Techknowlogia Journal 2003 Jan Mac

8/6/2019 Techknowlogia Journal 2003 Jan Mac

1/80

!!!!1 !!!!TechKnowLogia, January - March 2003 Knowledge Enterprise, Inc. www.TechKnowLogia.org

TM

Volume 5, Issue 1 January - March 2003

Themat i c Focus: Techno l og i es and Lea r n i ng

5555 Is Instructional Technology a Must for Learning?Wadi D. Haddad, Editor

The integration of modern ICTs into the teaching/learning process has great potential to enhance learning. Inaddition, ICTs, although expensive, may be the best investment to make acceptable levels of learningaffordable for all students anywhere.

7777 Brain Research, Learning, and TechnologyLaurence Wolff, Inter-American Development Bank

Brain research is beginning to shed light on fundamental questions about human learning. This articlehighlights recent research on the brain and its implications for education, learning and technology.

1 01 01 01 0 Does This Stuff Work? A Review of Technology Used to TeachJ.D. Fletcher, Institute for Defense Analyses

This article reviews the effectiveness of technology-based instruction in terms of instructional effectiveness,

time savings, cost reduction, individualization, and student attitudes.

1 51 51 51 5 e-Learning - The New Frontier in the Developing WorldCheick Kante, COO, and Vishal Savani, Director of Business Initiatives, World Links

As technology becomes more and more ubiquitous and affordable, e-learning carries the greatest potential totrain masses in the developing world in anything and everything; e-learning can and will revolutionize learningin the Southern Hemisphere.

This issue is co-sponsored by:Academy for Educational Development

and The World Bank

The contents of this Issue do not necessarily reflect the policies or the views of the co-sponsors or their affiliates


2/80


2 02 02 02 0 TechKnowNews

CD-ROM Teaching Tool is a Hit with Educator and EMMA Foundation Using ICTs for Networking

Youth Organizations Digital Partners Announces SEL Participants for 2002 - 2003 Classroom

Connect and ATG Provide Education to the Educators UNICEF Publishes New League Tables onEducation

2 32 32 32 3 Taming Science Models for Classroom UseBoris Berenfeld, Dan Damelin, Amy Pallant, Barbara Tinker, Robert Tinker, and Qian Xie, ConcordConsortium

Modeling software that is sufficiently flexible and requires students to interact or construct their own modelscan engage students in authentic scientific inquiry and reasoning.

2 82 82 82 8Critical Thinking Curriculum ModelBill Robertson, Project Leader, and Richard Alexander, Science Education Specialists, Los AlamosNational Laboratory

The Critical Thinking Curriculum Model utilizes a multidisciplinary approach that integrates computertechnology with effective learning and teaching practices and provides students and teachers with a processand an opportunity to address current real world issues.

3 23 23 23 2 LessonLab: Evolving Teaching into a ProfessionRonald Gallimore and Jim Stigler, University of California, Loas Angeles and LessonLab

Teachers need and want a large, rich, easily accessible knowledge base for teaching that includes vividimages of alternative teaching practices represented in lesson videos.

3 53 53 53 5 The West Virginia Story: Technology Advances Learning and TeachingSoledad MacKinnon, Inter-American Development Bank

This article summarizes a report on the West Virginia Basic Skills/Computer program. This program marksthe first time that a long-term statewide learning technology program has been assessed for effectiveness.

3 83 83 83 8 Using Technology to Promote Critical Thinking through the Natural SciencesSarah S. Thompson, Outreach Coordinator, Natural History Museum of Los Angeles County

Earth Odyssey is a field ecology outreach program in which students explore the biological diversity of theirenvironment. The goal of this program is to use technology to promote critical thinking through the naturalsciences.

4 04 04 04 0 Preserving Culture in a Technological EnvironmentEdna Aphek

The Intergeneration Program and the New Technologies is a program where young students tutor the oldergeneration at computer and Internet skills while at the same time learning from them a chapter of theirpersonal history.


