Welcome to the module EUP1501

Ethical Information and Communication Technologies for Development Solutions

Welcome to this module!Greetings to you and welcome to EUP1501: Ethical Information and Communication Technologies for Development Solutions. In this module, we look at the study of how Information and Communication Technologies (ICTs) can be used ethically for development.

Students who successfully complete this module will be able to present critical arguments around ICTs for development, while appreciating ethical dimensions within an information society in relation to Copyright and Intellectual Property Rights, privacy, control, conduct and expectations. In addition, successful students will be able to demonstrate their ability to maintain efficient, organised and secure electronic working environments by managing digital files, systems and application software, as well as capabilities related to engaging with textual and numerical data to present information in various formats.

This webpage is dedicated to supporting your learning for this module, Ethical ICTs for Development Solutions. Because this is a fully online module, there are no traditional paper prescribed textbooks for the module. You need to use myUnisa to study and complete the learning activities for this course. You should make a regular habit of visiting this module website for EUP1501 on myUnisa, at least once or twice a week.

Your module learning will be structured in the following manner: 

o Learning Units. o Other documents provided by your lecture team (see Additional Resources).

o Discussions between students, where you will find a Topic called “General Subject-related Discussions”. This is a space for you to talk with your fellow students about this course. The lecture team will include other Topics and Forums for you.

o Schedule, for you to check your official assignments and examination dates.

o Announcements will inform you about special meetings, local conferences, or important course-related issues. When we upload an Announcement, you will receive an email reminding you to check the website, while the Announcement will stay on the website for later referrall also.

Don't know where to start? Well, follow these instructions and start by going to Learning Units. 

1. Go to Learning Units by clicking on the name in the left hand panel above. Start at the beginning and complete the activities in the "Getting Started" section.

2. This includes some activities to give you practice using myUnisa and practice studying online. We call these "ice breaker" activities because they do not count for any marks in the course -- they are just for practice.

3. They will also help you to get to know the other students in your group and your Teaching Assistant.

We hope that you will take full advantage of these additional features to make your studies more exciting and successful. 

We wish you success on your journey! 

Announcement

Subject What to do for EUP1501 until January 2013

Saved By PROF L GOOSEN

Date Dec 18, 2012 8:34 pm

Groups site

Message

Dear Students

Please note that the site you are currently connected to is just a temporary one for December 2012 - you will have access to the final group sites and your teaching assistants from early in January 2013. For those of you who would like to get started so long, you can read through the four ‘theory’ chapters under Additional Resources:

Chapter 1: Understanding Development Chapter 2: Information and Communication Technologies for Development

Chapter 3: ICTD APPLICATIONS IN CORE SECTORS

Chapter 8: Ethics, Copyrights and IPR

You can also follow the instructions provided in Learning Unit 0 Module Overview - Booting up ... (Getting started) Getting you started... (please note that these have been updated) to load the background programs that will enable you to run myITLab. However, you will not be able to access myITLab yet - only once you have been grouped in January 2013 will your access details be available.

Regards

The 2013 EUP1501 team

Unit 0: Module Overview - Booting up ... (Getting started)0.1 Welcome to the moduleInstructions: Read this overview, and if required, use a printed Table 1 to refer to during our journey through the different topics as a 'place-mat'. You can BOOKMARK any topic to return to it again later.Welcome to the module EUP1501: Ethical Information and Communication Technologies for Development Solutions

This is a Unisa signature module, which is important for your degree, as it orientates you to societal issues. It is set on NQF level 5, the first higher education level in your degree or diploma or certificate. This is a 12 credit module, which means that an average student will require about 120 hours to complete it. The field that we will explore is Computer and Information Sciences; more specifically, the sub-field of Data Entry and Microcomputer Applications. 

The following table provides you with a 'bird's eye view' of the module, the different units, what content will be discussed in each, and how the two textbooks will position the tasks into different contexts - the one as a influelncing member in our society where you will use information communication technologies in a variety of ethical ways in a developmental manner to solve solutions, and the other, in a work-based scenario where you are required to show computer competencies in a variety of situations (like using a wordprocessor, or a spreadsheet, or email, or a presentation, and so forth).

