision-making protocols followed by publishing indicators and data to make any kind of assessment. The full text of the chapter and the booklet can be downloaded below.

Book chapter in PDF: Peña-López, I. (2016). “Les noves infraestructures de la democràcia”. In Xarxa d’Innovació Pública (Coord.), Programari lliure i de codi obert – Societat lliure i govern obert, 6-7. Barcelona: Xarxa d’Innovació Pública.

Full booklet in PDF: Xarxa d’Innovació Pública (Coord.) (2016). Programari lliure i de codi obert – Societat lliure i govern obert. Barcelona: Xarxa d’Innovació Pública.

This post originally published at ICT4D Blog as Book chapter: The new infrastructures of democracy

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Tue, 14 Jun 2016 02:22:00 -0700 http://ictlogy.net/20160614-book-chapter-the-new-infrastructures-of-democracy/
Net Data Directory http://ictlogy.net/lifestream/items/view/18818 Ictlogist: Created page with "http://netdatadirectory.org/ <blockquote>The Net Data Directory collects and shares information on different sources of data about the Internet. For more about the project, s..."

http://netdatadirectory.org/

<blockquote>The Net Data Directory collects and shares information on different sources of data about the Internet. For more about the project, see our [http://netdatadirectory.org/about about page]. To get started, use the search box below, or check out our quick [http://netdatadirectory.org/help start guide].</blockquote>

[[Category:Data]][[Category:ICT]][[Category:Data_ICT]] [[Category:Regulation]][[Category:Regulation_ICT]]

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Mon, 06 Jun 2016 01:59:00 -0700 http://ictlogy.net/wiki/index.php?title=Net_Data_Directory
eLearning Africa 2016 (VII). Back up for Online Tutors and Mentors http://ictlogy.net/lifestream/items/view/18817 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. Back up for Online Tutors and Mentors Chairperson: Robert Kisalama, Belgian Technical Cooperation, Uganda Ismael Peña-López, Universitat Oberta de Catalunya, SpaineSupervision: A Four-tier Applied Model [click here to enlarge]

Downloads:

PDF: Peña-López, I. (2016). e-Supervision: a four-tier applied model. Communication at eLearning Africa 2016, 26 May 2016, El Cairo. El Cairo: eLearning Africa.

Prezi: Peña-López, I. (2016). e-Supervision: a four-tier applied model. Communication at eLearning Africa 2016, 26 May 2016, El Cairo. El Cairo: eLearning Africa.

Discussion Robert Kisalama: What about patenting? Knowledge recognition? A: this model applies especially to social sciences, where patenting is not as sensitive as in other disciplines and, on the contrary, research benefits much from open debate. On the other hand, if we are talking about knowledge theft — different from patenting — the truth is that the sooner something is “published” online the easier it is to track its legitimate authors. Indeed, the same community of practice/learning will denounce bad practices and identify and shame knnowledge thieves. Robert Kisalama: Who should initiate the conversation? A: in the best scenario, the conversation will already exist in one or many established communities. It is a matter to help the students find them and participate in them. On the other hand, personal initiative normally naturally leads to being part of a community, first tacitly then explicitly. Q: how many numbers? How far? A: it is difficult to say how many people can one e-supervise. It is true that the educational system is not prepare and measures quite poorly the time one devotes to e-supervision. One of the keys is to identify where the supervisor is adding more value and shift the rest of tasks towards the student — or the network. Which are these tasks? Mainly two: identifying the context that will make emerge the core things that have to be worked, and then fostering the conversation so that knowledge exchange happens. Robert Kisalama: how do you assess the quality of the communities A: normally you do not. On the one side, you should already be part of the relevant networks, so it is a matter of time that the students will join you in these. On the other hand, “good work” usually leads to the “right place”. That is, working collaboratively, in the open, sharing and exchanging insights with others quite naturally will lead to “the” community, as it many times is the network that attracts you and invites you to be a part of it, not the other way round. Q: how do you assess the performance? A: In my opinion it is better to assess the process and the belonging to the different networks. If the process is good, the outcome and performance is usually good. On the other hand, this is part of the things that can be distributed to the rest of the network. If the dialogue and knowledge exchange is fluid, if the exchange happens in the open, the network rewards good contributions and thus enables a process of self-assessment. This post originally published at ICT4D Blog as eLearning Africa 2016 (VII). Back up for Online Tutors and Mentors

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Thu, 26 May 2016 07:02:00 -0700 http://ictlogy.net/20160526-elearning-africa-2016-vii-back-up-for-online-tutors-and-mentors/
eLearning Africa 2016 (VI). Creating Communities of Practice for Teachers http://ictlogy.net/lifestream/items/view/18816 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. Creating Communities of Practice for Teachers Would you like to hear about the methods and tools to enhance teachers’ pedagogical skills? Learn how communities of practice, by and for teachers, can influence professional development. Chairperson: Mohamed Ahmed, Mansoura University, Egypt Hela Nafti, Tunisian Education and Resource Network TEARN, TunisiaAchieving Peace by Building Sustainable Global Online Learning Communities SDG Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Learners have to acquire skills and, most especially, attitudes and values — because information is everywhere. iEARN: 130 countries, 30 languages, 40,000 educators, 2 million youth. iEARN (International Education and Resource Network) is the world’s largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world. Learning Circles promote theme-based project work integrated with the classroom curriculum. Working with Learning Circle partners from around the world help students develop important interpersonal skills. Learning Circles also encourage interactions among teachers providing a very different model of professional development. A Learning Circle is created by a team of 6-8 teachers and their classes joined in the virtual space of an electronic classroom. The groups remains together over a 3-4 month period working on projects drawn from the curriculum of each of the classrooms organized around a selected theme. At the end of the term the group collects and publishes its work. Then, just as any class of students does, the Learning Circle comes to an end. Each session begins with new groupings of classes into Learning Circles.

