Pre-Conference Events

Transcription

Under the Patronage of:
Supported by:
European
Commission
Republic of Zambia
5th International Conference on
ICT for Development, Education and Training
An Annual Event for Developing eLearning Capacities in Africa
Organiser:
Mulungushi International Conference Centre
Lusaka, Zambia, May 26 – 28, 2010
www.elearning-africa.com
Platinum Sponsor:
Gold Sponsors:
Supporting African Participation:
Silver Sponsor:
Conference Sponsors:
Media Partners:
Official Carrier:
Pre-Conference Events 2010
Wednesday, May 26, 2010
Full-Day Events
Event FD1
4th African UNESCO-UNEVOC TVET Summit:
“Flexible Learning: From TVET Policy to Skills Training Practice”
 Time
09:30 – 16:45
 Languages
English / French
 Event Leaders
UNESCO-UNEVOC International Centre for Technical and Vocational Education and
Training
Commonwealth of Learning
German Federal Institute for Vocational Training
 Content
This year’s summit will have two main elements: The adoption by TVET institutions and
skills training providers of:
1. A technology-supported, blended curriculum strategy
2. An innovative, cooperative programme for vocational orientation and initial
vocational training in sport stadiums (related to sports facilities management).
1. Blended Learning in TVET
We will investigate what is meant by blended learning in skills development and how
it has the potential to improve the quality of learning and teaching. Blended learning
teaching materials and approaches can be used to support initiatives that improve
institutional flexibility and access. We advocate that a long-term strategic focus to
mainstream blended learning supports a broad range of TVET policy aims.
Blended learning is not wholly dependent upon a sophisticated eLearning technology
infrastructure. The workshop will examine those things that can be done differently
using a combination of existing or easily developed resources alongside required
organisational changes; effectively linking policy with practice. This does not infer a
wholesale transformation, but is an attempt to combine teaching quality improvement
and, at the same time, improve access for under-represented groups e.g. the informal
economy workforce.
Participants will identify possible barriers to introducing technology-enhanced
programme delivery and we will discuss the change management processes required to
move an institution towards more blended flexible learning approaches and what local
strategies could be most effective.
2. Vocational Orientation in Sport Stadiums
As a special feature in the context of this year’s soccer championship in South Africa,
we will introduce the ’real world‘ and virtual elements of an innovative, cooperative
programme for vocational orientation and initial vocational training in sport stadiums
(related to sports facilities management).
Modern sports facility management – which concerns the organisation, maintenance
and management of major events such as football matches and large concerts – is used,
in this project, as an authentic, real-world means of eliciting young people’s emotional
interest in the world of work. As ‘melting pots’ of the most diverse occupational groups,
sports stadiums are eminently suitable as an ‘information and training tool’ to grab
the attention of schoolchildren and young adults and stimulate their interest in initial
vocational training.
Finding out about occupations and the world of work as exemplified by the commercial
and technical services in sports stadiums can present young people with attractive role
models and the motivation to enter a particular occupational career.
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 Content
The project:
Relates TVET to one of the most popular sports worldwide
Can raise interest in and improve the image of TVET by connecting it with football
and other ’fun‘ activities
Integrates ICTs into TVET and vocational orientation
The presentation of the project will be followed by a discussion about possible applications in the African context, including prospects and constraints.
 Target Audience
The TVET Summit will be of interest to any TVET policymakers, institutional managers or
teachers who are interested in the use of technology to enhance quality and introduce
more flexible approaches to skills training in technical and vocational subjects.
 Prerequisite Knowledge
n/a
 Outcomes
Knowledge shared, innovative initiatives featured and discussion stimulated on flexible
learning approaches to TVET in Africa.
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Évènement FD1
4ème Sommet Africain de l’UNESCO-UNEVOC sur l’EFTP :
« L’apprentissage flexible : des stratégies d’EFTP aux pratiques de
développement des compétences »
 Horaire
09:30 – 16:45
 Langues
anglais / français
 Présidents de Session
Le Centre international UNESCO-UNEVOC pour l’Enseignement et la Formation
techniques et professionnels (UNESCO-UNEVOC)
Le Commonwealth of Learning (COL)
L’Institut fédéral allemand de la Formation professionnelle (BIBB)
 Contenu
Cette année, le Sommet aura pour objet :
L’adoption par les établissements d’EFTP et par les formateurs d’une stratégie
d’apprentissage mixte à partir de technologies éducatives ; et
Un programme d’innovation et de coopération pour l’orientation professionnelle
et la formation professionnelle initiale dans les stades (en lien avec la gestion des
infrastructures sportives).
1. Apprentissage mixte dans les programmes d’EFTP
Nous chercherons à comprendre ce que signifie l’apprentissage mixte pour le
développement des compétences et dans quelle mesure il peut améliorer la qualité de
l’apprentissage et de l’enseignement. Il est possible d’utiliser le matériel et la démarche
employés en apprentissage mixte pour soutenir des initiatives visant à améliorer la
flexibilité et l’accès des programmes. Développer et orienter une stratégie de long
terme sur l’apprentissage mixte traditionnel est le meilleur moyen d’atteindre une
grande partie des objectifs fixés par les politiques d’EFTP.
L’apprentissage mixte ne repose pas entièrement sur des équipements de formation
technologiques de haute qualité. Lors de l’atelier, nous considérerons ce qui peut être
fait différemment à partir des ressources déjà existantes ou faciles à développer, ainsi
que les changements dans l’organisation à mettre en œuvre. En réalité, nous voulons
lier les politiques à la pratique. Il ne s’agit pas de vouloir transformer l’ensemble du
système, mais de tenter d’améliorer la qualité de l’enseignement ainsi que l’accès pour
les groupes sous-représentés, comme les ouvriers du secteur informel.
Les participants définiront les obstacles potentiels à la mise en place de programmes
d’apprentissage informatisés, aborderont les processus de gestion du changement
nécessaires pour qu’un établissement puisse orienter son programme vers une stratégie
d’apprentissage mixte, et définiront les stratégies locales les plus efficaces.
2. Orientation professionnelle dans les stades
A l’occasion de la coupe du monde de football qui aura lieu cette année en Afrique
du Sud, nous souhaitons tout particulièrement combiner des éléments virtuels au
« monde réel » dans ce programme voué à l’orientation professionnelle et la formation
professionnelle initiale dans les stades (gestion des infrastructures sportives).