3/80


4 24 24 24 2 Raising Achievement and Lowering Costs with Technology in Higher EducationGregg B. Jackson, Associate Professor of Education Policy, The George Washington University

The Pew Foundation has been funding a coordinated effort to see if universities can increase theeffectiveness of their large introductory courses while reducing the instructional costs. Three rounds ofgrants have been awarded, with ten colleges and universities receiving awards in each round. Final reportsare in from the first round. What do the results indicate?

4 54 54 54 5 Benchmarking Science Education Software: Less than Meets the EyeAbha Shrivastava, The George Washington University

This article summarizes the results of a study that examined how well the "best" English languagescience education software measures up to the national standards for teaching of science as specifiedby the American Association for the Advancement of Science.

4 94 94 94 9 Interactive Television as an Educational Tool: Consumer Satisfaction and EffectivenessSonia Jurich, RMC Research Corporation

This article summarizes three research papers published in the past two years on the use of interactivetelevision for distance higher education. Two of the papers look at consumer satisfaction from the students'and the faculty's perspective; the third, assesses course effectiveness.

5 25 25 25 2 Are We Connected? Miscommunication about Internet Connectivity between Countriesin North and in the SouthDsir Baartman, This is a Journey Project

This article is based on research carried out during the realization and implementation of two internationalweb-based projects for secondary schools in The Netherlands and Zimbabwe and describes the factors thatlead to success as well as pitfalls.

5 75 75 75 7 Evaluation of e-Learning Engineering Graduate CoursesKatia Tannous and Marta W. Donida, State University of Campinas, Brazil

This article investigates the introduction of a new methodology to evaluate participants in distance educationgraduate courses in engineering at the University of Campinas, Brazil.

6 06 06 06 0 Complexities and Challenges of Integrating Technology into the Curriculum and

ExaminationsJoanne Capper

There are a number of educational, economic and societal goals that are more likely to be accomplished withthe use of technology in the teaching and learning process. Such goals are unlikely to be achieved withoutensuring a broad range of conditions that enhance the likelihood of technology use, including the integrationof technology in the curriculum, and even into examinations.


4/80


6 46 46 46 4 RxGB: A Low-Tech Prescription for High-Anxiety Among Students and Writing FacultyJesse T. Airaudi, Senior Lecturer, Baylor University

This article discusses "RGBing," a method of integrating technology into a writing course. It is easy to do andpromotes effective thinking and writing.

6 86 86 86 8 Digital Education: The Use of Digital Cameras to Enhance the Learning ExperienceStaff

Digital cameras offer teachers unlimited opportunities to engage students and to incorporate technology intotheir curriculum. This article describes digital cameras, how they work, what to consider when purchasingone, and ways to integrate their use into classroom teaching.

7 07 07 07 0 WorthWhileWebsJoseph M. Baltrus, University at Albany, State University of New York

WorthWhileWebs focuses on Web sites that are dedicated to technologies and learning and how they affectthe attainment of learning at the various cognitive levels including problem-solving, creativity, critical thinkingsynthesis, analysis, and application.

7 37 37 37 3 WiFi Technology: Creating Affordable Universal Internet AccessAlan Levy, Executive Vice President, Municipal Networks

WiFi technology, also known as Wireless Fidelity, can bring Internet access to a far greater number ofpeople than current wireless technology, and at a fraction of the cost. This article discusses WiFi technology

in detail and its implications for education and the community.

7 77 77 77 7 Lifelong Learning in the Global Knowledge Economy: Challenges for DevelopingCountriesThe World Bank, Human Development Network

This article describes ways by which developing countries and policy makers can reform education to equippeople to deal with the new challenges of a global knowledge-based economy.


5/80

!!!!!"!!!!!!!"#$%&'()'*+,!"!"#$"%&'(')"%*+',--.''/'0#1234564'7#84%9%:;4*);( 24&( 4&.4&'&)"&$( %)( 2( -24%&"/(+6(


6/80

!!!!!#!!!!!!!"#$%&'()'*+,!"!"#$"%&'(')"%*+',--.''/'0#1234564'7#84%9%:;4#3?