Created a Tunisian circle to deal about peace and sustainable development. Capacity building, teacher training is the most relevant thing for teachers: you can not teach if you do not know how to. Paul Waibochi, CEMASTEA, Kenya,Using Social Media (Whatsapp) in Enhancing Teacher Pedagogical Competencies: Case Study Cemastea – Lesson Study Model How can we improve teachers’ competences in how to deliver the curriculum through m-learning: how to use Whatsapp for education and learning purposes. In infrastructure matters, Kenya is ready: 80% mobile uptake, high bandwidth per person, familiarity with mobile services (e.g. m-pesa), etc. Process of teachers working in teams to develop lessons to adress an identified problem amongst learners. The developed lesson is taught by one of the teachers while others observe. The team discusses the taught lesson and make improvements. The purpose of m-learning is more access (you save travelling of both students and teachers), more efficiency and quality. Now lessons are not only face-to-face, so they are not so much time-constrained, and happen instead on a blended-learning basis. Another good thing about Whatsapp is that it supports multimedia: the teacher can teach and videotape the lesson and then share it through Whatsapp where other teachers can observe and comment. Finally, the idea is to create a community of teachers that engage in the project, help each other, share their outputs. In parallel to that, the teachers acquire or strengthen 21st century skills, like communication, collaboration, critical thinking, etc. in addition to constant professional development and regular orientation and training. Discussion Q: How do we select the teachers? Waibochi: they come from the same grade, and from the same topic to be taught at a particular class. Q: how do you eliminate “noise” from Whatsapp groups? Waibochi: it is about defining well what is going to be the topics of conversation, and stick with them. Q: how do you measure the expected outcomes in the communities of practice? How do you evaluate results? Waibochi: there are screening surveys that are used to evaluate what the students knew before and after the intervention. Q: Why not your own chatting platform? Waibochi: not only Whatsapp, but also Facebook accounts. The technology is already there and everybody is using it. This post originally published at ICT4D Blog as eLearning Africa 2016 (VI). Creating Communities of Practice for Teachers

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Thu, 26 May 2016 04:07:00 -0700 http://ictlogy.net/20160526-elearning-africa-2016-vi-creating-communities-of-practice-for-teachers/
eLearning Africa 2016 (V). Entrepreneurialism, Capacity Development and the Role of Education in Accelerating Change http://ictlogy.net/lifestream/items/view/18815 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. Plenary: Entrepreneurialism, Capacity Development and the Role of Education in Accelerating Change Economic growth and technological innovations are beginning to change Africa but how can the transformation be made permanent? How can the pace of change be quickened? How can we ensure that Africa is not just transformed but able to compete in tomorrow’s markets? How can we encourage a new spirit of entrepreneurialism? How can we boost capacity development, to ensure that Africans are ready to seize new opportunities in the future? How can we empower African educators and give them the tools they need to teach new skills? How can we enable students to make the most of a new world of learning? How can we put education and training at the heart of Africa’s transformation? These are just some of the questions which our panel of experts will address. Chairperson: Hossam El Gamal, Chairman of the Information and Decision Support Centre (IDSC), Egypt Dr Tarek Shawki, Secretary General of Presidential Specialised Councils, Egypt,Keynote Address Education in our lifetime requires great innovation and collaboration. We need to understand what is required from the ecosystem. What is the relationship between the economy and education? We have to make this issue surface and take over the public debate. And the the social justice that should come with education. It is likely that the assessment system is quite guilty for this dissociation between education and the economy, between earning a diploma and learning. People lack autonomy because the system is ruled with a totalitarian approach. This lack of freedom implies that some decisions are left unmade. A new project by the Egyptian government, the Egyptian knowledge bank, has been buying a massive amount of digital content (scientific, educational, etc.) from major publishers and put it online for free (for Egyptian IPs). But not only that, new textbooks are pointing at these resources, so that the content of the textbooks is enhanced by the one online. The project is framed within a macro strategy to redesign Egyptian Education as an Education 2.0. Prof Moses Oketch, Professor of International Education Policy and Development at UCL, UKPerspectives on ICT, Lifelong Learning and Endogenous Development in Africa Besides moneraty benefits of human capital, there are non-monetary benefits, like better health, etc. And, in addition to that, there is non-monetary social benefits (vs. individual benefits). It is time to put these concepts in the forefront of the public debate. And technology has become crucial in the human capital formation. And not only human capital, but endogenous development. And this is crucial for sustainable development, while also reducing diminishing returns of investment. Last, technology is changing the very concept of lifelong learning: you are actually learning all the time. Four key connections:

Identify and support incentives for ICT and lifelong learning. Overcome barriers arising from investment externalities. Encourage and support endogenous technology/applications that are locally relevant and scale them up. Enhance ICT inclusivity in learning and teaching to overcome structural inequalities and skills deficit.

Dr Rania Reda, Founder & CEO of ITQAN for Smart Solutions, EgyptWe Can Dream Bigger Now To transform education we have to take into account all education stakeholders: students, educators, parents, administrators, etc. And entrepreneurs come and try and fill the gaps that these stakeholders might have to unleash their full potential, to optimize performance. Assessing the stakeholders’ needs is the first step for transforming education. Augmented reality can certainly help to improve education. By projecting things that do not exist into real life, learning can be much more engaging, a requisite for real learning. Visualization, quite often, helps to understand complex concepts, eases the assimilation of content. How to use augmented reality in schools: help with homework (e.g. a video is displayed when a page of homework is scanned), book reviews (e.g. the student can annotate a book and anyone can read/hear/see it), parent virtual inspiration (e.g. record parent encouraging their child), yearbooks (e.g. bring photos back to life), word walls, lab safety, deaf and hard of hearing flashcards. Discussion Oketch: how do we measure the impact of technology in matters of learning outcomes? We have to begin to measure learning in different ways as we do now. We haven’t figured out yet how to do it, and it will certainly be the next frontier. Rania Reda: besides infrastructure — which is crucial — mentoring is very important: many times one knows what to do, but does not exactly how. And here is where coaching an entrepreneur can lead to very good results. In a very near future, learners will be much more learner-centered in their learning. When information is abundant, one begins to learn how to access and manage information, and to use it for learning. This post originally published at ICT4D Blog as eLearning Africa 2016 (V). Entrepreneurialism, Capacity Development and the Role of Education in Accelerating Change

