ICTlogy

Nous Horitzons — the review of the Fundació Nous Horitzons — has released issue #204 with the quite explicit title of Democratizing communication, communicating democracy (original title: Democratitzar la comunicació, comunicar la democràcia).

I was asked to write a piece where to reflect about what can be done and what cannot be done on the Internet, in the sense of what is allowed, what is not, where are the boundaries of our civic rights, where do different rights collide (e.g. freedom of expression vs. intellectual property rights), etc.

My article, The conquest of Internet: new maps for new territories, is originally written in Catalan (La conquesta d’Internet: nous mapes per als nous territoris — Spanish translation also available) and takes its title from William Gibson’s documentary No Maps for These Territories!.

I ended writing what it looks like a slightly different thing: that there is not an actual collision of rights, but the dawn of a totally new model of society. And what looks like a collision of rights is, indeed, the fight to set up new institutions, appoint new leaders and shape up this new model according to each one’s own views. Thus, the apparent collision of rights is but the symptom of a higher level matter: what is the “global order” going to look like in the next decades after the actual order, based on the industrial paradigm, has become obsolete by Information and Communication Technologies.

I want to heartily thank Marc Rius for the invitation to write this piece, for his patience on my repeated delays and, most especially, for not changing a single comma on what I acknowledge is a dense text that goes way beyond the simple answer to what can and cannot be done on the Internet.

Downloads

Peña-López, I. (2012)
La conquesta d’Internet: nous mapes per als nous territoris

Peña-López, I. (2012)
La conquista de Internet: nuevos mapas para los nuevos territorios

Nous Horitzons (nº204)
Democratitzar la comunicació, comunicar la democràcia

Plan Ceibal is the one-to-one laptop programme that Uruguay is running nation-wide since 2008. It is, in my opinion, a good example of what I would like to see in this kind of programmes. I spoke a little bit more on that programme on From laptops to competences: bridging the digital divide in higher education, but for a brief approach, these are the three main aspects that I like most:

• It is not a one-to-one laptop programme, but an inclusion through education programme. Laptops really come into the programme as a tool.
• The core of the programme is the community, the neighbourhood, the classroom, and not technology. It is social capital — and not technological capital ‐ what is built as a priority.
• They run a honest, thorough, yearly evaluation which highlights the best achievements, identifies the weaknesses and feeds the programme back with rich and useful information.

One of the main commitments of the programme is to create resources for the educators involved in it, including the yearly publication of a book. The latest edition of the “Ceibal book” has already been published as El modelo CEIBAL: Nuevas tendencias para el aprendizaje and I have contributed to the book with a chapter.

My chapter, Educación y Desarrollo en un mundo de redes (Education and development in a world of networks) is a reflection on how ICTs are radically changing what we understand by teachers, educational resources, and infrastructure. It actually is a slight adaptation of the homonymous materials that I had recently prepared for UNDP’s Virtual School.

The resulting chapter is the result of the contributions of some other people with which I am in much debt. Giovanni Guatibonza and Amagoia Salazar more than supervised the first edition for the UNDP, providing very good guidance and suggestions, which I all add to the text. Marion Ikwat is an astonishing editor and proofreader that did not rest until the final text was utterly spotless. Last, I want to thank Graciela Rabajoli not only for inviting me to be part of the book, but for all the information on the programme that she has always fed me with.

Downloads:

Peña-López, I. (2011).
Educación y Desarrollo en un mundo de redes.

Báez, M., García, J. M. & Rabajoli, G. (Comps.) (2011).
El modelo CEIBAL: Nuevas tendencias para el aprendizaje.

Bibliography used in Educación y Desarrollo en un mundo de redes

CEIBAL books

CEIBAL evaluation reports

Innovating Government – Normative, policy and technological dimensions of modern government, the book edited by Simone van der Hof and Marga M. Groothuis, has finally seen the light. Its abstract goes as follows:

The aim of this book is to analyze four dimensions of innovating government and the use of new technologies: legal, ethical, policy and technological dimensions. By joining authors from a diversity of backgrounds (law, ethics, public administration, political science, sociology, communications science, information science, and computer science) in one book, readers (academics, policy makers, legislators and others) are confronted with a variety of disciplinary perspectives on persistent themes, like privacy, biometrics, surveillance, e-democracy, electronic government, and identity management, that are central to today’s evolution of new modes of modern government.