La gestion des infrastructures sportives modernes – qui comprend l’organisation,
l’aménagement et la gestion d’événements majeurs, comme des matchs de football
ou de grands concerts – est considérée dans ce projet comme un exemple authentique
du « monde réel » et un moyen de susciter un intérêt particulier chez les jeunes pour
le monde du travail. Impliquant la présence de nombreuses et diverses professions,
les stades sportifs sont un « outil d’information et de formation » particulièrement
adéquat pour attirer l’attention des écoliers et des jeunes adultes et éveiller leur intérêt
pour la formation professionnelle initiale.
Découvrir le monde du travail ainsi que des postes professionnels particuliers, grâce aux
services commerciaux et techniques des stades, peut offrir aux jeunes des exemples et
modèles de professions attrayants et leur insuffler l’envie de commencer une carrière
professionnelle bien définie.
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 Contenu
Le projet :
Relie les programmes d’EFTP à l’un des sports les plus pratiqués au monde;
Peut éveiller l’intérêt pour les programmes d’EFTP et améliorer leur image en les
associant au football et à d’autres divertissements;
Intégrer les technologies de l’information et de la communication (TIC) dans les
programmes d’EFTP et d’orientation professionnelle.
Une fois le projet présenté, les participants pourront débattre sur les possibilités de
mise en œuvre dans les pays africains, sur les chances et les obstacles potentiels.
 Public cible
Le Sommet sur l’EFTP s’adresse à tous les responsables politiques, gérants d’établissements
et enseignants qui veulent, grâce aux technologies, améliorer la qualité des formations
professionnelles et introduire dans les formations des compétences techniques et
professionnelles une approche plus flexible de l’apprentissage.
 Connaissances requises
Non requises
 Résultats
Partage des connaissances, présentation d’initiatives innovantes et stimulation du
débat sur l’apprentissage flexible dans les programmes d’EFTP en Afrique.
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Workshop FD2
Pan-Africa eLearning for the Environment Network
 Time
09:00 – 18:00
 Language
English
 Workshop Leaders
Gerard Cunningham & Caleb Ouma, United Nations Environment Programme
(UNEP), Kenya
 Workshop Presenters
Gift Sikaundi, Environmental Council of Zambia, Zambia
Ibrahima Almamy Wade, Centre de Suivi Ecologique, Senegal
Vicky Onderi, National Environment Management Authority, Kenya
 Content
The United Nations Environment Programme (UNEP), in cooperation with International
Conferences, Workshops and Exhibitions (ICWE GmbH, Berlin), is organising a one-day
workshop on the Pan-Africa eLearning for the Environment Network in Lusaka, Zambia
on Wednesday, May 26th, 2010. The workshop will be a pre-conference event affiliated
with the 5th International Conference on ICT for Development, Education and Training.
The overall objective of this workshop is to further the implementation of Decision
6 of the 12th session of the African Ministerial Conference on the Environment 12
(AMCEN-12)1 , which addressed the interrelated issues of environmental education and
technology-supported learning with the aim of mainstreaming technology-supported
learning in African environmental institutions to enhance the delivery of environmental
education, training and awareness-raising.
The workshop will be comprised of three sessions:
A. Review of recent developments of relevance to the Pan-Africa eLearning for
Environment Network
Welcoming remarks by the Minister for Environment, Zambia
Keynote presentation on progress of the implementation of Decision 6: From
eLA 2009 to eLA 2010 – What have we achieved? (UNEP)
Strategic partnerships for implementation of Decision 6 (InWEnt, GeSCI,
UNESCO)
Case Study – Experience of National Environment Management Authority of
Kenya in establishing an eLearning centre (NEMA)
Presentation of the Open ECB Check/ Quality of eLearning (InWEnt) – Open ECB
Check quality criteria
Report on Decision 6 to AMCEN 13 – current status
B. 2010-12 workplan for implementation of Decision 6
Pan-African Environmental eLearning Network – functions and structure
Workplans for network hubs (network building, capacity development,
awareness-raising, eLearning strategies, etc)
Donor support strategies
Establishment of national eLearning Centres (NOLNet, KeLC)
eLearning centres in environmental authorities – challenges and opportunities
(NEMA Kenya, CSE Senegal, NECZ Zambia)
North-South and South-South collaboration to support the network
2010-12 workplan for implementation of Decision 6 on environmental education
and technology-supported learning
Chair’s summary of pre-conference workshop
Closing Remarks
1 Established in 1985, the African Ministerial Conference on the Environment (AMCEN) is the main forum to strengthen cooperation on environmental issues among African governments. The mandate of AMCEN is to provide advocacy for environmental
protection in Africa and among other things to ensure that basic human needs are met adequately and in a sustainable manner.
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 Target Audience
Speakers and participants at the workshop will include decision-makers, eLearning
experts, educators, environmental education programme managers, eLearning
programme managers and information specialists working in international
organisations, UN agencies, environment ministries, environmental protection
agencies, universities, non-governmental organisations, research institutions and the
private sector.
n/a
 Outcomes
The expected outcomes of the seminar are as follows:
2010-12 workplan on implementation of Decision 6 of AMCEN 12.
Agreement on function and structure of Pan-African Environmental eLearning
Network.
Identification of capacity-development needs to support the establishment and
operation of the network.
Resource mobilisation strategy to support the network.
Exchange of information and experience among African environmental institutions
on environmental education and technology-supported learning.
Promote / strengthen ICT for Development programmes in African universities.
Chair’s Summary for onward transmission to AMCEN 13 (Bamako, Mali).
Approval of the report by AMCEN 13.
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Workshop FD3
The African Virtual University: Increasing Access to Quality
Education and Training Beyond Technological, Language and
Cultural Barriers
 Time
09:00 – 18:00
 Language
English
Bakary Diallo, Catherine Wangeci Thuo, Christopher York & Philise Rasugu,
The African Virtual University, Kenya
Sidiki Traore, The African Virtual University, Senegal
 Content
The main objective of the AVU eLearning Day is to promote and sensitise participants
to eLearning, AVU eLearning programmes, activities and the impact these are making
in Africa.
During the 2nd AVU eLearning Day, the organisation will showcase the progress made
to date by the renewed AVU and highlight success stories of several eLearning activities.
The sessions will be highly interactive and participatory in nature featuring discussion
of programmes and activities including the Continental Teacher Education Programme
in 10 countries, deployment and launch of ten fully-equipped distance and eLearning
centres in 10 countries, as well as the AVU Capacity Enhancement programme which
trained 133 university staff from 24 universities in 17 countries in Africa. The AVU will
present new initiatives such as the Virtual Campus for Development and Peace, the
Open Educational Resources Portal, the revived AVU website, and programmes such as
the Certificate in Renewable Energy and the Continental Programme on upgrading the
ICT skills of teachers.