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Thu, 26 May 2016 02:09:00 -0700 http://ictlogy.net/20160526-elearning-africa-2016-v-entrepreneurialism-capacity-development-and-the-role-of-education-in-accelerating-change/
eLearning Africa 2016 (IV). Researching Learner Centred Methods http://ictlogy.net/lifestream/items/view/18814 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. Researching Learner Centred Methods If you manage to engage and encourage students to take an active role in their learning, you will find that creating education together is possible. Speakers in this session share their experiences in co-creation. Chairperson: Francisca Oladipo, Nnamdi Azikiwe University, Nigeria Paxton Zozie, Mzuzu University, Malawi, Using Real-time Response Systems to Enhance Participative Learning in Higher Education at Mzuzu University How to encourage active participation of each and every student, especially in large classes. And even more, how to enhance collaborative learning and active learning. Cloud-based student response systems will be used to address the issue, based on clicker technology, like Participoll or Socrative. Polls do make students more engaged in the lecture, and they prompt interactivity between the student and the teacher, as the teacher can see in real time whether students got something right or not, and can ask for questions, doubts, etc. but tailored depending on the return of the poll. Challenges: need for Internet connectivity. Notwithstanding, some software can be used on a local network, with no need to be connected to the Internet but only to the computer acting as a server. Another challenge is that sometimes less content is covered, as more time is devoted to participation. Students would like to have more detailed feedback for student self-assessment. Abdul-Majid Nkuutu Kibedi, Ministry of Education, Science, Technology and Sports, Uganda, Exploration of the Linkage Between ICT Use and Implementation of Learner-centered Pedagogy General goal: to contribute to the increase of quality and equity in access to post-primary education and training, by providing an improved teaching and practice-oriented learning environment, supported by strengthened active-teaching methods. It is a teaching training education project, with a multi-layered approach:

Infrastructure: laptops, projectors, connectivity, etc. Aggregation of digital tools and links to resources for teaching and assessment. Teacher for self reflection and better research, conference, training tailored to integration of ICT in the teaching and learning.

Some college staff members received a short video training course on shooting and editing video, with low cost equipment. A secondary goal is to tape one-self and see how one is teaching, in part to fight the isolation from peer support where teaching often occurs. On the other hand, videos allow the observation of alternative teaching strategies, allowing time for reflection, as one does not have to respond immediately. Access to offline Wikipedia and digital books was used to increase the available content. Also research from Internet through mobile phone helped the group to engage in discussions and brainstorming sessions. With active teaching and learning methods (ATL), learners develop some of the critical 21st century skills such as critical thinking, communication, collaboration or creative thinking. Teachers who often use ICTs tend to implement ATL methodologies in their teaching and, on the other hand, ICTs easily support adoption of ATL by students. Discussion Q: can you assess the students through response systems? Zozie: yes, you can. If you force them to log in with their users before answering, all data is stored including who answered what. Then data can be downloaded and treated for any purpose, such as assessment. Zozie: the teaching staff needs experience in stating questions, relevant questions. Formulating questions is not easy, especially higher order questions, such as the ones that address concepts and not just the factual. This post originally published at ICT4D Blog as eLearning Africa 2016 (IV). Researching Learner Centred Methods

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Wed, 25 May 2016 08:34:00 -0700 http://ictlogy.net/20160525-elearning-africa-2016-iv-researching-learner-centred-methods/
eLearning Africa 2016 (III). Reaping the rewards of open http://ictlogy.net/lifestream/items/view/18813 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. Reaping the rewards of open What are the challenges around the development and implementation of high quality open digital resources across Africa? How can we ensure open content is relevant for classrooms? How can we effectively integrate open resources in schools and institutions? Chairperson: Alice Barlow-Zambodla, e/Merge Africa Network, South Africa Wilhelmina Louw, Namibian College of Open Learning (NAMCOL), NamibiaA Case for NAMCOL – Notesmaster Namibia: Open Educational Resources Main focus on secondary education, but also tertiary education. NAMCOL realized that, beyond open education, NAMCOL could include online Open Educational Resources (OER) as part of their educational package. OER is offered through Notesmaster Namibia platform. Notesmaster is a free platform, especially designed for secondary level students. It is structured Namibian curriculum. And, unlike Moodle, Notesmaster Global provides support for the platform. Development of OERs:

Team approach, usually teachers and programme developers. You can do it on your own, but it won’t be public. Use of OERs, by using the millions of videos, images and animations that exist on the web. Quality assurance, a note can only be published once it achieves the approval of 5 peers. OER policy and licensing, CC BY-SA-NC

Besides content, there is capacity building: building the capacity of teachers is key in achieving effective use of technology in the classroom. Teachers are trained on the practical use of ICTs in the classroom, and how to collaborate online using the Notesmaster LMS. Challenges:

Workload of developers Internet accessibility and connectivity. Shortage of equipment to be used for incorporating both multimedia and online content into tutoring sessions. Insufficient skills in the use of technology (computers and software) Know-how of instructional design requirements for online course development and storyboarding. Buy-in from teachers and learners in the use of technology. Insufficient funds for training and acquisition of equipment.