I took part in this book with a chapter called Striving behind the shadow: the dawn of Spanish Politics 2.0 on the wake of Spain to Politics 2.0. Though the chapter was initially drafted in 2009 and then corrected and slightly updated in 2010, I am sad to acknowledge that things have not changed that much in Spain since then. Indeed, despite the recent upheavals in Spain around the so called “15M movement” (aka #spanishrevolution), online politics in general have evolved but very slightly, most of the times only in the field of political marketing rather than towards e-participation or e-democracy.

Following you can download a preprint version of the chapter and also scan through the bibliography I used. I am most grateful and definitely in debt with Simone van der Hof and Marga M. Groothuis for their patient endurance through the whole writing and editing progress. If you can read this lines they undoubtedly deserve much credit for it.

Peña-López, I. (2011)
Striving behind the shadow: the dawn of Spanish Politics 2.0

Bibliography

After Deconstructing the Book: The Drumbeat series as a Pliego, here comes another experiment on open content and self-publishing.

I am preparing a support material for a conference on Personal Learning Environments due in Barcelona next February 2011. The material is going to be based on a series of writings I recently made on the topic of the Personal Learning Environment and, more specifically, on the Hybrid Institutional Personal Learning Environment as a bridge between educational institutions and online informal/social learning.

That was the perfect excuse to test the possibilities of Anthologize with a practical exercise.

At first sight, Anthologize just saves you some of the old copy-and-paste by making it easier to merge several (WordPress) blog posts into one. After working with it, what it really does is making really easy to engage in a simple but real editorial process, which includes selecting the appropriate articles, make changes in them (without altering the originals!), and seeing how they best fit together by selecting their order or grouping them into sections or chapters. If you’re not happy with the result, the output can be exported to an RTF file which you can afterwords thoroughly edit in any text editor. Simple as it sounds, it’s an awesome and very useful tool for quickly making deliverables out of your blog.

Here’s what came out of my experiment:

Deinstitutionalizaing Education.
Personal Learning Environments:
blurring the edges of formal and informal learning

This final version was deeply edited after the Anthologize process was over. It was, nevertheless, a very personal decision and there was actually not a real need for it but a matter of taste.

During the last 7 years, the New Media Consortium (NMC) has been publishing the Horizon Report, the main outcome of the Horizon Project, the centerpiece of NMC’s Emerging Technologies Initiative, [which] charts the landscape of emerging technologies for teaching, learning and creative inquiry.

To deepen in the characteristics of specific scenarios, the NMC engaged in 2009 in opening up the Horizon Report Series to thematic reports that addressed not the global landscape, but segments of the reality. Thus, there came the 2009 Horizon Report: K-12 Edition and 2010 Horizon Report: K-12 Edition in the area of primary education; 2008 Horizon Report Australia-New Zealand Edition and 2009 Horizon Report: Economic Development Edition for these two countries in Oceania; or the 2009 Horizon Report: Economic Development Edition as related to small to medium-sized businesses.

In a joint effort with the eLearn Center of the Open University of Catalonia, a new issue of the Horizon Report Series has been published, the Horizon Report: Ibero-American Edition 2010, this time zeroing in the region comprised by Latin American countries, Spain and Portugal.

The report, as its sibling reports, begins with a brief analysis of key trends and critical challenges, and then lists six technologies to watch in the short-run, 2-3 years and long-term horizons:

• Collaborative environments;
• social media;
• open content;
• mobiles;
• augmented reality;
• semantic web.

Unlike previous reports, the authors considered the inclusion of a brand new section, Policy Recommendations, so to go one step forward and suggest action lines for the future. The report has been so far published in Spanish, but English, Catalan and Portuguese versions are on their way.

More information

• Official page and downloads.
• Blog of the Horizon Report: Ibero-American Edition project.
• Wiki of the Horizon Report: Ibero-American Edition project, with plenty of additional information and resources.
• The micro and macro approaches of ICTs in Education, my own reflections on the meeting of the advisory board in April 2010 (disclosure: I am both co-author of the report and member of the advisory board).
• Composition of the Advisory Board.
• The report in slides:

In November 2008, the UOC UNESCO Chair in e-Learning organized its Fifth International Seminar entitled Fighting the Digital Divide through Education, which I contributed to organize and reported here.

After that event, the director of the Review of University and the Knowledge Society (RUSC), Josep Maria Duart, asked me to coordinate a monograph on that same subject, the Digital Divide, but within the framework of Higher Education. This monograph has just been published: Framing the Digital Divide in Higher Education.