/40-24;0/14;12?(@1;2.A

B#$!(@"%'C,,*%;(@0.$;*A:4>;*B:CA5!#D9&*(5#,C$*;(1-0%?;*+$D"%2-E*,$?;(F.358$.$0*1"(G62-.%E#F#$#F(.G#%#$#F#%H(1-0%"$0#(*H*A:B;I&0*A2JJ2#90.8(&*2'*K0.-#"#6

.""(.&+I"%,*%;(A:B;*L09*@2-"M2#%*'2-*K0.-#"#6;!"J#%9$#(.$#J!"$H(C"-03(2-;*I.%N*'2-30*2#*:$53.("2#*'2-(&0*I90#(E/'"-%(*A0#(5-E*OPL:7ABQ

K"9$*(K#D!*(K*))*L&+H(703-0(.-E*2'*C"%(.#30*:$53.("2#;F0$0-.8*!"#"%(-E*2'*:$53.("2#;*,-.M"8

4&+G*!#,(="!&*C",H(1-0%"$0#(*:J0-"(5%;+%%23".("2#*2'*+J0-"3.#*15R8"%&0-%

;.=/>12?(-./012/;#%("(5(0;*>AI*'2-*:$53.("2#*1-26-.JB*#%%"(5#))"$H(70#"2-*A2#%58(.#(>#O(5#$!,*%H(:T035("D0*C"-03(2-;*S2-8$K"#N%M#$N(7*%C#&%";*K0.-#K"#N;*+:CP#CG!""%(7D!C*%H(A#*B/(=.66C(.%(;"#2+&%'(D

+J0-"3.U%*F5(5-0E$"''(B#+I,*%;(+%%23?*1-2'?;*V02-60*S.%&"#6(2#*P#"D?>*%(BD$&+GH(40%0.-3&*+%%23?;*4!A*40%0.-3&*A2-=?7$#%I(M"CG*9;(A2#%58(.#(;*F2-J0-*C"-03(2-;*PL:7ABS.%&"#6(2#

PD$C(M*,",H(W"30*1-0%"$0#(;*+:C>C")G"%(2DCGH(1-2'?;*V02-60*!.%2#*P#"D0-%"(EC,

M;4;E/4E(-./012A

>#%9$#(>"O##%

E-4-2;0/14>(12(51MM-40>

7--.@;5P(14(;20/5

-./012/;A

8&*0])+)*%,*$"9(@NA

;+#9"ON(Q*$(-9D+#C&*%#!(."L"!*)O"%C(U;-.VH

#%9

0G"(8*$!9(@#%I


7/80


Br ain Resear c h ,

Lear n ing ,

an d Tec h no l o g y

By Laurence WolffInter-American Development Bank

Advanc es in Br a in Resear c h

The human brain is perhaps the most complex entity in theuniverse. The basic unit of information processing in the

brain is the neuron, a cell capable of accumulating andtransmitting electrical activity. There are approximately 100billion neurons in a human brain, each of which may beconnected to thousands of others. If mental states areproduced by patterns of neural activity, then knowledge,defined as whatever drives cognitive flow from one mentalstate to another, must be coded in the neural connections, orsynapses. Figure 1 provides a schematic of the synapses onneuron.

The last decade has seen enormous strides in research onhow the brain works. Especially through magnetic resonanceimaging (MRI), positron emission tomography (PET), and

other tools, researchers can now identify how different partsof the brain are involved in different mental processes.

Figure 2 shows the regions in the brain involved in languageprocessing and other tasks.

Impl ic a t ion s f o r Educa t ion and Lear n ing

Brain research is beginning to shed light on fundamental, aswell as, applied questions about human learning. While it isstill too early, eventually neuroscientists, educators, andcognitive psychologists will develop a common language,and a new multidisciplinary science will be born. Aware ofthe importance of this process, the OECD recentlycommissioned a series of meetings and a monograph on thesubject (OECD, Understanding the Brain). The expertsconvened for these meetings predict that criticalneuroscience concepts such as plasticity and periodicity willeventually find a place in education theory and practice.Plasticity confirms that brains continue to develop, learn and

change until advanced senility or death intervenes.Periodicity refers to sensitive periods or windows of


8/80


opportunity when the developing brain is particularlysensitive to certain stimuli and very ready to learn. Educationsystems can be taking advantage of these sensitivities.