Angelo Raffaele Fazio, Universidad Nacional de Colombia, ColombiaOpen Online Courses at Universidad Nacional de Colombia by OpenEya OpenEyA is a lecture recording software use to tape, archive and share lectures — in this case on physics and mathematics. To even decrease more the cost of taping, OpenEyA can be compiled on a Raspberry pi 2 model B, which adds to the zero cost of the software a lowest cost of the hardware. As the final output is recorded in HTML 5, the videolecture can be comforably watched on a mobile phone. The video is also uploaded to Didáctica para el desarrollo (DxD, Teaching for development) which provides a platform for sharing also producing analytics on usage. It is difficult, though, to find colleagues that want to join the project, consisting on (1) taping and (2) sharing it on DxD. There is not much evidence on the impact of OpenEyA on the performance of students, as measured in their marks on their final exams, but it is true that less students had to go to the office to clarify doubts. On the other hand, the same amount of students attended the classes. Thus, it seems that OpenEyA is good for clearing doubts after attending the lecture, and that’s it — which is not bad. On the other hand, DxD does begin to have a significant amount of users, which at least adds to the common good. Faraja Kotta Nyalandu, Shule Direct, TanzaniaAn Educational Content Repository: The Backbone of ICT for Education The educational content repository works on a framework that structures the content down to the level of the concept, from the general concept to the year, topic, sub-topic an concept. The digital (Tanzanian) syllabus controls the educational content repository and connects it with course notes in English, learning levels, Englisk-Kiswahili dictionaries, quizzes and games, digital textbooks and audio lessons and videos. The repository becomes then the backend of content and data of the whole Tanzanian syllabus ecosystem. An API is a gateway to content that allows the web portal to browse all content in many ways. SMS (through Makini), USSD and mobile apps were created so to provide access to content on many platforms. The level of uptake clearly demonstrate that these platforms to fit the needs of the market. If it is simple, if it is contextual, if it is useful, people will use it and will enjoy using it. And besides students, also 1,900 digital teachers are already using the content for their own classes, providing new content, etc. Dina Elkordy, Université d’Alexandrie, Egypt, L’innovation pédagogique en matière d’utilisation des TIC dans l’enseignement et l’apprentissage New project to put out content in Arabic, English, French and Spanish on several subjets. Strong focus on teacher training on the use of ICTs and OER. Main barriers: Internet connectivity, bureaucracy, etc. Discussion Q: why don’t faculty want to join open educational resources projects? Fazio: people are uncomfortable with new technologies; people are also shy at the camera — even if OpenEyA is not very intrusive; they also want to keep what they teach for them and their students, and not to have it open to public scrutiny. This post originally published at ICT4D Blog as eLearning Africa 2016 (III). Reaping the rewards of open

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Wed, 25 May 2016 07:04:00 -0700 http://ictlogy.net/20160525-elearning-africa-2016-iii-reaping-the-rewards-of-open/
eLearning Africa 2016 (II). e-Readiness for Teachers: Supporting the Driving Force http://ictlogy.net/lifestream/items/view/18812 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. e-Readiness for Teachers: Supporting the Driving Force Are educators and institutions ready to implement ICTs? or can gaps be assigned to a lack of knowledge, digital skills or attitude? Take part in this discussion based on different research projects to speak about the different challenges teachers face in their profession. Chairperson: Keith Magee, Camara Education, Ireland Gladys Bwoch, Uganda Management Institute, UgandaDynamics Governing Use of Virtual Learning Environments (VLEs): The Case of Uganda Management Institute (UMI) and Makerere University The UMI offers courses on a blended basis — but structured sequentially: a distance learning part and a face-to-face part, not at the same time. When in distance learning, the students get their digital learning materials to read, plus practice questions, quizzes and references for further reading, most of the time self-contained in the learning materials. Everything is hosted on a VLE and the facilitators interact with the students also there. The VLE is an emulation of the face-to-face sessions, but virtually instead of physically. Interaction happens among facilitators and participants, and among participants themselves. Why bother with usage of VLE at UMI:

Staff in the School of Distance Learning and IT at UMI train facilitators and participants before face to face sessions on the use of VLE for teaching and learning. There is an orientation week to notice zeal for use of VLE. Consistent usage of VLE by facilitators and participants disappear and does not persist throughout the semester thereafter, as expected. Yet most activities of the programme oblige the facilitators and participants to be always working on the VLE. Need to identify the dynamics behind continued usage of VLE to work out modalities that ensure continued usage.

Objectives of the study:

find out frequency of usage of VLE. determine factors of usage and qualitative usage.

Findings:

Students spend little time at the VLE and went there infrequently.

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Wed, 25 May 2016 04:24:00 -0700 http://ictlogy.net/20160525-elearning-africa-2016-ii-e-readiness-for-teachers-supporting-the-driving-force/
eLearning Africa 2016 (I). Vision, innovation and reality http://ictlogy.net/lifestream/items/view/18810 Notes from eLearning Africa 2016, organized by ICWE GmbH and held in El Cairo, Egypt, on 24-26 May 2016. More notes on this event: ela2016. Plenary: Vision, innovation and reality Chairperson: H.E. Dr. Amr Ezzat Salama, Counselor of the American University in Cairo (AUC), Egypt To what extend does the future of Africa depend on innovation? How and where should Africa innovate? What role has technology in education innovation? How to make research a reality in Africa? Toyosi Akerele-Ogunsiji, Founder & CEO of RISENetworks, NigeriaRestarting Africa’s Education Through Tech with Innovation and a Digital Revolution Technology will now substitute teachers, but will enhance their capabilities and potential. But Content is king, and context is queen. Teachers are usually unequipped. That is why they are often so afraid of technology. On the other hand, a major barrier is access to formal education. But content can flow beyond these barriers. Open content, mobile content can enable mobile learning, thus providing education for children that have difficult access to schools. But parents — and society in general — are afraid of giving technologies to their children (e.g. so they are not distracted). But this is shutting down the most important gate to content, to education, to knowledge they might have. We know mobile uptake is high between children and teenagers. Technology is there, skills are there, but textbooks and content in general are not. We should aim at an African education that is mobile, that children can take wherever they are. And a mobile-technology revolution needs teachers. People should not be limited to learning because of the place they live in. And again, technology or mobile learning will not replace teachers as e-health has not and will not replace physicians. It’s an enabler, a multiplier, not a substitute. Dr Ismail Serageldin, Director of the Library of Alexandria, EgyptReaching Out to Africa The Library of Alexandria heavily relies on connectivity: 170,000 lectures online that can be used for free, online events, etc. EOL.org, the Encyclopaedia of Life, is an online huge database about natural life. African Networks are communities of practice on many topics enabled by the Library of Alexandria. STI capacity is essential for development. It is not a luxury: it is a necessity. And we have to translate rhetoric into action. Toby Shapshak, Editor, Columnist & Strategist, South AfricaWhat Africa Can Teach You About Innovation that Formal Education Cannot Many people think that “Africa is rising”, despite it is the “dark continent” in the sense that it has no electricity. Precisely: it is from difficulties that innovation comes, trying to figure out e.g. how to get what you cannot have without electricity. First you experience the problem, then you find the solution. To do so, you need perspective, which often does not come with education. Education might be a barrier for “thinking outside of the box”. We need to learn skills, not content. Then you need perseverance. This post originally published at ICT4D Blog as eLearning Africa 2016 (I). Vision, innovation and reality

