ICTlogy

Notes from the the II Encuentro Internacional TIC para la Cooperación al Desarrollo (Development Cooperation 2.0: II International Meeting on ICT for Development Cooperation) held in Gijón, Spain, on February 10-12th, 2009. More notes on this event: cooperacion2.0_2009. More notes on this series of events: cooperacion2.0.

Innovating in ICT for Human Development
John Dryden, Ex-Deputy Director Science, Technology and Industry. OECD

Main learnings from the OECD in the field of ICT4D:

OECD’s findings on the benefits of ICTs do not carry over easily to developiong countries.

• Global initiatives in “ICT4D” have been long on discussion and short on action
• ICT mainstreaming is indispensible to achieveing MDGs
• ICT mainstreaming is implicit rather than explicit in the push for “aid effectiveness”
• The conjuncture is very poor so current prospects do not appear good but there are a few developments that create opportunities both for development co-operation and for ICTs to enhance its quality and effectiveness

ICT in Development Cooperation institutions vs. ICT4D

ICTs in development cooperation

• ICT aids management and delivery of development assistance
• ICT “mainstreamed” as part of development assistance: ICTs integrated on what institutions “deliver”

ICT4D

• All of the above, plus ICT productgion and use to achieve economic growth, development and social welfare.

The Seoul Declaration, 2008

• Facilitate the convergence of digital networks, devices and services
• Foster creativity in development, use and application of the Internet
• Strengthen confidence and security
• Ensure the Internet Economy is truly global

For developing countries, this means

• more access to Internet and related ICTs
• competition
• use by all communities: local content and language, inclusion
• energy efficiency

Against the Solow Paradox: there is now evidence on the economic impacts of ICTs:

• macro-economic evidence on the role of ICT investment in capital deepening
• sectoral analysis showing the contribution of (a) ICT-producing sectors and (b) ICT-using sectors to productivity growth
• detailed firm-level analysis demonstrating the wide-ranging impacts of ICTs in productivity

Problems to implant ICTs in developing countries:

• Barriers of entry and different people needs
• The relationship between ICT investments and economic growth in OECD countries is complex and uncertain,highly dependent on complementary factors, many of which less apparent in developing countries: power supply, maintenance, skills and literacy, the degree to which society is networked, the extent to which its economy is reliant on services, etc.

The Genoa Plan of Action

• development of national e-strategies
• improve connectivity, increase access, lower costs
• enhance human capacity development, knowledge creation and sharing
• Foster enterprise, jobs and entrepreneurship

Mainstreaming ICTs

UN ICT Task Force Mainstreaming ICTs for the achievement of the MDGs: ICTs as an “enabler” of development, not a production sector

ICTs should be able to enable donnor coordination: need analysis, non-duplication of efforts and projects, etc.

Debate

Caroline Figueres: is effectiveness only top-down? aren’t we seeing bottom-up effectiveness? A: Yes, of course.

Notes from the the II Encuentro Internacional TIC para la Cooperación al Desarrollo (Development Cooperation 2.0: II International Meeting on ICT for Development Cooperation) held in Gijón, Spain, on February 10-12th, 2009. More notes on this event: cooperacion2.0_2009. More notes on this series of events: cooperacion2.0.

Innovating in the Use of ICT for Human Development: the Key in the Transition to a New Phase in ICT4D
Najat Rochdi, Deputy Director in charge of Policy, Communication and Operation at the UNDP Liaison Office in Geneva

The goal: achieve the Millennium Development Goals. Can we do it the proper way?

What’s the connection between ICTs and poverty alleviation? What does it really mean ICT4D?

And it’s not about the poorest ones only: the crisis that began in 2008 — and it’s absolutely blasting in 2009 — is also about how ICTs can contribute to alleviate its effects. Access should be able to enable people to progress. But access is unevenly distributed.

The private sector has lead innovations in the ICT field. The development sector should also be reached by such innovation processes: new ideas and new applications of old ideas. We need to leverage knowledge. We have to shape the changes, not be shaped by the changes.

A new digital aid is coming, based on the citizen, on the individual, empowered by the web 2.0 and the upcoming web 3.0.

Web 2.0, added to text messaging, is opening a new landscape of participation and democracy. The web 2.0 and mobile technologies do not only increase development by empowerment, but also create new markets that make it sustainable.

Sharing is the key to ICT4D success: share methodologies and instruments, best practices, research, data, etc.

But there’s urgency in pursuing these goals and putting hands to work in ICT4D related issues. And commitment is needed too. The resources, the human capital, the technology… everything is out there, but we need to bring it to the ones that need it, and we need to do it with a broad political support.

Take hold of the future or the future will take hold of you.