Unit

Tools Content and/or context

1

Creating Documents with Microsoft Word 2010

Understanding Development

2Getting Started with Internet Explorer 8

Information and Communication Technologies (ICTs) for Development

3

Getting Started with Microsoft Office PowerPoint

ICT4D Applications in Core Sectors of Development

4Creating a Worksheet and Charting Data

Ethics, Copyright and Intellectual Property Rights

You are required to read and use the sources used here, on this website. We recommend that you use the Internet in addition to do some background readings; for this the myUnisa website is of fundamental value for this module. You need to visit the site weekly in order to participate in the discussions that may arise, to do your tasks and assignments, and to get the necessary feedback from the lecturering team on topics (such as online activities, class assignments and group discussions).

We wish you success on your journey!

Unit 0: Module Overview - Booting up ... (Getting started)

Course information

How this course is organizedThe central concepts as   basis for the Units in this module :

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development Unit 2: Exploring the Internet and ICTs for Development Concepts

Unit 3: Getting Started with Microsoft Office PowerPoint for ICT4D Applications in Core Sectors of Development

Unit 4: Creating a Worksheet and Charting Data with regard to Ethics, Copyright and Intellectual Property Rights

Purpose of this moduleStudents who successfully complete this module will be able to present critical arguments around ICTs for development, while appreciating ethical dimensions within an information society in relation to Copyright and Intellectual Property Rights, privacy, control, conduct and expectations. In addition, successful students will be able to demonstrate their ability to maintain efficient, organised and secure electronic working environments by managing digital files, systems and application software, as well as capabilities related to engaging with textual and numerical data to present information in various formats. The module will be delivered via myUnisa, the Internet and peer group interaction. The lecturering team will interact with students on myUnisa and via email.

Outcomes of the module

For this module, there are four outcomes that we hope you will be able to accomplish by the end of the course:

Specific outcome 1: Present critical arguments around ICTs for development. Specific outcome 2: Appreciate ethical dimensions within an information society in relation to

privacy, rights, property, control, conduct and expectations.

Specific outcome 3: Demonstrate capabilities related to engaging with textual and numerical data to present information in various formats.

Specific outcome 4: Maintain efficient, organised and secure electronic working environments by managing digital files, systems and application software.

Click on the word Next to go on to the next section.

Unit 0: Module Overview - Booting up ... (Getting started)Getting you started ...

Getting you started with EUP1501: Ethical Information and Communication Technologies for Development SolutionsBefore you can really get into this   module, there are a number of things that you first need to do:

1. If you haven't done so already, claim your myLife e-mail account [You can watch a short video on how to do this]

2. You also need to join myUnisa and create your myUnisa password [You can watch a short video on how to do this]

Have you forgotten your myUnisa password? You can just click here. 

3. Get your computer ready for myITLab : 

Go to www.myITLab.com (you can just click on the link provided) – you should see a screen similar to the one on the right.

On the right-hand side of the page, towards the bottom (next to the picture of the girl), you will see a message: Attention Students - Get your home computer ready for MyITLab! Click on PC Users click here (on that page - NOT here ;)

Unit 0: Module Overview - Booting up ... (Getting started)

0.4 Assessment in this module

Instructions: Read this to get an overview of how many and what types of assignments there will be.

Assessment in this moduleThis is where we provide the details of assessment in this module.

The general purpose of assessment in this module is to determine whether your current level of knowledge and performance (competence) accurately reflects the specific outcomes that the module expects of you as a student.

Such assessment will

enable you to compare your performance with the outcomes of the different units and the module as a whole and

enhance your learning in order to meet these outcomes.