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Wed, 25 May 2016 02:09:00 -0700 http://ictlogy.net/20160525-elearning-africa-2016-i-vision-innovation-and-reality/
Communication at IDP2016. What is technopolitics? A conceptual scheme for understanding politics in the digital age http://ictlogy.net/lifestream/items/view/18811 What is technopolitics?. There are many definitions (or attempts to define), approaches, contexts. But the truth is that the concept is gaining momentum and catching the attention of scholars. Since the publication of Jon Lebkowsky’s TechnoPolitics and Stephano Rodotà’s Tecnopolitica, both in 1997, the topic has seen an increase of popularity.

[click to enlarge]

Can Kurban, Maria Haberer and I have made an attempt to define an conceptualize the term at What is technopolitics? A conceptual scheme for understanding politics in the digital age which will be presented at the conference IDP2016 – Internet, Law and Politics. Building a European digital space, organized by the School, Open University of Catalonia, and taking place in July 7-8 2016 in Barcelona (Spain).

We here share a pre-print version of our communication, before the last, official, one comes out with the proceedings of the conference. Abstract In this article, we seek to revisit what the term ‘technopolitical’ means for democratic politics in our age. We begin with tracing down how the term was used, and then transformed through various and conflicting uses of ICTs in governmental, civil organizations and bottom-up movements. Two main streams can be distinguished: studies about internet-enhanced politics, labeled as e-government and Politics 2.0 that imply facilitating the existing practices such as e-voting, e-campaign, and e-petition. The internet-enabled perspective on the other hand builds up on the idea that ICTs are essential for the organization of (or organizing of) contentious politics, citizen participation and deliberative processes. Under a range of labels studies have often used concepts in an undefined or underspecified manner for describing their scope of investigation. After critically reviewing and categorizing the main literature towards concepts used for describing ICT-based political performances, in this article we construct a conceptual model of technopolitics: A schema consisting of the six dimensions context, scale, direction, purpose, synchronization, and actors systematizing informal and formal ways of political practices. In the following section we explain the dimensions by real-world examples to illustrate the unique characteristics of each technopolitical action field and the power dynamics that influence them. We conclude by arguing how this systematization will help facilitating academic research in the future.

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Full paper: Kurban, C., Peña-López, I. & Haberer, M. (forthcoming). “What is technopolitics? A conceptual scheme for understanding politics in the digital age”. In Balcells, J. et al. (Coords.), Internet, Law and Politics. Building a European digital space. Proceedings of the 12th International Conference on Internet, Law & Politics. Universitat Oberta de Catalunya, Barcelona, 7-8 July, 2016. Barcelona: UOC-Huygens Editorial.

This post originally published at ICT4D Blog as Communication at IDP2016. What is technopolitics? A conceptual scheme for understanding politics in the digital age

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Tue, 24 May 2016 09:23:00 -0700 http://ictlogy.net/20160524-communication-at-idp2016-what-is-technopolitics-a-conceptual-scheme-for-understanding-politics-in-the-digital-age/
E-Participation Index http://ictlogy.net/lifestream/items/view/18794 Ictlogist: Created page with "Part of the E-government Readiness Index, by UNPAN. Category:DataCategory:ICTCategory:Data_ICT Category:E-Government"

Part of the [[E-government Readiness Index]], by [[UNPAN]].

[[Category:Data]][[Category:ICT]][[Category:Data_ICT]] [[Category:E-Government]]

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Mon, 23 May 2016 08:40:00 -0700 http://ictlogy.net/wiki/index.php?title=E-Participation_Index
Communication at IDP2016. Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica? http://ictlogy.net/lifestream/items/view/18795 Since 1995, cooperativism in general, and agro-food consumption groups in particular have grown in number very quickly in Barcelona, after decades of total sleep of the movement. The dictatorship of Francisco Franco killed most of the existing initiatives dating from the XIXth century, but the dictator died in 1975 and democracy was restored in 1977: why did it take so much time for cooperatives to flourish back? Is it a coincidence that their rebirth was at the same time that the Internet went public and digital mobile technologies began to be massively adopted? In other words, does cooperativism has to do with the digital revolution? Even more, does cooperativism has an activist component that is closely related with technopolitics? This is the starting point that Ricard Espelt, Enrique Rodríguez and I took in Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica?, a communication that has been accepted at IDP2016 – Internet, Law and Politics. Building a European digital space, organized by the School, Open University of Catalonia, and taking place in July 7-8 2016 in Barcelona (Spain). A pre-print of the paper can be downloaded below. Note that some minor issues can differ from the final version to be published in the proceedings of the conference. Abstract El análisis de la cronología de los grupos de consumo de la ciudad de Barcelona muestra tres etapas: la primera, a lo largo de la década de 1990, con la aparición de los primeros grupos; la segunda, con el cambio de siglo, con un nuevo auge de cooperativas; y, finalmente, una tercera oleada, coincidiendo temporalmente con el movimiento 15M, caracterizado ―entre otros elementos― por su constitución en asambleas. A pesar de que todas las organizaciones autogestionadas en el marco del consumo agroalimentario no tienen formato jurídico cooperativista (la mayoría son asociaciones e incluso identificamos algunas sin marco legal), comparten un modelo de toma de decisiones asambleario. Las asambleas son el espacio donde se gestiona el eje central de la actividad que da sentido a la constitución del grupo (el abastecimiento de productos agroalimentarios cumpliendo con los criterios de la Economía Social y Solidaria) pero, también, el compromiso social y político de la organización. En este artículo se analiza la relación existente entre los grupos de consumo agroalimentario y el movimiento 15M en la constitución de nuevas organizaciones o en el refuerzo de las ya existentes en la ciudad. Por un lado, evaluaremos el papel del modelo de toma de decisiones en asamblea ―liderazgo horizontal y distribuido―, como parte fundamental de su funcionamiento autogestionado y desinstitucionalizado, con especial atención al papel de las Tecnologías de la Información y la Comunicación (TIC) en la organización de la misma. Por otro lado, estudiaremos la relación entre el compromiso social y político que los distintos grupos manifiestan y su vinculación con los movimientos de activismo social y político. Esta investigación se ha realizado sobre la totalidad (60) de los grupos de consumo agroalimentario de Barcelona, con presencia en todos los distritos de la ciudad.