 Target Audience
The AVU eLearning Day will be open to learning institutions, development agencies,
government agencies, donors, stakeholders and partners, policymakers, ICT and
eLearning experts, university and school administrators, teachers, instructional
designers, individuals, the general public and AVU Friends.
n/a
 Outcomes
Participants will learn about eLearning and will be made aware of the potential and
current impact of eLearning in Africa.
Participants will have a unique opportunity to interact closely with AVU staff and
understand the AVU mission, activities and impact on the Continent.
Participants will have the opportunity to network and share their eLearning
initiatives.
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Workshop FD4
Training of Trainers for Use of ICT in Higher Education
 Time
09:00 – 18:00
 Language
English
 Workshop Leader
Georges Eisendrath, Free University Brussels, Belgium
Arno Libotton & Frederik Questier, Free University Brussels, Belgium
Elijah I. Omwenga, University of Nairobi, Kenya
Paul Scott, University of the Western Cape, South Africa
Martin Valcke, University of Gent, Belgium
 Content
As part of a VLIR (Flemish Interuniversity Council) project with the University of Nairobi
and the University of the Western Cape (“Development of a training environment for
eLearning applying new learning paradigms and educational technologies”), training
material for using ICT in higher education during the last five years was inventoried
and brought together in a learning environment to enable trainers of other institutions
to prepare and train stakeholders at all levels (sensitisation of management, lecturers,
students and technical staff).
During this workshop the material and experiences of other VLIR will be presented
and participants will be able to consult the documents which have been developed.
Although all material will be presented using the Chisimba environment, principal
educational material can also be used in different environments.
 Target Audience
eLearning managers, trainers in the use of ICT in education, university managers,
university staff.
n/a
 Outcomes
This workshop will enable people to consult and use existing material for their own
training.
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Workshop FD5
A Participatory Design Workshop on Mobile Learning for
Development
 Time
09:30 – 17:30
 Language
English
Niall Winters & Yishay Mor, London Knowledge Lab, UK
Caroline Shakwei Sawe Mbindyo, AMREF, Kenya
 Content
The aim of the workshop is to provide participants with the capacity to design their
own mobile learning activities.
You will be asked to describe the community and the context that you are designing
for, including the technological set-up and the available infrastructure. During the
morning you will introduce yourself, your experience and your personal objectives for
the workshop. After the introduction of our design framework, you will work in small
groups using concept-mapping techniques to collaboratively produce scenarios on the
use of mobile devices for learning. These will be presented back to the whole group
and expanded upon, reflecting on the diversity (but also the commonalities) raised
within the group. In this way, specific issues of concern will be addressed; concrete
examples of similar experiences between participants explored and possible responses
discussed. Having done this each group will be well positioned to identify the defining
characteristics of their scenarios, which will afford discussion of design solutions.
During the afternoon, you will focus on authoring responses to the identified issues.
The aim will be to produce a set of mobile resources of use to practitioners and
educators. You will design a resource to address one of the following challenges: (i)
how to support the integration of mobiles into practice; (ii) how analysis of mobile
data can provide new insights into learning processes; or (iii) the role played by mobiles
in personal support and guidance for learners. These designs will be shared in whole
group discussion.
 Target Audience
This workshop is aimed at development practitioners across the academic, commercial
and NGO sectors. The typical participant will be involved, or interested in, the design
of mobile activities to support learning and/or training of practitioners working in the
field. The workshop has been designed for those at beginner and intermediate levels.
n/a
 Outcomes
As a result of the workshop you will:
Understand issues around the use of mobile applications in your practice
Develop skills in the design of mobile learning activities
Become part of the mobile learning for development network, which will be
established as a result of the workshop
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Workshop FD6
Hands-On Video and Computer Graphics Lab
 Time
09:00 – 18:00
 Language
English
 Workshop Leader
 Content
Alex Lindsay, Pixel Corps, USA
Video and computer animation are moving to the forefront of eLearning. But how and
where do you get started? Get a hands-on introduction to the various aspects of visual
production. From basic image editing, to video, to 3D, you’ll work with leading industry
applications and see how you can use these applications for your next classes.
The one-day lab will walk educators through the process of video production, 2D and
3D animation and basic compositing.
 Target Audience
Educators interested in using video and computer graphics in the classroom.
Computer experience required, some graphics background (Photoshop, etc.) suggested.
 Outcomes
Participants will learn the basics of video production and computer graphics animation
including editing, 2D/3D animation and greenscreen compositing.
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Workshop FD7
Using ICT to Avail Continuity of Patient Care in Resource-Limited
Settings
 Time
09:00 – 18:00
 Language
English
Noel Masese, Chanda Mubanga-Chipoya & Innocent Chiboma,
Ministry of Health, Zambia
Derrick J. Muneene, Mark Shields, Irene Pathy & Stephen Ngala,
Centers for Disease Control and Prevention, Zambia
Chrys Thorsen, TBH Consulting, USA
 Content
The workshop will demonstrate Zambia’s portable Electronic Health Record (EHR)
system, currently deployed in over 520 Ministry of Health (MOH), Ministry of Defence
and private facilities nationwide. SmartCare is a unique EHR solution in that it is
responsive to its resource-limited setting and the African context in which it was
developed (Zambia): while happiest with a networked implementation, it is not
internet dependent; it supports a very robust, ‘distributed database’ design; it provides
clients with personal portable copies of health records on smart cards; it provides a
touch screen to facilitate data entry by clerks or directly by providers in small clinics; and
the EHR content meets MoH national standards for pre-existing paper record systems.
SmartCare software is also unique in that it was both engineered and managed to
be a reusable investment for sustainability purposes and the same software is now
used in five different systems. In advance of the national networking of all health
facilities, Zambia has leveraged this EHR solution into a carefully de-identified and
secured non-aggregate data resource at district, provincial and national levels, usable
for programme monitoring and evaluation, operations analysis, decision-analysis and
other multivariate analyses not possible using aggregate data. The workshop will also
highlight pre-market eLearning and training tools and SmartCare Version 4.1.
 Target Audience
The broad spectrum from beginners to advanced ICT users would benefit from this
example of implementation of ICT in resource-limited settings.
n/a
 Outcomes
Participants will take home the following skills and knowledge:
How to implement distributed database systems in resource-limited settings.
How to enforce confidentiality protocols for data without consent.
How to design real time reporting based on huge datasets, that are prone to
making reporting slower.