One approach to linking learning with neuroscience would beto identify the serious sensitive periods (periodicity) for thelearning of a variety of subjects and to arrange educationalexperiences in accordance with these sensitive periods. Thismay be particularly appropriate for language learning. Forexample, it has been shown that the sensitive period in whichthe brain appears to be hard-wired for language acquisitionappears to be up to age 13. It is far more difficult to masterthe grammar of a second language after that age. This resultis at odds with education policies in numerous countrieswhere second language learning starts at approximately 13years of age. It suggests that the best way to learn a secondlanguage would be through immersion at a lower age.

Children with dyslexia cannot use the normal brain regionsto decode letters, and have to rely on a different location of

the brain for decoding. Research has recently shown that therate of dyslexia in countries such as Italy is half that of theUSA (Dana Foundation, BrainWork, March 2001). This isapparently a result of the fact that Italian has a "shalloworthography," meaning that more often than not the sameletter groups in Italian represent the same sound in thewritten language. In contrast, English is considered one ofthe most difficult written languages to master because of itsirregular orthography. The (revolutionary) implicationwould be to abandon current English orthography and tocreate a written English language with a regular orthography.

Brain research also confirms that life-long learning is not a

dream since it is embedded in the capacity of the brain torespond throughout life to environmental demands.Previously it was thought that brain neurons were lost frombirth onwards. Now it is clear that if one does not have aspecific disease, then most, if not all, of the neurons remainhealthy until death (USC). In fact, while the ability to mastergrammar appears to accrue best at a younger age, vocabularylearning continues throughout life.

Recent brain research has also served to disprove a numberof popular assumptions, or "neuro-myths," about the brainand learning (OECD, Understanding the Brain, pp. 69-73).For example, it had been argued that the brain was plastic

only or mainly during ages 1-3. This misconception is aresult of the fact that the number of synapses growsenormously during this period, continuing and finally endingaround the time of adulthood. It has now been shown thatlearning is a combination not only of increased neuralconnections but also "selective pruning," which is known tobe a normal and necessary process of growth anddevelopment, explicitly designed to reduce the brain's energyrequirements (R. Wolff). The "neuro-myth" was that

educational interventions, including enriched environments,had to be timed with "synaptogenesis," since the moresynapses available, and the least pruning, the higher thepotential for learning. It has now been shown that even incases of extreme deprivation, such as Romanian orphans,rehabilitation is possible. The point of the critique is not tocondemn early educational interventions but rather tochallenge the claim that the value of early educationalintervention is based on a neuro-scientific consensus or brain

imperative.

Other recent research with implications for learning includes,for example, the identification of a gene in mice thatassembles a particular molecule in the brain that affectslearning, and manipulation of this molecule to producebrainier mice (Tsien). Research has also shown that menand women display patterns of behavior and cognition thatreflect hormonal influences on brain development (Kimura).Another area of critical importance is that of emotionalintelligence. When some areas of the brain critical foremotional and social judgments are compromised,individuals can lose their social judgment even while

keeping their IQ. The implications for schooling as well asfor society at a whole are potentially revolutionary.

Can "technology fixes" eventually improve learning? Thesimple answer is yes, since it is already happening. Withinthe next century there could well be a pill or a tiny implantthat could be inserted into the brain and suddenly enablesomeone to speak fluent French or do advanced calculus(Dana Foundation,Brain Work, May-June 2002). There will


9/80


certainly be interventions to improve memory and therealready are many drugs that improve emotional functioning.Based on the above-mentioned research on mice, geneticmanipulation could create brilliant children. While thesepossibilities seem revolutionary, they are no different inprinciple from wearing glasses, which enables one to readand therefore learn more effectively, or sitting under electriclights, which enables one to study more hours in the courseof the day.