The monograph aims at giving an comprehensive overview to the topic of the Digital Divide, from infrastructures to the more philosophic concepts, and from mere access to impact, always related to Education and, most especially (though not exclusively) to Higher Education. Following are the abstracts and links to the full text articles. The introduction is not (only) your usual introduction, but also a sort of a roadmap that wants to explain the structure and rationale behind the monograph. Enjoy your reading and don’t stop you from sending your feedback to the authors. Last, but not least, I want to thank Matti Tedre, Fredrick Ngumbuke, Jyri Kemppainen, Neil Selwyn, Jonatan Castaño-Muñoz (and other persons that at last could not make it) for their support and contribution to this project. I cannot but also thank Elsa Corominas for her tireless editing effort, and Michael van Laake and Shirley Burgess for their empathy and understanding when reviewing and translating the manuscripts. Thank you all.

Framing the Digital Divide in Higher Education (Introduction)
Ismael Peña-López

This is the introductory article to the monograph “Redefining the Digital Divide in Higher Education”. The article describes a comprehensive approach to the phenomenon of the digital divide and digital access, based on Marc Raboy and Mark Warschauer’s research. This approach depicts the evolution from mere physical access to effective use of information and communication technologies in the field of higher education. Within this framework, the articles in the monograph are presented highlighting their role in contributing to a comprehensive approach and reflection on the digital divide in Higher Education.

Download the introduction ( 246 KB)

Infrastructure, Human Capacity, and High Hopes: A Decade of Development of e-Learning in a Tanzanian HEI
Matti Tedre, Fredrick Ngumbuke, Jyri Kemppainen

Tumaini University, Iringa University College in Tanzania began to develop technology-enhanced learning in 1999. At the beginning of the process, the college had no public computer laboratories. The e-learning capacity was gradually developed over the following 11 years: computer laboratories, a local area network, an electronic library collection, a dedicated IT support department, Internet connections, electronic presentations, a B.Sc. program in IT, video lectures, and online learning. In this article, we analyse the complex network of challenges that we faced during the development process. We discuss technical issues with ICT equipment, system administration, and networks, and we analyse socio-cultural issues with training, funding, and pedagogy.

Download the article ( 814 KB)

From Laptops to Competences: Bridging the Digital Divide in Education
Ismael Peña-López

Most of the existing literature that deals with the digital divide in the educational system focuses either on schools or universities, but rarely do we see a vertical approach where the system is considered as a whole. In this paper we relate initiatives that aim to bridge the digital divide in the current situation in higher education. We discuss why policies that focus on infrastructures (e.g. laptops) are not the answer, as they mostly leave digital competences unattended, leading to (or not helping to amend) the digital void in universities in matters of skills. We end by proposing a general framework to define digital skills so that they are included in syllabuses at all stages of the educational path.

Download the article ( 717 KB)

Degrees of Digital Division: Reconsidering Digital Inequalities and Contemporary Higher Education
Neil Selwyn

Whilst many authors are now confident to dismiss the notion of the digital divide, this paper argues that inequalities in ICT use in contemporary higher education are of growing rather than diminishing importance. In particular, it argues that there is an urgent need for the higher education community to develop more sophisticated understandings of the nature of the digital divisions that exist within current cohorts of university students – not least inequalities of ‘effective’ use of ICT to access information and knowledge. With these thoughts in mind, the paper presents a review of recent research and theoretical work in the area of digital exclusion and the digital divide, and considers a number of reasons why digital exclusion remains a complex and entrenched social problem within populations of higher education students.

Download the article ( 349 KB)

Digital Inequality Among University Students in Developed Countries and its Relation to Academic Performance
Jonatan Castaño-Muñoz

Research on the digital divide has shown that it is important to study more than just the differences between those who do or do not have Internet access. Other dimensions that should currently be studied are: Internet skills, time spent on the Internet and, in particular, the use people make of the Internet. For each of these it is important to study the determinants and social consequences. In this paper we first present an overview of these dimensions and their determinants, and secondly analyse the influence of the dimensions with respect to the academic performance of university students. The analysed data, in agreement with international research, demonstrate that a) the effects of the Internet on academic performance are not direct, but mediated by variables and, b) the positive effects of the Internet are more pronounced in those students whose background is already more favourable for achieving better academic results without using the Internet, in agreement with the knowldege gap hypothesis.

Download the article ( 356 KB)

Monograph: Framing the Digital Divide in Higher Education

Download the whole monograph ( 4,199 KB)