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Workshop FD8
NEPAD e-Schools Initiative
 Time
09:00 – 17:30
 Language
English
 Content
Katherine W. Getao & Papa Youga Dieng, NEPAD e-Schools Initiative, South Africa
Event 1:
The Organisation of Content Development Activities to Support NEPAD e-Schools
Objectives
To identify priority content that is needed to support the work of teachers and
school administrators in e-Schools
To consider and critique the design of the NEPAD e-Schools Portal
Agenda
09:00 – 09:15
Welcome, introductions and opening remarks
09:15 – 09:30 Opening Ceremony
09:30 – 10:00 Review of the NEPAD e–Schools Portal
10:00 – 10:30 Group questions and formation of groups:
Priority teacher content
Priority school administrator content
Design of the portal
Incentives for using the portal
10:30 – 10:45 COFFEE BREAK
10:45 – 11:30 Group discussions
11:30 – 12:10 Groups report back
12:10 – 12:30 Summary and recommendations
12:30 – 12:35 Vote of thanks
12:35 – 14:00 LUNCH BREAK
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Event 2:
Professional Development of Teachers and School Administrators in the NEPAD
e-Schools Initiative
Objectives
To identify the needs for professional development of teachers and school
administrators in e-Schools
To consider and critique the NEPAD e-Schools matrix of teacher competencies
Agenda
14:00 – 14:15 Welcome, introductions and opening remarks
14:15 – 14:30 Opening Ceremony
14:30 – 15:00 Review of the NEPAD e–Schools Matrix of competencies
15:00 – 15:30 Group questions and formation of groups:
Priority teacher needs for professional development in e-Schools
Priority school administrator needs for professional development
in e-Schools
Critique and enhancement of the matrix
Incentives for professional development of teachers and school
administrators
15:30 – 15:45 COFFEE BREAK
15:45 – 16:30 Group discussions
16:30 – 17:10 Groups report back
17:10 – 17:30 Summary, recommendations and vote of thanks
 Target Audience
Participants from African countries with an interest in the professional development of
teachers / content development for the implementation of ICTs in secondary schools.
These participants would be drawn from universities, teacher training colleges,
ministries of education and ICT in education delivery projects.
n/a
 Outcomes
To ensure the content of the NEPAD e-Schools Portal is relevant for the needs of
African teachers and school administrators.
To enable teachers and school administrators to regularly use the NEPAD e-Schools
Portal to support their work within the school.
To ensure the professional development needs of African teachers and school
administrators in e-Schools have been identified.
To guarantee that appropriate African continental certificates in ICT4E for teachers
and school administrators in e-Schools exist.
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Morning Events
Workshop M1
Developing Business Strategy Models for Multi-Stakeholder
eLearning Implementation in Africa
 Time
09:00 – 13:00
 Language
English
Jens Schneider & Maggy Beukes-Amiss, Namibia eLearning Centre (NeLC), Namibia
Andrew Gakiria Nderitu, Kenya eLearning Center (KeLC), Kenya
 Content
WHAT?
The economic slowdown has had a negative impact on many learning and training
projects. To survive the crisis in the best possible manner the following scenarios will be
addressed in this facilitated workshop:
eLearning strategies in Africa as solution and best practice to build on existing, as
well as building additional, eLearning centres of excellence, by inducing a change
in mindset and promoting cultural change among institutions, organisations and
corporate sector towards adopting new eLearning strategies for sharing and
managing knowledge and resources throughout Africa.
African educational professionals and business leaders need to make informed
decisions about the benefits and challenges of eLearning to develop sustainable
strategies to train their workforce and improve efficiency to yield faster return on
investment.
eLearning strategies need to be applied in such a way as to achieve organisational
change and professional development goals, by fostering efficient knowledge
management practices.
WHY?
The need to explore new strategies as to how eLearning can support educational
institutions, development organisations and small to medium sized businesses, as
well as corporations is an essential tool in achieving, amongst other things, the
Millennium Development Goals, such as GOAL 8: DEVELOP A GLOBAL PARTNERSHIP
FOR DEVELOPMENT.
Adopting strategy models that build on eLearning centres in Africa as social-enterprises,
delivering demand-driven, sustainable eLearning through stakeholder engagement is
the answer proposed by this interactive and participatory workshop.
WHO?
The African network partners Maggy Beukes-Amiss of NeLC (Namibia eLearning
Centre), Jens Schneider of AeLSNet (Africa eLearning Service Network), and Andrew
Gakiria of KeLC (Kenya eLearning Centre), will guide participants through an excellent
opportunity not only for essential knowledge transfer, but also more importantly the
detailed exposure of how to network and collaborate with existing institutional and
educational eLearning centres to support and develop education and training in Africa.
Through their network programmes, supported by InWEnt and implemented through
regional partnerships in Africa, the presenters, together with their strategic partners,
have managed to train over 400 middle and senior staff in public institutions of more
than 10 African countries to develop and implement their own eLearning content.
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HOW?
After some detailed input presentation, the experienced team of facilitators will engage
participants, open, collaborative and interactive discussion about the themes presented
and an outcome summary will be provided to all participants for consideration in their
respective organisations.
Building on their network of experience, this participatory workshop suggests a
solution to develop strategies and share resources among institutions and businesses
for effective eLearning implementation in Africa.
 Target Audience
All representatives of middle to top management of educational institutions,
development organisations and business training enterprises in Africa should grab this
opportunity to participate in this facilitated workshop, to glean from this rich source
of experiences and develop skills to optimise eLearning opportunities and challenges
relevant to your institution or organisation.
This facilitated workshop will be conducted in English and includes the latest findings
of educational, environmental and corporate eLearning development by the Namibia
eLC and KeLC Network. Participants would optimise their benefit if they have a practical
academic and/or business background with a strong interest in developing policies and
learning more about eLearning strategies.
 Outcomes
These practical new compentences which participants will generate, document and take
home, are compelling drivers for developing strategies on how institutional eLearning
can be optimised and merged with business eLearning policies to ensure cost-efficiency
and sustainablity.
In addition, participants will learn how to adopt the eLearning Balanced Scorecard and
embrace eLearning as a central tool for a blended institutional and corporate training
policy to leverage and maintain a competitive edge, either internally or on the open
market, by including the expertise of emerging eLearning service providers.
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Workshop M2
Education and Learning in Africa: Innovative OERs
 Time
09:00 – 13:00
 Language
English
Nicholas Kimolo & Henry Thairu, FLOSS4Edu, Kenya
Jibril Touzi, FLOSS4Edu, Burundi
Kafui A. Prebbie, University of Education, Winneba, Ghana
 Content
This pre-conference workshop is targeted at educational practitioners who are currently
working or seeking to work with Open Educational Resources (OERs). The objective of
this workshop is to bring together educational practitioners attending the conference
to brainstorm ways of collaborating together in the development of high quality OERs
that have an impact on various pressing issues in the continent. These issues include
literacy, teacher education, community health, HIV Aids, tertiary and primary education
and vocational training among others.