Dowloads

Full paper: Espelt, R., Peña-López, I. & Rodríguez, E. (forthcoming). “Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica?”. In Balcells, J. et al. (Coords.), Internet, Law and Politics. Building a European digital space. Proceedings of the 12th International Conference on Internet, Law & Politics. Universitat Oberta de Catalunya, Barcelona, 7-8 July, 2016. Barcelona: UOC-Huygens Editorial.

This post originally published at ICT4D Blog as Communication at IDP2016. Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica?

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Mon, 23 May 2016 00:23:00 -0700 http://ictlogy.net/20160523-communication-at-idp2016-activismo-desde-el-consumo-cooperativo-de-productos-agroalimentarios-economia-alternativa-o-tecnopolitica/
Communication at IDP2016. Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica? http://ictlogy.net/lifestream/items/view/18793 Since 1995, cooperativism in general, and agro-food consumption groups in particular have grown in number very quickly in Barcelona, after decades of total sleep of the movement. The dictatorship of Francisco Franco killed most of the existing initiatives dating from the XIXth century, but the dictator died in 1975 and democracy was restored in 1977: why did it take so much time for cooperatives to flourish back? Is it a coincidence that their rebirth was at the same time that the Internet went public and digital mobile technologies began to be massively adopted? In other words, does cooperativism has to do with the digital revolution? Even more, does cooperativism has an activist component that is closely related with technopolitics? This is the starting point that Ricard Espelt, Enrique Rodríguez and I took in Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica?, a communication that has been accepted at IDP2016 – Internet, Law and Politics. Building a European digital space, organized by the School, Open University of Catalonia, and taking place in July 7-8 2016 in Barcelona (Spain). A pre-print of the paper can be downloaded below. Note that some minor issues can differ from the final version to be published in the proceedings of the conference. Abstract El análisis de la cronología de los grupos de consumo de la ciudad de Barcelona muestra tres etapas: la primera, a lo largo de la década de 1990, con la aparición de los primeros grupos; la segunda, con el cambio de siglo, con un nuevo auge de cooperativas; y, finalmente, una tercera oleada, coincidiendo temporalmente con el movimiento 15M, caracterizado ―entre otros elementos― por su constitución en asambleas. A pesar de que todas las organizaciones autogestionadas en el marco del consumo agroalimentario no tienen formato jurídico cooperativista (la mayoría son asociaciones e incluso identificamos algunas sin marco legal), comparten un modelo de toma de decisiones asambleario. Las asambleas son el espacio donde se gestiona el eje central de la actividad que da sentido a la constitución del grupo (el abastecimiento de productos agroalimentarios cumpliendo con los criterios de la Economía Social y Solidaria) pero, también, el compromiso social y político de la organización. En este artículo se analiza la relación existente entre los grupos de consumo agroalimentario y el movimiento 15M en la constitución de nuevas organizaciones o en el refuerzo de las ya existentes en la ciudad. Por un lado, evaluaremos el papel del modelo de toma de decisiones en asamblea ―liderazgo horizontal y distribuido―, como parte fundamental de su funcionamiento autogestionado y desinstitucionalizado, con especial atención al papel de las Tecnologías de la Información y la Comunicación (TIC) en la organización de la misma. Por otro lado, estudiaremos la relación entre el compromiso social y político que los distintos grupos manifiestan y su vinculación con los movimientos de activismo social y político. Esta investigación se ha realizado sobre la totalidad (60) de los grupos de consumo agroalimentario de Barcelona, con presencia en todos los distritos de la ciudad.

Dowloads

Full paper: Espelt, R., Peña-López, I. & Rodríguez, E. (forthcoming). “Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica?”. In Balcells, J. et al. (Coords.), Internet, Law and Politics. Building a European digital space. Proceedings of the 12th International Conference on Internet, Law & Politics. Universitat Oberta de Catalunya, Barcelona, 7-8 July, 2016. Barcelona: UOC-Huygens Editorial.

This post originally published at ICT4D Blog as Communication at IDP2016. Activismo desde el consumo cooperativo de productos agroalimentarios: ¿Economía alternativa o tecnopolítica?

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Mon, 23 May 2016 00:23:00 -0700 http://ictlogy.net/20160523-communication-at-idp2016-activismo-desde-el-consumo-cooperativo-de-productos-agroalimentarios-economia-alternativa-o-tecnopolitica/
Communication at IDP2016. Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties http://ictlogy.net/lifestream/items/view/18796 Maria Haberer and I will be presenting our latest communication, Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties, also at IDP2016 – Internet, Law and Politics. Building a European digital space, organized by the School, Open University of Catalonia, and taking place in July 7-8 2016 in Barcelona (Spain). Its content will be quite similar to what we presented at CeDEM2016 in Krems, Austria, though this version has been improved with the comments from the attendants of this conference and, of course, the reviewers of IDP2016. A pre-print of the paper can be downloaded below. Note that some minor issues can differ from the final version to be published in the proceedings of the conference. Abstract The purpose of this paper is to elaborate a conceptual scheme for assessing deliberative spaces within political parties that propose the direct input of citizens in policy-making as a possible solution for the crisis that representative democracy is facing. Theory on deliberative democracy has long been concerned with the question on how to assess the structural conditions for deliberation and the advantages deliberation has for the democratic process. Building on existing dimensions, we used a qualitative research design with data from observation, interviews and document analysis to investigate a neighbourhood group of “Barcelona en Comú” (BComú). This recently formed political party experiments with the incorporation of horizontal decision-making practices facilitated through ICTs to establish modes and bodies for citizen deliberation. We discovered relevant themes that allowed us to develop a conceptual scheme when critically assessing deliberative structural conditions. This scheme can serve as a map and a monitoring device for evaluating the actual practice of parties that claim to engage in citizen deliberation. We conclude by indicating the performance of BComú and by asking if the successful implementation of deliberative spaces can lead to a new party model and new trends in political practice including recommendations for further research.