There are several reasons why assessment is conducted in this module: 1. To monitor your individual performance and check progress to provide you with learner

support2. To determine your training needs by determining what you as a student might already know

and can do regarding the course requirements

3. To assess you as you complete this module at the end of the semester.

Specific assessment contexts The contexts within which your assessment will take place provides for the following aspects:

Your assessment will take place within an Open Distance Learning (ODL) context The specific discipline involved is Computing

In terms of the learning programme in which the assessment takes place, the EUP1501 module currently forms part of around 99 different qualifications

In terms of the number of students involved in assessment, each assessment will be conducted on an individual basis, but will in some instances occur within the context of a small group of students, for instance when you take part in discussions with your fellow students, make comments on their postings and consider their comments on your postings

This module is offered at an undergraduate level for learners

In most cases, the number of assessors involved in your assessment is one - you will be assessed by the teaching assistant to whom you have been assigned.

Please be assured that all assessment in this module will be conducted in a fair, valid and confidential manner - no-one will have access to your answers, but you, your teaching assistant and possibly an authorised module moderator. The latter would be one of the teaching assistant coordinators.

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development Assignment 1: Word Grader Project (Stress Management) Assignment 2: Choice between Discussions on (Case study 1: Bhutan and Gross National

Happiness) OR (Case study 2: Connecting Nangi)

Assignment 3: Choice between Practical Exercises on (Case study 1: Bhutan and Gross National Happiness) OR (Case study 2: Connecting Nangi)

Unit 2:  Exploring the Internet and ICTs for Development Concepts  Assignment 4: Internet Explorer 8 End-of-Chapter Quiz Assignment 5: Choice between Discussions on  (Mountain Kingdom) OR Trends in ICT4D

Evolution and Growth (new cell phones)

Assignment 6: Choice between Practical Exercises on ICTs for Development Concepts (Mountain Kingdom) OR (new cell phones)

Unit 3: Getting Started with Microsoft Office PowerPoint for ICT4D Applications in Core Sectors of Development 

Assignment 7: PowerPoint Grader Project (First-time Home Buying) Assignment 8: Discussions on ICT4D Applications in Core Sectors of Development 

Assignment 9: Practical Exercise on ICT4D Applications in Core Sectors of Development (Case Studies)

Unit 4: Creating a Worksheet and Charting Data in support of Ethics, Copyright and Intellectual Property Rights

Assignment 10: Excel Grader Project (Sales Comparison) Assignment 11: Learning more about Excel, including discussions on answers

Assignment 12: Practical Exercise on Ethics, Copyright and IPRs (computer labs) 

Final Assignment: Reflective blog on module

Your final mark for this module Weighting in the course: Semester Mark & Exam

o 80% semester mark for assignments across the different units and

o 20% final practical examination. 

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development

Creating Documents with Microsoft Word 2010

Creating Documents with Microsoft Word 2010 In This Chapter, you will use Microsoft Word, which is one of the most common programs found on computers and one that almost everyone has a reason to use. You will use many of the new tools found in Word 2010. When you learn word processing, you are ‘ also learning skills and techniques that you need to work efficiently on a computer. You can use Microsoft Word to perform basic word processing tasks such as writing a memo, a report, or a letter. You can also use Word to complete complex word processing tasks, such as creating sophisticated tables, embedding graphics, writing blogs, creating publications, and inserting links into other documents and the Internet. Word is a program that you can learn gradually, and then add more advanced skills one at a time.

The projects in this chapter relate to Laurel College. The college offers this diverse geographic area a wide range of academic and career programs, including associate degrees, certificate programs, and non-credit continuing education and personal development courses. The college makes positive contributions to the community through cultural and athletic programs and partnerships with businesses and nonprofit organizations. The college also provides industry-specific training programs for local businesses through its growing Economic Development Center.

In order to complete the following learning activities, you now need to log

onto http://www.myitlab.com/

Project A: Flyer Objective 1      Create a New Document and Insert Text   51 

o Activity 1.1 Starting a New Word Document and Inserting Text 51

Objective 2 Insert and Format Graphics  

o Activity 1.2        Formatting Text Using Text Effects

o Activity 1.3        Inserting and Resizing Pictures

o Activity 1.4        Wrapping Text Around a Picture

o Activity 1.5        Moving a Picture

o Activity 1.6        Applying Picture Styles and Artistic Effects

o Activity 1.7        Adding a Page Border

Objective 3      Insert and Modify Text Boxes and Shapes

o Activity 1.8        Inserting a Shape

o Activity 1.9        Inserting a Text Box

o Activity 1.10     Moving, Resizing, and Formatting Shapes and Text Boxes

Objective 4      Preview and Print a Document

o Activity 1.11     Adding a File Name to the Footer

o Activity 1.12     Previewing and Printing a Document 

Project B: Information Handout Objective 5      Change Document and Paragraph Layout

