This course is explorative in character. It examines the range of educational technologies that assist institutions in reaching various off-campus audiences (from print, through broadcasting to satellite links and computer-based systems). The course will examine the use of computers in school for (a) information science and computer studies (b) application to the general curriculum (c) access to internet (d) school linking. It will give an assessment of current and planned ventures including emerging rich-country policies and institutions, the changing role of the private sector, the role of conventional universities in relation to e-learning and the new international players (e.g. African Virtual University).
Within the context of this course students will:
Central text books for
this course is
-- Mansell, R., Wehn, U. (Ed.). (1998). Knowledge
societies: information technology for sustainable development. Oxford:
Oxford University Press.
Frequent reference will
still be made to the textbook of OMDE 625
-- Perraton, H. (2000). Open and
distance learning in the developing world. London: Routledge.
Further journal articles and papers referenced in this syllabus will generally be supplied online.
It is strongly recommended that students purchase the Publications Manual of the American Psychological Association (5th Ed.). As noted below, the ability to write to APA standards is a Graduate School requirement.
This course is only offered in the online mode.
To the final grade of this course two items will contribute:
Both, annotated bibliography and an edited overview of the conducted conference, will be included in the final project. The annotated bibliography will be absorbed into the 70% which the project contributes to the final grade.
The first module begins with an introduction to the CDE Distance Education in Developing Countries. It will situate this course, Educational Technologies for Distance Education in Developing Countries (OMDE 626), within the certificate program as a whole and especially relates it to the course Policies for Distance Education in Developing Countries (OMDE 625). While OMDE 625 approaches distance education in developing countries by examining the its history and the organizational models it developed to relate to its various audiences and analyzing their cost-effectiveness, OMDE 626 is more explorative in character and looks more specifically at the impact of information and communication technologies have on distance education in developing countries. There is a certain overlap in both courses since the issue of technology cannot be excluded from looking at policies and the question of policies and organizational models continues to be an issue in OMDE 626. The redundancies ensure that both courses can be studied independently or in reverse order.
First, participants will introduce each other and will be introduced into the setup for this course. As in OMDE 625, essential for the setup of this course is the role of the project. The project has to be chosen within the first five weeks. Each student develops his/her own project in three steps:
This module sets the scene for this course. It discusses central concepts which form the backdrop of the discussion about using ICT in developing countries. Informational capitalism combines informationalism (mode of development) with capitalist restructuring (mode of production). Informational capitalism (information society, knowledge society) has considerable global impact which affects the developing countries. This module discusses the central concepts and reports on the complex issue of profiling the knowledge society.
Required readings:
-- Mansell, R., Wehn, U. (Ed.).
(1998). Knowledge
societies: information technology for sustainable development. (Chapter 2)
Oxford: Oxford University Press.
-- Held, D., McGrew, A., Perraton, J.
(2000). Global transformations: politics, economics and culture
(Introduction, pp. 1-31). Cambridge: Polity.
-- Castells, M. (2000). The
information age: economy, society and culture (Vol. I: The rise of the
network society; Prologue, pp. 1-27, The new economy, pp. 77-162). Oxford:
Blackwell.
Additional
sources:
-- Bedi, A. S. (1999). The role of information and
communication technologies in economic development. ZEF (Center for
Development Research, Universität Bonn). Retrieved 02/28, 2002, from the World
Wide Web: http://www.zef.de/zef_englisch/f_publ.html
-- Castells, M. (2000).
The information age: economy, society and culture (Vol. III: End of the
millenium, Chapter 2, pp. 69-168). Oxford: Blackwell.
-- Gibbons, M.,
Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., Trow, M. (1994). The
new production of knowledge. London: SAGE.
-- UNDP. (2001). Human
Development Report 2001: making new technologies work for human development.
New York, Oxford: UNDP, Oxford University Press.
-- Schiller, D. (1999).