The key objectives of this workshop will be:
Connect African OER communities
Plan possible collaborative actions/ projects
 Target Audience
Any educational practitioner with knowledge of the use of the Internet is welcome.
Development partners interested in participating in using OERs across the Continent
are encouraged to attend.
Knowledge in the use of computers and having or willing to work on eLearning and/or
digital content development projects.
 Outcomes
Creation of collaborative projects on content development.
Themes and thematic areas to feed into the FLOSS4Edu strategic discussions
to be held during the FLOSS4Edu consultative meeting in Nairobi, Kenya from
June 17th –18th, 2010.
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Workshop M3
Creating Policies for Successful eLearning Programmes
 Time
09:00 – 13:00
 Language
English
Thabani Tonny Khupe, Intel Corporation, South Africa
Robert Fogel, Intel Corporation, USA
 Content
This is an exclusive Intel-hosted workshop for creating policies for successful 21st
century eLearning programmes. During this workshop we will be sharing our latest
worldwide experiences and best practices for creating policies that prepare children to
be successful in today’s global economy and that increase social well-being and national
competitiveness while boosting local economic growth. We also plan to have significant
opportunities for brainstorming and discussing how policies play a vital and important
role in the success of eLearning programmes. In order to help create an immediate
positive impact, as well as help set a course and direction for self-sustaining 21st century
1:1 eLearning programmes, we will focus much time and attention on policies for the
following areas: professional development for teachers, curriculum content, ICT usage,
assessments and pedagogy. By the end of this workshop, you should have a clear idea
of how to create policies in the above areas for your own eLearning programmes and
plans.
 Target Audience
This workshop is targeted for government decision- and policymakers, educators and
vendors who are responsible for planning and implementing 21st century eLearning
programmes. Participants from beginner, intermediate and advanced levels can all
benefit.
n/a
 Outcomes
Participants will be able to create policies in the areas of professional development for
teachers, curriculum content, ICT usage, assessments and pedagogy. Participants will
also be able to apply these policies to their own eLearning programmes and plans.
18
Workshop M4
Sharing Awareness – Lifelong Well-Being for Communities:
Improving Health and Creating Change at the Community Level
Using ICT
 Time
09:00 – 13:00
 Language
English
 Workshop Leader
 Content
Eva Kagiri, MKFC Stockholm/Helsinki College, Finland
The workshop will aim to increase knowledge and information on strategies that
integrate the different information and communication technologies in community
development, especially in rural areas and very poor communities which have high
illiteracy levels and lack the most basic infrastructure. The two main questions that will
be answered in this workshop will be:
What strategies and methods can we use to ensure very poor communities benefit
from ICT development, for example, in improving health and reducing malaria?
The millenium development goals are almost coming to a close. How can we use the
existing technologies and create methods to spread awareness and education fast
enough to meet our targets?
The workshop will focus primarily on community health management and change
making solutions. During the workshop, we will answer the two questions above by
demonstrating and discussing MKFC’s Community Action Plan (CAP) method which has
already been used in Ghana to educate rural and poor communities on health issues.
Participants will be actively involved in mind mapping exercises and dialogue and will
have the opportunity to tailor the approach to suit their own communities.
Ms Kagiri will be assisted by Tuomas Erkkilä (MKFC Stockholm/Helsinki College) and
Kwabena N. Obiri-Mainoo (MKFC/eCAP Ghana).
 Target Audience
The workshop is beneficial for teachers from all school levels, NGO workers involved in
development work (especially in health related issues at community level and who have
interest in the use of ICT), government workers involved in planning and development
of strategies for community development, education administrators and eLearning
specialists.
Participants should have at least some knowledge of operating a computer, community
development work, interest in community health management, some knowledge of
other existing ICT tools and should have an interest in gaining more information on
eLearning for community health management.
 Outcomes
At the end of the workshop, participants should be able to:
Understand how MKFC’s CAP method strategy can be integrated with ICT in
learning and teaching and also create improved versions that can be used in their
own local settings.
Understand how social media can be used to share awareness with others and to
interact with other experts in their fields.
Come up with ideas on how to bring and sustain change in their communities.
19
Workshop M5
Envisioning Our Global Learning Future
 Time
09:30 – 13:00
 Languages
English / French
Inge de Waard & Françoise Lequarre, Institute of Tropical Medicine, Belgium
John Traxler, Learning Lab, UK
Steve Vosloo, Shuttleworth Foundation, South Africa
Jacqueline Batchelor, University of Pretoria, South Africa
 Content
Within eLearning (and mLearning in particular) there is a lot of focus on technology
and especially on the belief that technology will ensure a better education. But is
technology the best basis to make assumptions on how to get every youngster and
person involved in education? How do we envision the future of (global) learning? Will
it be ubiquitous, personal, mobile, immersed in technology or not? Shouldn’t learning
be all about constructing knowledge, about pedagogical strategies, philosophies on
what people really need? If so, why has the focus of eLearning and mLearning been on
technology?
What factors should be optimised to allow learners to gain access to knowledge and
how do we ensure learning for all?
In order to get the discussion going, three speakers with a clear vision on the future of
learning will start the discussion, after which all the participants will join in.
Agenda:
The invited speakers elaborate on their viewpoints on the future of learning (each 8 –
10 minutes maximum). After that any participant in the room can invite one of those
speakers to an ‘opinion battle’. The opinion battle (involving two speakers) has the
following format: speaker one (the challenger) starts to put their opinion across for
3 minutes, after this the second speaker (the one that is challenged) has 3 minutes
to counter or add to the first speaker. After these 3 minutes each, the participants in
the room are asked which speakers viewpoint they liked most. The coordinator of this
workshop will also be the moderator.
The room will be set up as a speakers circle: circular rows of chairs around the centre; at
the centre the different speakers will take their places.
 Target Audience
This workshop is aimed at all educational practioners that are involved in eLearning
and who have an interest in the future of learning. Because the topic of this workshop
includes discussions on pedagogical methods and educational philosophies, educators
with an intermediate to advanced level of knowledge in eLearning will benefit most.
Participants should have an intermediate to advanced knowledge in pedagogical issues
and theory of eLearning.
 Outcomes
The participants joining this workshop will have the possibility to exchange their views
on future learning and to fit it into their local learning context, but with time restraints
indicated by the moderator. This reflexive workshop will enable participants to get a
more indepth understanding of their own perspectives on learning and eLearning in
particular, and will allow them to more critically analyse the possible applications of
solutions and studies put forward during the conference. Main discussion points will be
taken out of the workshop for possible further follow-up.