Co nsc io usness and Neur o -et h ic s

The ethical issue underlying the approaches outlined abovelies in the fact that they will be available only to those whocan afford them and may further exacerbate social andeconomic inequalities. But neuroscience faces a broaderethical issue: it could eventually rob mankind of the sense ofwhat makes us uniquely human, including the concept of freewill. A conference on neuro-ethics (Dana Foundation, BrainWork, May-June 2002) has examined these issues.

Conference participants argued that it would eventually bepossible to understand how people make decisions inambiguous situations. It will also eventually be possible todevelop a simple test that could identify lesions in the brain,which lead towards criminal inclinations. The result will bethat the range of deviant behavior based on neurotic impulsesthat could be considered as exculpatory will expand, whichcould require rethinking the criminal justice system.Nevertheless, most experts believe that the complexity of thebrain is so great that the notion of free will or personalresponsibility will surely remain. Reductionist research willhave to be linked with other disciplines, transcending thenatural sciences, social science, and humanities, and

including even insights from quantum theory, in order tounderstand better consciousness and the nature of ethicalbehavior. It may be that conscious experience willeventually be considered a fundamental feature, irreducibleto nothing more basic. Perhaps Psychophysical laws willbe identified to show how physical systems are translatedinto consciousness (Chalmers). In any event, the possibilityof challenging free will must not preclude continuing basicbrain research.

Add it iona l In f o r mat ion

The Dana Foundation (www.dana.org) provides an on-linemonthly magazine ( Brain Work) on new findings in brainresearch written for the lay reader. The International BrainResearch Organization (www.ibro.org) is an associationdedicated to communication among brain researchers aroundthe world. It provides a variety of programs, workshops andpublications. The National Institute for Mental Health(NIMH) (www.nimh.nih.gov)provides information from the

Federal agency that conducts and supports research onmental illnesses. The National Institute of NeurologicalDisorders and Stroke (www.ninds.nih.gov) conducts researchon disorders of the brain and nervous system. BrainNet(www.brainnet.org) is an alliance of associations that alsoseeks to distribute information on brain disorders. A specialissue of Scientific American (The Hidden Mind, Spring2002), provides both an overview of recent research andspeculation on where the research will lead, and a recentpublication by the OECD (Understanding the Brain)summarizes the results of a conference on the brain andlearning.

Bib l iog r aphy

Chalmers, David, The Puzzle of Conscious Experience, The Hidden Mind, Scientific American, Spring 2002.

Dana Foundation,Brain Work, May-June 2002, www.dana.org.

Gazzaniga, Michael, "The Split Brain Revisited," The Hidden Mind, Scientific American, Spring 2002.

Hickock, Gregory, et. al., "Sign Language in the Brain," The Hidden Mind, Scientific American, Spring 2002.

Kimura, Doreen, Sex Differences in the Brain," The Hidden Mind, Scientific American, Spring 2002.

OECD, Understanding the Brain, Towards a New Learning Science, OECD,2002, Paris.

Tsien, Joe, Building a Brainier Mouse, Scientific American, April 2000.

University of Southern California (USC), USC Health Magazine, November 2002.

Wolff, Rebecca, "Synaptic Pruning," unpublished paper, Washington, DC., March 2002.


10/80

!!!!!"#!!!!!!!"#$%&'()'*+,!"!"#$"%&'(')"%*+',--.'/'0#1234564'7#84%9%:;4%!>%?7#*5'#.@

'6"7"89AB()#3)&75$*6#&40-+$5("#+"4#$)+5"5"2+)$(2&$%&)#$&).&4#@5",$)0-$5("


11/80


12/80

!!!!!"$!!!!!!!"#$%&'()'*+,!"!"#$"%&'(')"%*+',--.'/'0#1234564'7#84%9%:;4

/&,9!%,&0.0.4A

"J KL

M()/-8),!?"GG"A?N048),!O-&/07.A

P J"