o Activity 1.13     Setting Margins

o Activity 1.14     Aligning Text

o Activity 1.15     Changing Line Spacing

o Activity 1.16     Indenting Text and Adding Space After Paragraphs

Objective 6      Create and Modify Lists

o Activity 1.17     Creating a Bulleted List

o Activity 1.18     Creating a Numbered List

o Activity 1.19     Customizing Bullets

Objective 7      Set and Modify Tab Stops

o Activity 1.20     Setting Tab Stops

o Activity 1.21     Modifying Tab Stops

Objective 8      Insert a SmartArt Graphic

o Activity 1.22     Inserting a SmartArt Graphic

o Activity 1.23     Modifying a SmartArt Graphic 

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development

Assignment 1: Stress ManagementInstructions: For the purpose of marking this assignment (1), you are required to perform the tasks as set out in the Word Word_CH01_GOV1_IRCD_Instructions.docx(The file

Word_CH01_GOV1_IRCD_Instructions.docx containing these instructions can also be downloaded for the Additional Resources, under Unit 1)

Project Description: In the following project you will create a short document to be used as a handout at a seminar entitled Stress Management: the good, the bad, and the useful. You will make formatting changes and insert graphics to make this document look more professional.

Instructions: For the purpose of grading the project you are required to perform the following tasks:

Step Instructions Points Possible

1 Start Word. Download and open the file named GO_w01_Grader_IR.docx. 0

2 Press CTRL+END. Insert the text from the downloaded document w01_insert.docx using the Insert Text from File command.  7

3Set all margins in the document to 1 inch. Select the entire document. Set the spacing after to 6 pt and the line spacing to 1.15 for all paragraphs. 

12

4

Move the insertion point to the beginning of the paragraph that begins Although chronic stress and insert the downloaded picture file w01_calm.jpg. Change the height of the picture to 3 inches. Change the wrapping style to Square. Apply the Reflected Rounded Rectangle picture style. Apply the Pastels Smooth artistic effect to the picture. 

10

5Center align the paragraph that begins a seminar provided. Apply a first line 0.5-inch indentation to the paragraph beginning Although chronic stress. 

6

6Select the title of the document, Stress Management and the paragraph mark that follows it. Format the text using the Gradient Fill - Blue, Accent 1 style text effect. 

10

7 Format the three paragraphs containing External, Internal, and Survival as a bulleted list using the checkmark bullet style.  6

8

 Move the insertion point to the blank line after the paragraph that begins Having a stress management system. Type 1. Identify good and bad stress zones and then press ENTER. Type Develop healthy ways to relieve bad stress, press ENTER and then type Continually reassess (no period). (Note: the second and third paragraphs should be numbered automatically).

6

9  Add a Box page border to the document using the default settings. 3

10Insert a Right Arrow shape in the upper right corner of the first page of the document. Change the height of the shape to 0.25 inches and the width to 4.5 inches. 

8

11Position the top left corner of the Right Arrow shape at the 0.5-inch mark on the vertical ruler and the 1.5-inch mark on the horizontal ruler. 

1

12In the upper left corner of the document, draw a text box. Set the height of the text box to 0.8 inches and the width to 1.4 inches. Type the text Individual and group sessions available! in the text box. Center the text in the text box. 

10

13Position the top left corner of the text box at the 0.5-inch mark on the vertical ruler and the -0.5-inch mark on the horizontal ruler. 

1

14 Insert the file name in the footer of the document using the FileName field.  3

15Select the two paragraphs containing the office hours (Mon - Fri and Saturday). Set a right tab stop at the 3-inch mark with a dotted leader (option 2) for these two paragraphs. 