20
Atelier M5
Une vision de l’avenir mondial de l’apprentissage
 Horaire
09:30 – 13:00
 Langues
anglais / français
 Présidentes de Session
Inge de Waard & Françoise Lequarre, Institut de Médecine Tropicale, Belgique
 Orateurs
John Traxler, Learning Lab, R-U
Steve Vosloo, Shuttleworth Foundation, Afrique du Sud
Jacqueline Batchelor, University of Pretoria, Afrique du Sud
 Contenu
Dans le domaine du eLearning (et notamment du mLearning), une grande attention est
portée à la technologie, particulièrement dans la croyance que la technologie assurera
une meilleure éducation. Mais la technologie est-elle la meilleure base pour élaborer
des démarches d’implication des jeunes et de tous dans l’éducation ? Comment voyonsnous l’avenir de l’apprentissage (mondial) ? Sera-t-il omniprésent, personnel, mobile,
immergé ou non dans la technologie ? L’apprentissage ne devrait-il pas se préoccuper
de construire des connaissances, créer des stratégies pédagogiques, réfléchir aux
véritables besoins ? Si c’est le cas, pourquoi eLearning et mLearning attachent-ils une
telle importance à la technologie ?
Quels facteurs devraient être optimisés pour permettre aux apprenants d’accéder à la
connaissance, et comment assurer l’apprentissage pour tous ?
Pour lancer la discussion, trois intervenants présenteront leurs visions claires de l’avenir
de l’apprentissage, après quoi tous les participants pourront se joindre au débat.
Programme :
Les intervenants invités développeront leurs points de vue sur l’avenir de l’apprentissage
(8-10 minutes maximum chacun). Après cela, tous les participants à la session pourront
engager une « bataille d’opinions » avec l’un de ces intervenants. La bataille d’opinions
(avec deux interlocuteurs) se déroule selon le format suivant : le premier interlocuteur
(le contradicteur) présente tout d’abord son opinion en 3 minutes, après quoi le
second interlocuteur (l’intervenant contredit) dispose de 3 minutes pour réfuter ou
développer les thèses du premier interlocuteur. Après ces deux échanges de 3 minutes,
les participants à la session indiquent quel point de vue leur paraît le plus convaincant.
Le coordinateur de cet atelier sera également modérateur.
La salle sera disposée en cercle : des rangées de chaises en cercle autour du centre, où
les différents interlocuteurs prendront place.
 Public cible
Cet atelier est destiné à tous les praticiens de l’éducation impliqués dans le eLearning
et s’intéressant à l’avenir de l’apprentissage. Cet atelier comprenant des discussions sur
les méthodes pédagogiques et les philosophies éducatives, il sera particulièrement utile
aux éducateurs disposant d’une connaissance en eLearning intermédiaire à avancée.
Les participants doivent disposer de connaissances intermédiaires à avancées en matière
de pédagogie et de théorie du eLearning.
 Résultats
Les participants à cet atelier auront la possibilité d’échanger leurs points de vue sur
l’avenir de l’apprentissage et de présenter leurs contextes d’apprentissage spécifiques,
mais avec des limites de temps imposées par le modérateur. Cet atelier de réflexion
permettra aux participants de mieux comprendre leur propre point de vue sur
l’apprentissage en général et le eLearning en particulier, et d’analyser de manière plus
critique les applications possibles des solutions et études présentées au cours de la
conférence. Les principaux points de discussion seront consignés à l’issue de l’atelier et
pourront faire l’objet d’un suivi.
21
Workshop M6
OER Collaborative Content Development Training Using Wiki
Platforms
 Time
09:00 – 13:00
 Language
English
 Content
Victor Mensah & Brian Sikute, Commonwealth Secretariat / OER Foundation,
Zambia
The workshop aims at building capacity in the development of Open Education
Resources (OER) using WikiEducator (www.wikieducator.org) hosted by the
Commonwealth of Learning. Participants will commit to sharing the knowledge from
the workshop by developing at least one free content resource on WikiEducator
which could be a handout or worksheet to support classroom teaching, a professional
development resource for educators or trainers, a workshop resource, a subsection for
a free textbook resource or handbook, a unit or section for a distance education study
guide, etc.
WikiEducator is a community resource supported by the Commonwealth of Learning
(COL) for the development of free educational content. COL is an intergovernmental
organisation created by Commonwealth Heads of Government to encourage the
development and sharing of open learning and distance educational knowledge,
resources and technologies.
 Target Audience
Trainers, educators, consultants, web developers.
Basic computer and Internet skills.
 Outcomes
Acquired skills in OER development using Wikis, participants Wiki pages developed,
sample collaborative content developed.
22
Afternoon Events
Workshop A1
Duplicability of Grassroots Concept to Inspire Educators to Use ICT
in Education
 Time
14:00 – 18:00
 Language
English
Leonie Meijerink & Bart Cornille, VVOB, Zambia
Sofia Dopper, Delft University of Technology, The Netherlands
 Content
As a teacher or lecturer you can hardly think of a greater difference in access to,
opportunities and facilities for integration of ICT in education than comparing a
Western University and a rural community school in Zambia. Delft University of
Technology (DUT) and basic colleges of education and community schools in Zambia all
followed a similar approach to enhancing their skills in using ICT in education through
initiating a grassroots project. In both case studies successful grassroots projects took
place. Grassroots projects are based upon individually motivated teachers or lecturers
who choose to explore a specific tool for the use of ICT in the classroom. They receive
expert guidance and a motivational reward. In this session we will look for answers to
the question of whether grassroots provide an opportunity to bridge the digital divide,
or even function as leverage to get started on the fifth generation of eLearning? How
difficult is it to be intrinsically motivated in both cases? Also, is the nature of how
grassroots is set up and organised very different in both case studies?
During the workshop DUT and Grassroots Zambia will bring in lessons learned and
challenges from their experiences.
What we would like participants to learn is how a similar project could work in their
context, whilst maintaining the values of grassroots: appreciate, support, guide and
reward.
 Target Audience
The workshop is targetted at ‘grassroots level’ e.g. teachers and lecturers, but also
for educators who would like to learn how to inspire others or be inspired themselves
to start using ICT in education in an innovative way. It is relevant for organisations or
policymakers supporting educational institutions. We are comparing an advanced level,
of Delft University of Technology to a similar project at beginners level of Colleges of
education and community schools in Zambia, so all levels are welcome.
n/a
 Outcomes
By the end of the session participants will:
Have been exposed to a large number of practical experiences of how an individual
teacher or lecturer can use ICT in education in an innovative way at grassroots level.
Have explored how you could use some of these practical experiences in your own
context, whether it be in a western university or a community school in a rural area.