Debate

Q: how do we know we’re really addressing the real needs? A: It’s a collective responsibility. We have to abandon the idea that development agencies and organizations know everything, and that there’s so much to learn from local communities, that we have to engage them in the making of the projects.

Caroline Figueres: Participation and communication is already happening on the field. The problem is that is not being known elsewhere. We have to make it sure everything is well known.

Q: What happens when there’s no infrastructure? A: Mobile technologies seem to be helping in the infrastructures issue. On the other hand, it’s important to catalyse the demand, so that the private sector sees there’s a niche, a need to be covered that can report benefits. A holistic, multi-stakeholder approach is what has to be solved beforehand.

Q: Why is there not an international political commitment to apply the same energies to poverty alleviation than to the financial crisis? A:

Manuel Acevedo: Next step? A: We need scalable initiatives. To do so, from the beginning a quantitative approach has to be made so that sustainability can be (sort of) calculated and know that there is a potentially high probability of success. We do not use to document projects, to see whether we can share outcomes and learnings, specially methodologies. We have to end up with experimentation, and go to the field scientifically prepared. We have to innovate (i.e. apply tested things), do not experiment.

Anriette Esterhuysen: (re: Caroline Figueres) it’s not already happening. There is no continuity, hence there is no scalability. On the other hand, there’s lack of capacity and ability to communicate knowledge. And, in this time of crisis, what will happen to ICT4D projects and institutions? A: ICT4D is not marketing issue you can cut down to reduce costs. Is a matter of international survival, so commitment will (hopefully) stand. The private sector is playing a most important role in developing countries and is there to stay, it’s boosting and changing a mindset change.

Notes from the UOC UNESCO Chair in e-Learning Fifth International Seminar. Fighting the Digital Divide through Education.

Opening
Mariana Patru, UNESCO

The importance of Education in all stages of development.

The increasing changes that the Information Society and Globalization are bringing impact all aspects of life. Life long learning is one of the paradigmatic effects of the recent changes the World’s been in.

Beyond digital literacy, and digital exclusion because of lack of physical access, there’s a huge knowledge divide that needs to be fought: access to useful, culturally relevant knowledge.

ICT4D as a tool to fight the digital divide
Tim Unwin, Royal Holloway University of London and World Economic Forum’s Partnerships for Education programme with UNESCO.

Fight the digital divide or build on individual strengths? Begin with information and communication needs, being the fundamental part “for Development”.

Partnerships

ICT4D partnerships have been very successful: they have been fostered per se, but also the private sector has had a leading role in ICT4D, in contrast with a lack of understanding among donor agencies. On the other hand, partnerships have worked well because ICT4D is still a complex an unknown area where collaboration is strongly needed.

But partnerships have also failed: partnerships with no clear goals or even meaning; focus on public-private partnerships, forgetting other kinds of organization; emphasis on the supply side; insufficient attention paid to partnership processes.

Sustainability is not something that can be thought of once the project is started — or near its “completion” — but should be included in the plan from the sheer beginning. Same with scale, trying to avoid pilot-project fever that think short run and narrow scope.

e-Learning for development?

The pros are many and quite well known. What are the cons?

• Costs of ICT are high, and infrastructures scarce.
• Tutorial support is required and more important than just content — though important too and needs to be localized indeed.
• The focus should not be put in ICT training, or “office” software, but in Education. Education vs. training.

Main reasons of failure in ICT-led education projects in Africa

• Understand context of delivery
• Appreciate African interests
• Overcome infrastructure issues
• Provide relevant content
• Top down
• Suypply driven
• Photo-opportunity “development”

Constructivism and 21st century skills

Learners involved, democratic environment, student centred learning, etc.

Critiques to constructivism:

• learning might be behaviourally active, but is not necessarily cognitively active.
• may not be delivered in teaching practices. Teaching practice mayh not deliver the theoretical realities
• Ignores the reality of the African classroom
• Emphasis on replicating “truths”
• Modular thinking
• Going for the easy option, e.g. go to the Wikipedia
• Tendency towards plagiarism
• Inability to think critically
• Lowest common denominator attitude
• Pandering to student “demand”

Most of ICT in education focusses on content and collaborative networking, but not in problem solving or critical thinking.

What kind of education for what kind of development?

Private sector and education. Engaged in setting a global agenda, and with strong interest in the knowledge economy.

Hegemonic model — economic growth and liberal democracy — need for focus on relative poverty — inequalities, access.

Emphasis on training for a knowledge economy while forgetting about critical ability and reflection.

Education is not a driver for economic growth. Key skills to be human, fighting the digital tyranny that constrains us rather than liberate us. Some ICTs (e.g. e-mail) do not let time enough to think creatively and take action.