Digital capitalism networking the global market system (Chapter 2: Going
global: the neoliberal project in transnational telecommunications, pp. 37-88).
Cambrige Mass.: MIT Press.
-- World Bank:. (1999). World Development
Report: knowledge for development. (Part I, pp. 16-56) New York: Oxford
University Press.
This module briefs about information communication technologies, i.e. satellite based systems, terrestrial wireless systems, or wireline systems. It discusses principle features of the new ICTs such as digitization and networking. The digitization of different media and common standards of communication lead to technological convergence and substantial synergies. However, the cybergeography of the emerging global information infrastructure clearly shows uneven integration and access. While the importance of knowledge for the economies allegedly increases the gap between countries (developed/developing) and within countries (rural /urban) increases. Still it is agued that the costs of investing in ICT may be lower than the opportunity costs of not doing so.
Required
readings:
-- Vanbuel, M.Improving access to
education via satellites in Africa: a primer. Retrieved 02/28, 2002, from
the World Wide Web: http://www.imfundo.org/satprimer/contents.htm
-- Mulder,
R., Vonk, T. (February, 2002). Wireless
communication: Overview of possibilities for wireless connections between
computers (ADVISORY NOTE): International Institute for Communication and
Development (IICD).
-- Hegener, M. (2002, January). Internet via
satellite in Africa: An overview of the options available (ADVISORY NOTE,
No. 6): International Institute for Communication and Development (IICD).
--
Jensen, M. (1999). The
wireless toolbox: a guide to using low-cost radio communication systems for
telecommunication in developing countries - an African perspective.
International Development Research Centre (IDRC). Retrieved 12/02, 2001, from
the World Wide Web: http://www.idrc.ca/acacia/studies/ir-jens.htm and
http://www.idrc.ca/acacia/03866/wireless/
-- IDRC/ Acacia The
Internet: Out of Africa. (1999). International Development Research Centre
(IDRC).
-- Dodge, M. (2002). An atlas of
cyberspaces: Historical maps of computernetworks. Retrieved September 25,
2002, from the World Wide Web:
http://www.cybergeography.org/atlas/historical.html
-- Rodríguez, F.,
Wilson, E.J. (2000, May). Are Poor Countries Loosing the
Information Revolution? World Bank. Retrieved September 23, 2002, from the
World Wide Web: http://www.infodev.org/library/working.htm
Additional sources:
--
Wade, R. (2001). Development
Assistance in the Digital Age. Paper presented at the Joint
OECD/UN/UNDP/World Bank Global Forum at the OECD: Exploiting the Digital
Opportunities for Poverty Reduction, Paris
-- Castells, M. (2000). The information
age: economy, society and culture (Vol. III: End of the millenium, Chapter
2: The rise of the Fourth World: informational capitalism, poverty and social
exclusion. pp. 68-168). Oxford: Blackwell.
-- World_Bank. (2000). The
networking revolution: opportunities and challenges for developing
countries. Retrieved 10/16, 2001, from the World Wide Web:
http://www.oecd.org/dac/digitalforum/docs/Wade_presentation.pdf
-- Grace,
J., Kenny, C., Qiang, C., Liu, J., Reynolds, T. (2001). Information
and communication technologies and broad-based development: a partial review of
the evidence. GICT World Bank. Retrieved 09/17/2001, from the World Wide
Web: http://www.worldbank.org/poverty/strategies/chapters/ict/ict.htm
--
Loader, B. D. (Ed.). (1998). Cyberspace divide: equality, agency and policy
in the information society. London: Routledge.
Holderness, M. (1998).
Who are the world's information poor? In B. D. Loader (Ed.), Cyberspace
divide: equality, agency and policy in the information society (pp. 35 -
56). London: Routledge.
-- Haywood, T. (1998). Global networks and the myth
of equality: tricke down or trickle away? In B. D. Loader (Ed.), Cyberspace
divide: equality, agency and policy in the information society (pp. 19 -
34). London: Routledge.