Dowloads

Full paper: Haberer, M. & Peña-López, I. (forthcoming). “Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties”. In Balcells et al. (coords.) Internet, Law and Politics. Building a European digital space. Proceedings of the 12th International Conference on Internet, Law & Politics. Universitat Oberta de Catalunya, Barcelona, 7-8 July, 2016. Barcelona: UOC-Huygens Editorial.

This post originally published at ICT4D Blog as Communication at IDP2016. Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties

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Sun, 22 May 2016 09:23:00 -0700 http://ictlogy.net/20160522-communication-at-idp2016-structural-conditions-for-citizen-deliberation-a-conceptual-scheme-for-the-assessment-of-new-parties/
Communication at IDP2016. Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties http://ictlogy.net/lifestream/items/view/18792 Maria Haberer and I will be presenting our latest communication, Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties, also at IDP2016 – Internet, Law and Politics. Building a European digital space, organized by the School, Open University of Catalonia, and taking place in July 7-8 2016 in Barcelona (Spain). Its content will be quite similar to what we presented at CeDEM2016 in Krems, Austria, though this version has been improved with the comments from the attendants of this conference and, of course, the reviewers of IDP2016. A pre-print of the paper can be downloaded below. Note that some minor issues can differ from the final version to be published in the proceedings of the conference. Abstract The purpose of this paper is to elaborate a conceptual scheme for assessing deliberative spaces within political parties that propose the direct input of citizens in policy-making as a possible solution for the crisis that representative democracy is facing. Theory on deliberative democracy has long been concerned with the question on how to assess the structural conditions for deliberation and the advantages deliberation has for the democratic process. Building on existing dimensions, we used a qualitative research design with data from observation, interviews and document analysis to investigate a neighbourhood group of “Barcelona en Comú” (BComú). This recently formed political party experiments with the incorporation of horizontal decision-making practices facilitated through ICTs to establish modes and bodies for citizen deliberation. We discovered relevant themes that allowed us to develop a conceptual scheme when critically assessing deliberative structural conditions. This scheme can serve as a map and a monitoring device for evaluating the actual practice of parties that claim to engage in citizen deliberation. We conclude by indicating the performance of BComú and by asking if the successful implementation of deliberative spaces can lead to a new party model and new trends in political practice including recommendations for further research.

Dowloads

Full paper: Haberer, M. & Peña-López, I. (forthcoming). “Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties”. In Balcells et al. (coords.) Internet, Law and Politics. Building a European digital space. Proceedings of the 12th International Conference on Internet, Law & Politics. Universitat Oberta de Catalunya, Barcelona, 7-8 July, 2016. Barcelona: UOC-Huygens Editorial.

This post originally published at ICT4D Blog as Communication at IDP2016. Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties

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Sun, 22 May 2016 09:23:00 -0700 http://ictlogy.net/20160522-communication-at-idp2016-structural-conditions-for-citizen-deliberation-a-conceptual-scheme-for-the-assessment-of-new-parties/
Communication at CeDEM2016. Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties http://ictlogy.net/lifestream/items/view/18797 Maria Haberer and I have presented a communication, Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties, at CeDEM2016 – International Conference for E-Democracy and Open Government 2016, organized by the Danube University Krems and that took place in May 18-20 2016 in Krems, Austria. The research is a first approach to the phenomenon of the “network party” (or net-party) — though we are cautious about the naming and prefer so far a more neutral “new party” — and analyzes the case of Barcelona en Comú, the party now in office in the municipality of Barcelona and whose origin is deeply rooted in the 15M Spanish Indignados movement and other recent social movements with a strong technopolitical profile. The approach takes deliberation as the core around which all the organization spins while transitioning from a social movement to a (traditional?) political party. Below can be found and downloaded the slides and full text of the communication. Abstract The purpose of this paper is to elaborate a conceptual scheme for assessing deliberative spaces within political parties that propose the direct input of citizens in policy-making as a possible solution for the crisis that representative democracy is facing. Building on existing dimensions, we used a qualitative research design with data from observation, interviews and document analysis to investigate a neighbourhood group of “Barcelona en Comú”. This recently formed political party experiments with the incorporation of horizontal decision-making practices facilitated through ICTs to establish modes and bodies for citizen deliberation. We discovered relevant themes that allowed us to develop a conceptual scheme when assessing deliberative structural conditions. This scheme can serve as a map and a monitoring device for evaluating the actual practice of parties that claim to engage in citizen deliberation. We conclude by indicating the performance of Barcelona en Comú and by asking if the successful implementation of deliberative spaces can lead to a new party model and new trends in political practice. Slides

Dowloads

Full paper: Haberer, M. & Peña-López, I. (2016). “Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties”. In Parycek, P. & Edelmann, N. (Eds.), CeDEM16. Proceedings of the International Conference for E-Democracy and Open Government 2016. 18-20 May 2016, Danube University Krems, Austria. Krems: Edition Donau-Universität Krems.

Slides: Haberer, M. & Peña-López, I. (2016). “Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties”. In Parycek, P. & Edelmann, N. (Eds.), CeDEM16. Proceedings of the International Conference for E-Democracy and Open Government 2016. 18-20 May 2016, Danube University Krems, Austria. Krems: Edition Donau-Universität Krems.