Have explored which aspects of the grassroots concept have helped to motivate
and inspire lecturers and teachers.
Have discussed ideas on how to organise a similar project in your own context,
whilst maintaining the values of grassroots: appreciate, support, guide and reward.
23
Seminar A2
Developing Strategies for Involving African Teachers in eLearning
Practices
 Time
14:00 – 18:00
 Language
English
 Seminar Leader
 Content
Cecilia Tutu-Danquah, Ghana Education Service, Ghana
Although connectivity, access and policy remain problems in the implementation of
eLearning in African countries, most governments, schools and individuals have made
adequate ICT facilities, services and knowledge available for teachers to use.
At a time when eLearning in the classroom is still in its infancy most African teachers
are still comfortable with the old and traditional way of teaching. They refuse or fail to
use ICTs for lessons.
The teacher is the primary implementer of eLearning concepts and strategies, so what
do we make out of these important conferences if teachers are still sitting on the fence?
This seminar seeks to discuss the factors which impede most African teachers’ interest
in practicing eLearning and brainstorm various strategies to motivate teachers to fully
participate in eLearning issues.
Ghana has been a success story to some extent, despite some impediments. The
proponent believe that other countries may also have other views that will together
help reduce the challenging factors of implementing eLearning in relation the teachers’
participation.
Come and let us share ideas for the improvement of your country, mother Africa and
the entire world.
 Target Audience
Teachers of all grades, educational stakeholders, policymakers and politicians.
Knowledge on the benefits of ICT in education would be beneficial during discussions.
 Outcomes
Participants will acquire knowledge, stategies and skills that will inspire teachers and
educational stakeholders to participate in the implementation of eLearning in all
educational settings which will in turn support accelerated national development.
24
Workshop A3
Learner Devices – From Policy and Principles to Practice
 Time
14:00 – 17:00
 Language
English
John Traxler, Learning Lab, UK
Leonard Mware Oloo, ICWE Africa Ltd, Kenya
 Content
The workshop moves from the exposition of the principles of ‘learner devices’ that was
very well received at last year’s conference, to a phase of exploring the practical issues
in order to produce guidance and support for policymakers, practitioners, managers
and perhaps donors and funders.
The group will have the fundamental position paper as a starting point and move on to
cover a number of scenarios, for example in-serving rural primary teachers, university
students, informal learning for entrepreneurs, support for job-seekers and nurse or
health worker training. Working with these specific scenarios, groups will address the
practical issues of
staff training & development
technology: standards and systems
IT support & infrastructure
content & pedagogy
cost & finance
acceptable use, e-safety & ownership
sustainability & scale; equity and inclusion
blending and institutional learning
user-generated content/user-generated context
Finally, the workshop will synthesis across the groups in order to produce guidelines
and advice.
 Target Audience
Policymakers, managers and practitioners keen to share their experiences and contexts
with the workshop group and keen to think through the implications of moving
from the increasingly difficult proposition that institutions and organisations provide
eLearning using technology and infrastructure provided by educators, to a proposition
that involves building on the ownership of technology by learners themselves.
n/a
 Outcomes
Practical guidelines on the implementation of a ‘learner devices’ policy.
25
Workshop A4
Web 2.0 and eLearning: The Tools of Social Learning
 Time
14:00 – 18:00
 Languages
English / French
 Workshop Leader
 Content
Mark Lassoff, LearnToProgram.tv, USA
The Internet is rapidly changing as social networking tools are becoming more prevalent
and one-way, informational websites are becoming passé. Sites such as Facebook,
Orkut, YouTube, and MySpace have gained worldwide acceptance and have attracted
tens of millions of users seemingly overnight.
For eLearning, what are the lessons to be learnt from this paradigm shift? How can the
existing social networking tools be leveraged to make eLearning more engaging and
interesting? What does the future hold? This workshop will provide a comprehensive
review of the major social networking tools available on the web and demonstrate how
some can be used for eLearning.
The course will include the following topics:
Overview of social networking tools, such as Facebook, Orkut, YouTube, MySpace,
Twitter, Flickr, Stickam, uStream and Second Life
Applications of social networking tools for eLearning, such as live seminar hosting,
online discussion boards for asynchronous learning, Flickr for image presentation,
Twitter for casual learning and simulation in Second Life
 Target Audience
The myriad of social tools available on the web can be overwhelming. Facebook,
YouTube, Twitter and more! This workshop is for anyone who is interested in untangling
the web of eLearning tools and determining which ones will be advantageous for their
eLearning programme.
Anyone managing, designing, developing or simply interested in the future of eLearning
will benefit from this workshop.
n/a
 Outcomes
Participants in this workshop will be able to:
Identify and describe the major Web 2.0 platforms that may be useful adjuncts to
eLearning,
Identify the major opportunities to use Web 2.0 technologies in eLearning,
Plan for the integration of Web 2.0 technologies in to eLearning,
Understanding the implemenation process for Web 2.0 in eLearning,
Identify the risk factors for the integration of Web 2.0 technologies in eLearning,
Relate major Web 2.0 platforms and concepts to their own eLearning initiatives and
identify which would be appropriate.
26
Atelier A4
Le Web 2.0 et le eLearning : les outils de l’apprentissage social
 Horaire
14:00 – 18:00
 Langues
anglais / français
 Président de Session
 Contenu
Mark Lassoff, LearnToProgram.tv, Les États-Unis
L’Internet connaît une évolution rapide : avec la diffusion croissante des outils de mise
en réseau, les sites web informatifs et à sens unique seront bientôt dépassés. Des sites
comme Facebook, Orkut, YouTube ou MySpace ont connu une adoption mondiale et
attiré des dizaines de millions d’utilisateur apparemment du jour au lendemain.
Pour le eLearning, quelles sont les leçons à tirer de ce changement de paradigme ?
Comment exploiter les outils de réseaux sociaux actuels pour rendre le eLearning plus
engageant et plus intéressant ? Que nous réserve l’avenir ? Cet atelier fournira un
aperçu complet de tous les grands outils de réseaux sociaux existants sur le web et
montrera comment utiliser certains d’entre eux pour le eLearning.
La session abordera les sujets suivants :
Aperçu des principaux outils de réseaux sociaux, notamment Facebook, Orkut,
YouTube, MySpace, Twitter, Flickr, Stickam, uStream et Second Life
Applications des outils de réseaux sociaux pour le eLearning, par exemple
hébergement de séminaires en direct, forums de discussion en ligne pour
l’apprentissage asynchrone, Flickr pour la présentation d’images, Twitter pour
l’apprentissage informel et les simulations dans Second Life
 Public cible
La myriade d’outils sociaux disponibles sur le web peut être intimidante. Facebook,
YouTube, Twitter, et combien d’autres ! Cet atelier est destiné à tous ceux qui souhaitent
débrouiller la toile des outils de eLearning et découvrir ceux qui seront utiles à leur
programme de eLearning.