Take control of technologies — and take control of those who control the technologies — to take control of our learning process. Re-define the role of the teacher and re-assert shared and communal educational agendas, while assuring equitable access.

Questions or opportunities for the future

• Post-constructivism and the role of the teacher?
• Processes of learning communities?
• Enabling innovative problem solving and critical thinking?
• How to provide appropriate infrastructure?
• The tyranny of digital environments?

Q & A

Linda Roberts: is there any good practice in ICT4D and Education? A: Sadly enough, there are very few of them, e.g. some of them mobile-phone centred that enable the student to access some content without displacing the teacher.

Eduardo Toulouse: is it the clue teachers and the quality of teachers? what happens when infrastructure is a barrier for even the teachers? A: Yes, the clue is teacher quality. And to achieve this teachers have to be able to live on their own work. And, in some environments, thinking that they are going to engage in the production of materials and share them (at the connectivity cost) for nothing is ludicrous.

[…] from University of South Africa: is there any option left but believe in ICTs, despite all the drawbacks, “buts”, failures and so? A: Top-down approaches do not work, so this “hope” in ICTs has to be indeed grassroots founded.

Ismael Peña-López: what if we do not have teachers? can ICTs help to bring them on our community? can open educational resources help attract teachers? can OER help to create teachers out of the blue? A: OER can leverage already existing social structures to create learning communities. Peer learning, by leveraging peers and turning them into teachers can be a thrilling option. Communal education is the one to be put under the spotlight, and even a local facilitator can even be a bridge between a remote teacher and the community if the tools and the human network are well thread one with the other.

Q: What’s after post-constructivism? What about critical pedagogy? A: Isn’t this a Western approach as well? Even if Paolo Freire is brazilian, his ideas are well rooted in the West.

Paul West: ICTs can help the teacher to lighten his burden by making him more efficient, e.g. when correcting and marking exams. A: Agree. The debate is in whether doing old things in a new way vs. or new things the old way.

Sugata Mitra: is there a possibility for real change? for a shift of paradigm? A: We have to find the gaps and expand them.

Ismael Peña-López: is there a room for co-operation that avoids cultural imperialism, fosters endogenous development, relies on content while not forgetting the teacher, etc.? A: The critique is not in collaboration or in technology, but on pre-established mindsets, one-size-fits-all or magic solutions, etc. Of course collaboration can take place, but to define a solution, not just implement the solution.

Linda Roberts: how to engage the youngest? A: Mass media might be a first approach to get to them easily.

Teemu Leinonen: what’s the role of languages related to education, ICTs and development? A: There are several initiatives where ICTs are being used to support languages that are dying out. On the other hand, localization is not (just) translation into the local language.

The Knowledge Society demands that we leapfrog ahead in our education systems, build a new digital literacy, and improve soft skills (creativity, innovation, collaboration, communication, and critical thinking, among others) that could help all 21st century citizens become productive, effective knowledge workers. Educators, policymakers, business leaders, parents, and youth must identify and develop new sets of e-skills and e-competencies to help youth succeed, and build a capacity for success toward the 22nd century.

This is the framework in which the e-Competencies conference will take place on October 31, 2008. Taking place in Mexico DF and organized by FLACSO-México, University of Minnesota and University of Toronto, the purpose of the conference is to identify, project and discuss the e-skills and e-competencies required for success in the 21^st and early 22^nd centuries.

I am one of the speakers at that conference and I’m presenting a brief reflection — Tuning personal competencies to the Information Society — on how the Information Society is changing our landscape and how should we be adapting our own competences according that change. Here are the materials I will be using:

Slides in English

Slides in Spanish

More information

• Slides download and citation instructions
• Official site (English)
• Official site (Spanish)
• Attend the conference online (English)
• Attend the conference online (Spanish)
• Videos of the conference (accepted communications)
• Conference channel on Twitter

(Continuation from: From Social Networks to Virtual Communities of Practice. Beyond e-Inclusion through Digital Literacy (I): the Case of the Crafting Community)

In a seminar on Tuesday 21st October 2008 — ICTs, development and e-government 2.0: empowering the citizenry — I extended the case of the crafting community and compared it to several civil society actions closely related to e-government, mainly projects led by MySociety.org, but also others about political campaigning, or Health and Education.

Some of those examples came from existing communities, or ended up in the creation or communities that built around interests in common.

The Case of the Catalan e-Justice Community

Compartim [let’s share] is a grassroots-born initiative now led by the Justice Department of the Government of Catalonia (the Spanish region whose capital is Barcelona). It’s aim is to share knowledge, by promoting learning by practice sharing. It’s original promoters and target — now spread to the whole Department — were public servants working in the Justice system in Catalonia (professionals from different specialized branches directly dealing with the public: psychologists, lawyers, criminologists, mediators, trainers…) that needed and wanted to share questions and doubts, procedures, solutions… everything that could make their works easier and to provide a better service to the citizen.