This post originally published at ICT4D Blog as Communication at CeDEM2016. Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties

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Sat, 21 May 2016 09:41:00 -0700 http://ictlogy.net/20160521-communication-at-cedem2016-structural-conditions-for-citizen-deliberation-a-conceptual-scheme-for-the-assessment-of-new-parties/
Communication at CeDEM2016. Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties http://ictlogy.net/lifestream/items/view/18791 Maria Haberer and I have presented a communication, Structural Conditions for Citizen Deliberation: A Conceptual Scheme for the Assessment of “New” Parties, at CeDEM2016 – International Conference for E-Democracy and Open Government 2016, organized by the Danube University Krems and that took place in May 18-20 2016 in Krems, Austria. The research is a first approach to the phenomenon of the “network party” (or net-party) — though we are cautious about the naming and prefer so far a more neutral “new party” — and analyzes the case of Barcelona en Comú, the party now in office in the municipality of Barcelona and whose origin is deeply rooted in the 15M Spanish Indignados movement and other recent social movements with a strong technopolitical profile. The approach takes deliberation as the core around which all the organization spins while transitioning from a social movement to a (traditional?) political party. Below can be found and downloaded the slides and full text of the communication. Abstract The purpose of this paper is to elaborate a conceptual scheme for assessing deliberative spaces within political parties that propose the direct input of citizens in policy-making as a possible solution for the crisis that representative democracy is facing. Building on existing dimensions, we used a qualitative research design with data from observation, interviews and document analysis to investigate a neighbourhood group of “Barcelona en Comú”. This recently formed political party experiments with the incorporation of horizontal decision-making practices facilitated through ICTs to establish modes and bodies for citizen deliberation. We discovered relevant themes that allowed us to develop a conceptual scheme when assessing deliberative structural conditions. This scheme can serve as a map and a monitoring device for evaluating the actual practice of parties that claim to engage in citizen deliberation. We conclude by indicating the performance of Barcelona en Comú and by asking if the successful implementation of deliberative spaces can lead to a new party model and new trends in political practice. Slides

Dowloads

Full paper: Haberer, M. & Peña-López, I. (2016). “Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties”. In Parycek, P. & Edelmann, N. (Eds.), CeDEM16. Proceedings of the International Conference for E-Democracy and Open Government 2016. 18-20 May 2016, Danube University Krems, Austria. Krems: Edition Donau-Universität Krems.

Slides: Haberer, M. & Peña-López, I. (2016). “Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties”. In Parycek, P. & Edelmann, N. (Eds.), CeDEM16. Proceedings of the International Conference for E-Democracy and Open Government 2016. 18-20 May 2016, Danube University Krems, Austria. Krems: Edition Donau-Universität Krems.

This post originally published at ICT4D Blog as Communication at CeDEM2016. Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties

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Sat, 21 May 2016 09:41:00 -0700 http://ictlogy.net/20160521-communication-at-cedem2016-structural-conditions-for-citizen-deliberation-a-conceptual-scheme-for-the-assessment-of-new-parties/
Structural Conditions for Citizen Deliberation. A Conceptual Scheme for the Assessment of “New” Parties http://ictlogy.net/lifestream/items/view/18790 Communication at CeDEM2016. For more information please see http://ictlogy.net/bibliography/reports/projects.php?idp=3052

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Fri, 20 May 2016 11:43:00 -0700 http://www.slideshare.net/ictlogist/structural-conditions-for-citizen-deliberation-a-conceptual-scheme-for-the-assessment-of-new-parties
The challenge of being (professionally) connected. Proceedings of the VII EAFT Terminology Summit 2014: Social Media and Terminology work http://ictlogy.net/lifestream/items/view/18798 The European Association for Terminology has just published the Proceedings of the VII EAFT Terminology Summit 2014: Social Media and Terminology work in which I opened with a keynote speech: The challenge of being (professionally) connected. The topic dealt with the fact that being up-to-date with digital technologies (ICTs in general, social media in particular) is not a luxury but a must for people working in knowledge intensive environments or jobs. And, beyond the uptake of digital technologies, there is also the need to build networks around one-self — not necessarily digital ones, but surely enhanced and often enabled by digital technologies. Please find below the slides and (subsequent) full text of the conference. Abstract Throughout the history of humankind, information has been trapped in a physical medium. Cuneiform tablets in Mesopotamia, papyrus of ancient Egypt, modern books, newspapers. Even the most intangible information, the one locked inside the brains of people, usually implied having to coincide in time and space with the device that contained what we wanted to know. That’s why, for centuries, we have structured our information management around silos – archives, libraries, collections, gatherings of experts – and around ways to structure this information – catalogues, taxonomies, ontologies. The information lives in and out of the well, there’s the void. With the digitization of information, humankind achieves two milestones: firstly, to separate the content of the container; secondly, that the costs of the entire cycle of information management collapse and virtually anyone can audit, classify, store, create, and disseminate information. The dynamics of information are subverted. Information does not anymore live in a well: it is a river. And a wide and fast-flowing one. Are we still going to fetch water with a bucket and pulley, or should we be looking for new tools? Slides [click here to enlarge]

Dowloads

Text of keynote: Peña-López, I. (2016). “The challenge of being (professionally) connected”. In European Association for Terminology (Ed.), Proceedings of the VII EAFT Terminology Summit 2014: Social Media and Terminology work, 11-28. Barcelona 27-28 November 2014. Barcelona: EAFT.

Slides (Prezi): Peña-López, I. (2014). The challenge of being (professionally) connected. Keynote at the EAFT Terminology Summit, 27 November 2014. Barcelona: EAFT.

Slides (Prezi as PDF): Peña-López, I. (2014). The challenge of being (professionally) connected. Keynote at the EAFT Terminology Summit, 27 November 2014. Barcelona: EAFT.

This post originally published at ICT4D Blog as The challenge of being (professionally) connected. Proceedings of the VII EAFT Terminology Summit 2014: Social Media and Terminology work

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Wed, 18 May 2016 02:49:00 -0700 http://ictlogy.net/20160518-the-challenge-of-being-professionally-connected-proceedings-of-the-vii-eaft-terminology-summit-2014-social-media-and-terminology-work/