Cet atelier intéressera tous ceux qui organisent, conçoivent ou développent l’avenir du
eLearning, ainsi que les personnes qui s’y intéressent.
Non requises
 Résultats
Les participants à cet atelier seront en mesure :
d’identifier et de décrire les principales plateformes Web 2.0 pouvant être utiles au
eLearning ;
d’identifier les principales opportunités des technologies du Web 2.0 pour le
eLearning ;
de planifier l’intégration des technologies Web 2.0 dans le eLearning ;
de comprendre le processus d’implémentation du Web 2.0 dans le eLearning ;
d’identifier les facteurs de risque liés à l’intégration des technologies du Web 2.0
dans le eLearning ;
de lier les principales plateformes et notions du Web 2.0 à leurs propres initiatives
de eLearning et d’identifier les plus appropriées.
27
Workshop A5
GeSCI-PanAf Joint Workshop on Research in ICT Education &
Development
 Time
14:00 – 18:00
 Language
English
Mary Hooker, Global e-Schools and Communities Initiative (GeSCI), Ireland
Patti Swarts, Global e-Schools and Communities Initiative (GeSCI), Kenya
Diénéba Traoré, ERNWACA, Mali
Thierry Karsenti, Université de Montréal, Canada
Christopher Mwangi Gakuu, University of Nairobi, Kenya
Paul Nleya, University of Botswana, Botswana
Issifu Yidana, University College of Education, Winneba, Ghana
Evode Mukama, National University of Rwanda, Rwanda
 Content
The jointly hosted workshop will be framed by the GeSCI commissioned ICT Education
Meta-Review Research conducted by Professor John Le Baron and Beth McDonough
in two phases in 2009. Key findings emanating from the research report reveal a) an
apparent disconnect between ICT in education and mainstream research and b) a
general absence of the southern voice in the ICT education literature.
The workshop will bring together researchers and collaborating partners in a research
panel discussion prior to the eLA conference that will serve as a knowledge-exchange
platform on African ICT-Education Research. The research panel presentations will
provide a forum for researchers from different institutions and partnerships to share
their original work, models and insights into the research development process in the
African region. The open discussion will provide an opportunity to produce suggestions
and recommendations to address issues on the use of innovative research in the African
ICT-Education & Development context in a manner which will lead to sustained change.
Panellists:
The panel will include exemplary African researchers from IDRC’s PanAf network
(Christopher Gakuu of the University of Nairobi and Issifu Yidana of the University of
Education, Winneba, Ghana), and GeSCI’s research partnership network (Paul Nleya, of
the University of Botswana and Evode Mukama, of the National University of Rwanda).
The strategic objective of the workshop will be to reflect on existing experiences and
models of research partnerships in the area of ICT in education and development,
and the potential opportunities for developing / enhancing research efforts that are
relevant to the issues and challenges of GeSCI-PanAf partner countries in the African
region.
The specific objectives of the workshop are to:
present GeSCI-PanAf experiences of collaborative models, projects and original
work in African ICT4E research,
promote reflection and debate on the issues of the southern voice and collaborative
partnerships in ICT education, research and development,
explore parameters for GeSCI-PanAf research partnership collaboration to inform
and shape policy and to contribute to the international literature.
28
 Target Audience
ICT-in-Education participants from public and private research partnerships, networks,
associations, agencies and business world attending the eLA Conference.
No prior technical knowledge is required of participants. Useful background information
on the work of the workshop hosts in ICT Education Research and Development can be
found at the GeSCI Research Framework for ICT in Education & Development and on
PanAf and its observatory at the Pan-African Research Agenda for the Pedagogical
Integration of ICT in Education and Observatory on the Pedagogical Integration of ICT.
 Outcomes
The outcomes from the research workshop will include:
Research Recommendations: A document containing the recommendations from
the panel discussions will be produced and published in conjunction with the
eLearning organisers.
Research Collaboration: It is expected that the panel debate and discourse
will generate ideas and reflections for GeSCI-PanAf partnership collaboration,
suggesting ways in which both research programmes can complement and bring
value to the other.
Rolling Conversation: In order to allow for continued input to partner research
agendas post-eLearning Africa, GeSCI and PanAf will endeavour to collaborate
on establishing means and opportunities for research communities to continue
the conversation on the research issues and in particular on the promotion of the
southern agenda in ICT-Education Research & Development.
29
Workshop A6
Incorporating Open Source Software Tools into Your Course
 Time
14:00 – 17:00
 Language
English
 Workshop Leader
Gerona McGrath, Memorial University, Canada
 Content
In this hands-on workshop we will explore the use of six open source tools that can
be easily deployed to enhance collaborative and individual student work, as well as
improve learning outcomes for your course in general. Through a series of interactive
activities the presenters will facilitate the workshop by first exploring commonly
used open source products. These are Open Office, Audacity for audio files, Mahara
for ePortfolios, WetPaint for Wikis, Blogger for blogs, and CamStudio for capturing
computer screen activity and audio. The participants will then go through an activity to
identify areas for improvement with their course(s) and determine which of the open
source tools can help. Finally, participants will have the opportunity to create their own
learning resources using some of the tools.
 Target Audience
This session is aimed at instructors and instructional designers new to incorporating
open source software tools into their courses.
Basic level of comfort with personal computing, using the Internet and downloading
files.
 Outcomes
Participants will be knowledgeable about several open source tools they can start
using immediately to improve their student learning outcome, develop confidence
in evaluating and selecting software they can use in their courses and they will have
already started or completed at least one media product they can use immediately or
continue to develop after the session.
30
Seminar A7
Distance Learning Education and Telemedicine Initiatives Using
Cutting-Edge Technologies
 Time
14:00 – 15:30
 Language
English
 Seminar Leader
 Content
George Hara, Alliance Forum Foundation (AFF), Japan
1. Introduction of the initiatives of Alliance Forum Foundation
Distance learning solution project
Telemedicine solution project
Supilurina project for alleviating malnutrition
Development of ‘Public Interest Capitalism’ theory and practice
2. Introduction of the Distance Education Project at the University of Zambia
3. Demonstration of a distance lecture at the University of Zambia
4. Discussion on social development using new technology
5. Information exchange among participants
 Target Audience
Professors, people in the education industry, university students.
n/a
 Outcomes
By participating in this seminar, participants will be able to see main issues in education
and the health sector in developing countries and to see why cutting-edge technologies
can be a solution for such problems.
31

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