8

16Press CTRL+END. Insert a Vertical Box List SmartArt graphic. Enter Sylvia Martinez in the top box, Jeffrey Pinkett in the middle box, and Latasha Worth in the bottom box. Change the width of the SmartArt graphic to 5 inches.

9

17 View the print preview of the document. Save the document. Close the document and then exit Word. Submit the document as directed. 0

  Total Points 100

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development

Activities

CHAPTER 1: UNDERSTANDING DEVELOPMENT 23

1.1 Understanding Human Development 23

You can have a look at what the South African Department of Economic Development has to say about their New Growth Path Framework at http://www.economic.gov.za/  

1.2 The Human Development Framework and Global Development Goals 25

Activity: On Table 1: Trends in the Human Development Index, 1970-2010 (Reddi, 2011: page 27), identify the regional and HDI groups within which your country falls. What does this tell you about changes with regard to life expectancy, education/literacy and income/standard of living levels?

Source: UNDP, Human Development Report 2010 – 20th Anniversary Edition: The Real Wealth of Nations – Pathways to Human Development (New York, 2010), p. 28, http://hdr.undp.org/en/reports/global/hdr2010

1.3 The Millennium Development Goals 28

Activity: You read  about the 8 Millennium Development Goals and 18 targets in Box 1: The Millennium Development Goals and Targets (Reddi, 2011: page 29). At the site http://www.unmillenniumproject.org/goals/gti.htm you can have another look at the MDGs and targets, complemented by 48 technical indicators to measure progress towards the MDGs.

1.5 Communication and Development 34

Telesecundaria is a system of distance education programmes for secondary and high school students created by the Government of Mexico and available in rural areas of the country, running successfully since 1968.

To read more about Telesecundaria, see http://www.unesco.org/

e ducation/educprog/lwf/doc/portfolio/a bstract8.htm (1000 words; 11/2 pages).

On the World Bank site http://go.worldbank.org/18DR286ON0 you can read the abstract of a report by Jose Calderoni, “Telesecundaria: Using TV to Bring Education to Rural Mexico”, Education and Technology Notes Series, Vol. 3, No. 2 (1998). The site also offers you the options of downloading the Complete Report/ Official version of document (may contain signatures, etc) in PDF format (15 pages; 1.05 mb) or a Text Version, which is "uncorrected OCR text and is included solely to benefit users with slow connectivity."

Finally, you can have a look at some photos related to Telesecundaria at http://www.panoramio.com/photo/47541596

1.6 Linking ICTs to Global Development Goals 37

Activity: Have a look at Figure 1: Number of fixed telephone lines, mobile cellular subscriptions and Internet users per 100 population in the world, 1990-2009 (Reddi, 2011: page 38). Based on this figure, how many fixed telephone lines, mobile cellular subscriptions and Internet users per 100 population in the world, would you guess were there in the year in which you were born?

Source: Department of Economic and Social Affairs (DESA) of the United Nations, Millennium Development Goals Report 2010 (New York, 2010), p. 71, http://www.un.org/millenniumgoals/pdf/MDG%20Report%202010%20En%20r15%20-low%20res%2020100615%20-.pdf

1.7 Current Trends in ICTD 39

You can Read more about the UN E-Government Surveys, and specifically the 2012 Global E-Government Survey (E-Government for the

People) at

http://www.unpan.org/egovkb/global_reports/08report.htm

1.8 From Knowledge Economies to Knowledge Societies 41

You read about how an increase in Internet penetration in emerging economies correlates with an incremental GDP

increase on page 41 of Reddi (2011).

You can read more about this on page 3 of the report by Boston Consulting Group commissioned by Telenor, “Socio-economic Impact of Internet in Emerging and Developing Economies”, in ICT for Economic Growth: A Dynamic Ecosystem Driving the Global Recovery (Cologny/Geneva, World

Economic Forum, 2009) http://www.weforum.org/pdf/ict/ICT%20for%20Growth.pdf.

1.9 Bridging the Digital Divide 44

“Fewer people in poor countries than in rich ones own computers and have access to the Internet simply because they are too poor, are illiterate, or have other more pressing concerns, such as food, health care and security.”