-- Castells, M. (2001). Chapter 8: The geography of
the internet: networked places. In M. Castells (Ed.), The internet galaxy
(pp. 207-246). Oxford: Oxford University Press.
Required
readings:
-- Heeks, R. (1999). Information and communication
technologies, poverty and development [Development Informatics Working Paper
Series, Working Paper No. 5]. Institute for Development Policy and Management,
University of Manchester. Retrieved October, 27, 2002, from the World Wide Web:
http://idpm.man.ac.uk/wp/di/di_wp05.pdf
-- Mansell, R., Millar, J. (1999).
Software applications
and poverty reduction: a review of experience. Department for International
Development. Retrieved 09 21, 2001, from the World Wide Web:
http://www.devmedia.org/documents/DFIDFRrev%2Ehtm
-- Perraton, H., Creed, C.
(2000). Applying new
technologies and cost-effective delivery systems in basic education. IRFOL.
Retrieved 04/10, 2002, from the World Wide Web:
www2.unesco.org/wef/en-docs/findings/technofinal.pdf
Additional sources:
--
Ngoc. (2002, February). InternetSim: The simulation software for an Internet
environment from CD-ROM. Paper presented at the LearnTec, Karlsruhe.
Digital radio is seen as the interface between the analog world of the radio, the low cost ubiquitous mass medium, and the digital world of the computer. Using WoldSpace as an example the techology configuration and the reach of its satellite footprints is described. It is analyzed how digital radio relate to computers and can be embedded into communication networks. Various ways of applications (e.g. Canal EF, CLASS, ADVICE) and the cost projectes are examined.
Required
readings:
-- Rangarajan, S., Kiptoon, J.C. (2002).
Satellite-based supplement to school education: pilot study in Kenya.
Paper presented at the LearnTec/Unesco Global Forum, Karlsruhe.
--
Rangarajan, S., Soumagne, J., Samir, M. (2002). Reaching the unreached
worldwide using WorldSpace radio. Paper presented at the LearnTec/Unesco
Global Forum, Karlsruhe.
-- Rangarajan, S., Venugopal, D. (2002).
Evolution of ADVICE, Auxiliary Data and Voice Integrated Channel for
Education: the Indian field trials. Paper presented at the LearnTec/Unesco
Global Forum, Karlsruhe.
Additional sources:
--
Sreedher, R. (2001). Feasibility study based on using WorldSpace radio
technology for distance learning. Maidan Garhi, New Delhi: Indira Gandhi
National Open University. Retrieved July 14, 2002, from
http://www.ignou.ac.in/unesco/cover01.htm e.
Increasingly computers find their way into the classroom of developing countries. The rationales for using computers in schools are examined, costs including opportunity costs (forgone alternative investments) are examined and various ways of using computers in schools are described.
Required
readings:
-- Alvarez, M. I., Roman, F., Dobles, M. C., Umafia, J.,
& Zunfiga, M., Garcia, J., Means, B., Potashnik, M., Rawlings, R. (
1998,
March). Computers
in Schools: A Qualitative Study of Chile and Costa Rica. Education and
Technology Series.
-- Cawthera, A.CComputers
in secondary schools in developing countries: costs and other issues.
(Including original data from South
Africa and Zimbabwe). DFIF, WorLD,
The Human Development Network of the World Bank. Retrieved 28/92, 2002, from the
World
Wide Web: http://www.imfundo.org/computercosts/computcosts.htm
--
Rusten, E. (2002). Configurations
of school technology: Strategies and options. TechknowLogia: International
Journal for the
Advancement of Knowledge and Learning, 4(1).
Additional
sources:
-- Bakia, M. (2000). The
costs of computers in classrooms: Data from developing countries.
Washington: The World Bank.
--Osin, L. (1998). Computers
in education in developing countries: Why and how? Education and Technology
Technical Notes Series, 3(1).