The already existing (explicit, though informally though the hierarchies) community, went online and created a blog to keep the community informed, built several communities of practice at the Justice Portal where interaction would take place (the portal includes also “official” blogs closely related to the activity on the portal) and engaged in a richest exchange of knowledge which, at the moment, has produced several main outcomes:

• an increase in the flow of information and knowledge within the Justice Department
• a higher implication of the community members, both in quality (more implication) and in quantity (more people involved)
• impact on the “real” lives and works of the community members
• reaching consensus on key issues at the practical level (no hierarchies involved, no power stresses implied)
• articulation of the real community, the one that exists “offline”

After the grassroots stage, now the Compartim Programme has been institutionalized — in a perfect shift from a push to pull strategy — and communities of practice are but a part of the institution’s strategic plan and training plan.

e-Justice: opening the Administration to the citizen

But, does the community of the Justice system ends with the public servants? Should it include the citizens?

Hence, the Compartim Programme goes open and is inviting the whole community and citizenry to debate about knowledge management in the framework of the Catalan Justice system in their III Jornada del programa Compartim [III Compartim Open Conference]. As in the case of the crafting community, what is important is the real community, made up of real people with real life goals. The Internet is enhancing the debate by:

• Keeping the Gestió del Coneixement – Programa Compartim del Departament de Justícia blog as the nodal meeting point
• Using a digg-like social blog to discuss, ex ante, possible topics for the conference and their relevance

The goal of the Conference is to reflect about the community itself with two workshops:

1. Ideas to improve communities of practice.
2. Using Internet tools for knowledge management.

The conference will take place on 4th December 2008, which means that the online preparation of the event will take place during the preceding 10 weeks of the meeting.

It is my opinion that this is a perfect public-private partnership to improve the Justice system specifically and e-Government and e-Administration in general. The difference being that the private counterpart is not, as usual, a firm, but each and every citizen acting in their own interest.

More information about the programme and the event (in Spanish or Catalan)

• Redes horizontales, CoPs en nuestro entorno: Compartim
• Compartim. Gestió del coneixement

A couple of months ago we already announced the course Network Society: Social changes, organizations and citizens.

Finally, we have been able to set up the definitive programme for the course and all the details concerning its organization. The making of both the programme and the sponsorships has been quite an issue, but we believe that we, at last, succeeded in creating a valuable proposal for all those interested in the analysis of the changes that our society faces and the role of technology and culture in the whole set.

There are circa 200 people attending the course and we hope it will become an opportunity to create (and shift towards the Net) an open and critical conversation about the so-called “network society”. Registration closes on Monday October 6th.

The sessions will take place at the Centre de Cultura Contemporània de Barcelona (CCCB), c/ Montalegre 5. We’ve uploaded a wiki (multilingual) where the attendees can introduce themselves, share information and coordinate things like accommodation (the organization has not any agreement with any hotel) transportation or possible parallel activities that anyone might be willing to promote.

The programme is, hence, as follows:

NETWORK SOCIETY:
SOCIAL CHANGES, ORGANIZATIONS AND CITIZENS

Day 1 – Wednesday 15 October

Introduction
09h00 – 09h30 : Opening
09h30 – 10h30 : Juan Freire – Presentation of the course

State of development of the Network Society
Chairs: Ismael Peña-López
11h00 – 12h30 : Irene Mia

Organizations in the Network Society
Chairs: Genís Roca
12h30 – 14h00 : Enrique Dans
16h00 – 17h00 : Santiago Ortiz

Citizenship in the Network Society (I)
Chairs: Marc López
17h30 – 19h00 : Carol Darr

Day 2 – Thursday 16 October

09h00 – 09h30 : Juan Freire – Presentation of the day

Citizenship in the Network Society (II)
Chairs: Marc López
09h30 – 11h00 : Tom Steinberg

Communication in the Network Society
Chairs: Antoni Gutiérrez-Rubí
11h30 – 13h30 : Diálogo Josu Jon Imaz y Miquel Iceta
16h00 – 17h30 : Andrew Rasiej
17h30 – 19h00 : Gumersindo Lafuente

Day 3 – Viernes 17 October

Innovation in the Network Society
Chairs: Ismael Peña-López
09h00 – 10h30 : Carlos Domingo
10h30 – 12h00 : Ethan Zuckerman

Closing
Chairs: Juan Freire
12h30 – 14h30 : Round Table
14h30 – 15h00 : Closing

Some more info about the course:

• Website of the course, with more information about the speakers, fees, registration, etc.
• Facebook Event
• There will be translation to and from Spanish and English