Activity: You can read the article “The Real Digital Divide” in “The Economist" of 10 March 2005 at http://www.economist.com/node/3742817              (1000 words; less than 2 pages).

Source: “The Economist, “The Real Digital Divide”, 10 March 2005 http://www.economist.com/node/3742817 

1.10 The Role of International Development Frameworks and Organizations 46

You read about Kofi Annan’s IT challenge to Silicon Valley on 5 November 2002 on page 47 in Reddi (2011).

If you would like to read the complete article, you can go to http://news.cnet.com/2010-1069-964507.html?tag=lh.

Source: Kofi Annan, “Perspective: Kofi Annan’s IT challenge to Silicon Valley”, CNET News, 5 November 2002, http://news.cnet.com/2010-1069-964507.html?tag=lh.

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development

Assignment 2: Choice between Discussions

Assignment 2: Choice between Discussions on (Case study 1: Bhutan and Gross National Happiness) OR (Case study 2: Connecting Nangi)

You read about the Millinium Development Goals ...

1. You read a summary adapted from the report  "Gross National Happiness in Bhutan: A Living Example of an Alternative Approach to Progress" by Alejandro Adler Braun, Wharton International Research Experience, 24 September 2009 in Case study 1: Bhutan and Gross National Happiness on page 32 in Reddi (2011). You could also read through an abstract of this report at http://www.schoolforwellbeing.org/c.php?id=19(Right click and choose Open in New Window) .

2. In a decreasing order of priority, list what you consider to be the most important MDGs and targets from development that you would like to see in your country. Post (place/copy) your answer (the list) in Discussions.

  1. You read about Nangi (Case study 2:

Connecting Nangi) on page 51 in Reddi (2011). You can also take a look at the website of the Himanchal Education Foundation http://www.himanchal.org (Right click and choose Open in New Window). 

2. What are the key MDGs and targets that this project in Nepal seeks to address? Make a list of the goals and prioritize them.  Post (place/copy) your answer (the list) in Discussions.

3. Compare the list you have made with that of three other students in your group. Reply to each of the other students' posts with your comments that identify what is common in the lists, and what is different. 

Assessment rubric for Assignment 20 Nothing submitted 0%1 Answers 20%23

List provided does NOT (adequately) answer

30%40%

4 List provided adequately answered 50%

5 Three replies to other students' answers were posted 60%

6

7

Good quality list providedand/or

Good quality replies provided to other students' answers

70%

 85%

8 Exceptional, ground breaking ideas 100%

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development

Assignment 3: Choice between Practical Exercises

Assignment 3: Choice between Practical Exercises on (Case study 1: Bhutan and Gross National Happiness) OR (Case study 2: Connecting Nangi)

Now, in no more than a one page Word document (aim for around 500 words), create a new list, once again prioritizing the MDGs and targets from development you would like to see in your country. However, this list should not only be the original list that you placed in the Discussions: it should also incorporate the replies you got from your peers and the Discussions that took place in the rest of your group. Include on this one page an explaination of how you arrived at your final list, by referring to the replies you got from your peers and the Discussions that took place in the rest of your group. It is also important that in this page, you explain your view on how you compare “happiness” to increased economic wealth. Submit your one page Word document via the Dropbox facility. 

Now, in no more than a one page Word document (aim for around 500 words), create a new list, once again prioritizing the MDGs and targets that this project in Nepal saught to address. However, this list should not only be the original list that you placed in the Discussions: it should also incorporate the replies you got from your peers and the Discussions that took place in the rest of your group. Include on this one page an explaination of how you arrived at your final list, by referring to the replies you got from your peers and the Discussions that took place in the rest of your group. It is also important that in this page, you  summarise the link between the development goals and the ICTs in this project. Submit your one page Word document via the Dropbox facility.  

 

Directions for submitting assignments on myUnisa

To submit an assignment via myUnisa:

Go to myUnisa. Log in with your student number and password.

Select the module: EUP1501

Click on Assignments in the menu on the left-hand side of the screen.