The reach of satellite technology and the shared mode of community access are at the basis of the mushrooming telecenter model. Different types of telecenters are described and costing issues are discussed. Special attention is given to the role of international nongovernmental organizations (INGOUs) for establishing and supporting telecenters. In addition, the model of Community Internet Radio prjects (e.g. Kothmale in Sri lanka) are discussed which links Internet access with community radio.e.
Required
readings:
-- Benjamin, P. (No date). Literature Review for the
Telecentre 2000 study. Development Research Africa (DRA), LINK Centre,
P&DM, Wits University. Retrieved November, 4, 2002, from the World Wide Web:
http://www.communitysa.org.za/T2000LitRev.htm
-- Proenza, F. J. (2001).
Telecenter sustainability - Myths and opportunities. In D. Wattenbach (Ed.),
Bridging the rural knowledge gap: Information systems for improved livelihood.
Rome: FAO.
-- Jensen, M., Esterhuysen, A. (2002). The Community
Telecenter Cookbook for Africa: Recipes for self-sustainability. UNESCO.
Retrieved October 30, 2002, from the World Wide Web:
http://unesdoc.unesco.org/images/0012/001230/123004e.pdf
-- Roman, R., Colle,
R. D. (2002, January). Themes
and Issues in Telecentre Sustainability. IDPM Manchaster University.
Retrieved October, 27, 2002, from the World Wide Web:
http://idpm.man.ac.uk/wp/di/di_wp10abs.htm or
http://idpm.man.ac.uk/wp/di/di_wp10.pdf
Additional sources:
-- Kothmale
Community Radio Internet Project. Retrieved November, 18, 2002, from the
World Wide Web:
http://www.kothmale.net/kcrwebsite/english/kothmale_fm_internet_project.htm
--
Oestmann, S., Dymond, A.C. (2001). Telecenters - experiences, lessons and
trends. In C. Latchem, Walker, D. (Ed.), Telecentres: case
studies and key issues.: COL.
-- Fontaine, M. (2002). Community
Telecenters: Enabling lifelong learning. In W. D. Haddad, Draxler, A. (Ed.), Technologies for
education: Potential, parameters and prospects (pp. 158-162). Paris,
Washington: UNESCO and Academy for Educational Development (AED).
--
Buckley, S (No date).Community radio - the new tree
of speech. Retrieved 04/01, 2002, from the World Wide Web:
http://www.imfundo.org/papers/imfundo.doc
The reach of the global information infrastructure increases the reach of educational institutions. The possibility of cross-border enrolments increases competition but also facilitates new forms of alliances and cooperations. Especially, the role of new globally operating commercial providers is examined.
Required
readings:
-- Cunningham, S., Ryan, Y., Stedman, L., Tapsall, S.,
Bagdon, K., Flew, T., & Coaldrake, P. (2000). The
business of borderless education (extract). Canberra: Department of
Education, Training and Youth Affairs.Retrieved 12.12., 2001, from the World
Wide Web: http://www.detya.gov.au/archive/highered/eippubs/eip00_3/execsum.htm
-- Schiller, D. (1999).
Digital capitalism networking the global market system (Chapter 4:
Networking the higher learning industry, pp. 143-202). Cambrige Mass.: MIT
Press.
Additional sources:
-- Moran, L., & Mugridge, I.
(1993). Trends in inter-institutional cooperation. In L. Moran & I. Mugridge
(Eds.), Collaboration in distance education. London: Routledge.
--
Daniel, J. S., Mugridge, I., Snowden, B. L., & Smith, W. A. S. (1986).
Cooperation in distance education and open learning (mimeo) - Paper
prepared for Commonwealth Standing Committee on Student Mobility. London:
Commonwealth Secretariat.
Participants complete the last step of their project starting with an annotated bibliography and a project conference they conducted earlier. Project conferences are scheduled to fit into the overall course schedule according to their themes.