Click on the assignment number you wish to submit.

Follow the instructions to upload your assignment into the system.

The teaching assistant that you have been assigned to will mark assignments such as this one electronically. You are thus required to submit these assignments online in the prescribed format via myUnisa.

After you upload your assignment, you will immediately receive an onscreen message with a reference number, like a receipt. Keep track of this number, in case you have a question about a specific assignment.You will receive feedback from your teaching assistant so that you can read everything and improve it for the next time.

The advantages of submitting your assignments online include:

If your assignments contain colour maps and graphics, we will see it in colour. Your assignment will reach us much sooner and we can also return (by e-mail) the marked assignment

much quicker. In a semester system this has huge advantages in terms of the time it takes for you to receive feedback.

This mode is more environmentally friendly, which is important.

You don't have to wait for the post to see how well you have done in the assignment.

Assessment rubric for Assignment 3: 

0 Nothing submitted 0%

123

Document provided does not conform to the requirement set

15%30%

40%

 4 Word document contains a prioritised, numbered list of MDGs and spesified targets

of an appropriate length 50%

 5 Word document list incorporates others' replies & discussions   60%

 6  Document explains how updated list was arrived at  75%

 7Document provides a comparison of "happiness" to increased economic wealth

OR summarises the link between the development goals and the ICTs in this project 85%

8 Exceptional, ground breaking ideas 100%

 

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding DevelopmentIn summary ...

Creating Documents with Microsoft Word 2010 

In this unit, you created and formatted documents using Microsoft Word 2010. You inserted and formatted graphics, created and formatted bulleted and numbered lists, and created and formatted text boxes. You also created lists using tab stops with dot leaders, and created and modified a SmartArt graphic.

Understanding Development The human development approach is a new development paradigm that looks at the process

of development through a more people-centred and humane approach. This approach is best exemplified in the HDI and the Human Development Reports.

Global development goals are currently based on the human development approach.

Even after 2015, the MDGs have to be seen more as a road map toward progress rather than end posts in themselves. 

The use of ICTs to meet development goals has been embedded in the MDGs in Goal 8 where governments have agreed to, in “cooperation with the private sector,

make available the benefits of new technologies, especially information and communications technologies.”

ICTs can be used to provide improved and equitable delivery of services; facilitate complex planning processes and coordination across sectors; and enable increased information sharing, outreach and monitoring of key efforts. 

The active engagement of international agencies in the use of ICTs for development is now called ICTD. This began with the United Nations ICT Task Force that later became the United Nations Global Alliance for ICT and Development.

To work out and to spell out a plan of action for the use of ICTs in development, two major conferences, WSIS I and II were held in 2003 and 2005.

Following WSIS II in 2005, most international agencies have engaged with ICTs for development in their mandated areas of operation.

There has been strong commitment among all stakeholders, international and national, and intense activity in using ICTs for development. Billions of dollars are spent every year to understand and apply these very powerful tools. This commitment is manifested in the many international agreements, including the MDGs, followed by the meetings of WSIS in Geneva and Tunis in 2003 and 2005 respectively.

Governments are now keen to exploit the latest technologies to extend reach and improve the quality of development activities. As a result, there are a range of ICT-based development efforts across the world, both sectoral and based on the WSIS agenda of action. These include policy work, human capacity building, infrastructure development, and citizen services.

Unit 1: Creating Documents with Microsoft Word 2010 for Understanding Development

Further reading

The following is a list of resources that appears at the end of Chapter 1: Understanding Development in Reddi (2011). Please note that this is not required reading for the course, and you will not be tested in any way on these - it is for those of you who might want to read further...

Economic Intelligence Unit. Digital Economy Rankings 2010: Beyond e-Readiness. The Economist, 2010. http://graphics.eiu.com/upload/EIU_Digital_economy_rankings_2010_FINAL_WEB.pdf

Eisenstadt, Samuel N. Tradition, Change, and Modernity. New York: John Wiley & Sons, 1973.

Hagen, Everett. On the Theory of Social Change. Homewood, Illinois: Dorsey Press, 1962.

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