Q>(0F!?"GGLA?N048),!O-&/07.A

"H JL

Q>(0F!?"GGLA!?D(/O-&/07.A

"K $L

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

F1&$-%&)6# 5"# /)&,,F8# # !'# 5$;&) $(# 4(# ,(# '()# ZN# /&)-&"$# ('# $% /&),(""&1# 0"4&)2(5"2,/&-5+15B&4#,=511#$)+5"5"26#5$#;(014#,+7(7&)#b_NN#.5115("#/&)*&+)8##`7&"#5"#$%,-+1('#.515$+)*#3042&$,6#$%&,,+75"2#+)&,03,$+"$5+18

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

C6$*.+5*("6


13/80

!!!!!"J!!!!!!!"#$%&'()'*+,!"!"#$"%&'(')"%*+',--.'/'0#1234564'7#84%9%:;4


14/80

!!!!!"L!!!!!!!"#$%&'()'*+,!"!"#$"%&'(')"%*+',--.'/'0#1234564'7#84%9%:;41&$-%&)6#j8H8##EQR_MF#?&+-%5"2#-%514)&"#$(#)&+4#;5$%#+#-(./0$&)8##?%]&+45"2#?&+-%&)6#MV6#OQR:OM_8

P1((.6#P8[8#EQRSTF8##?%M#,52.+#/)(31&.G#?%,&+)-%#'()#.&$%(4,#('#2)(0/#5",$)0-$5("#+,#&''&-$57+,#("&:$(:("$0$()5"28##`40-+$5("+1]&,&+)-%&)6#QO6#T:QZ8

X+)3("&116#j8#]8##EQR_NF##D!#5"#XD!G#D"#+)$5'5-5+1#5"$&1152&"-+//)(+-%#$(#-(./0$&):+,,5,$&4#5",$)0-$5("8##!```#?)+",+-$5(",#("#\+":\+-%5"&[*,$&.,6#QQ6#QRN:MNM8

>1&$-%&)6#j8H8##EQRRQF#`''&-$57&"&,,#+"4#-(,$#('#5"$&)+-$57&(45,-#5",$)0-$5("8##\+-%5"\&45+$&4#i&+)"5"26#O6#OZQ:OSV8

>1&$-%&)6#j8H8#E5"#/)&,,F#?&-%"(1(2*6#$%(10.30,#&''&-$6#+"4#$%$%5)4#)&7(10$5("#5"#1&+)"5"28##!"#\8#]+35"(;5$B6#>8#X8#P10.3&)26#+"4#g8`7&),("#E`4,8F##?%!./+-$#('#\&45+#+"4#?&-%"(1(2*#5"#!",$)0-$5("8#\+%;+%6#fjG#i+;)&"-`)13+0.#D,,(-5+$&,8

Y&$$5"2&)6#\8#EQRSTF#!"457540+1#45''&)&"-&,#5"#$5."&&4&4#'()#1&+)"5"2G#D#)&75&;#('#$%$&)+$0)&8##`40-+$5("+1#C,*-%(1(25,$6#QR6#QV:MR8

Y($$6#[8#C86#^+"&6#]8#[86#k#i&,2(146#D8#EQRRVF#?0$()5"2#'()#?)+",'&)#('#?&-%"5-+1#X(./&$&"-EDiLg]:?C:QRRV:NNNMF8##P)((=,#D>P6#?lG

D).,$)("2#i+3()+$()*6#g0.+"#]&,(0)-&,#H5)&-$()+$&8

Y)+&,,&)6#D8#X86#k#C&),("6#f8#^8##EQRRTF8##m0&,$5("#+,=5"2#40)5"2#$0$()5"28#D.&)5-+"#`40-+$5("+1#]&,&+)-%#j(0)"+16#OQ6#QNT:QO_8

Y)&5"&)6#j8\8#EQRRQF#!"$&)+-$57.01$5.&45+#5",$)0-$5("G#9%+$#4(#$%"0.3&),#,%(;W##!"#C)(-&&45"2,#('#$%f5"$%#D""0+1#X("'&)&"-("!"$&)+-$57!",$)0-$5("#H&157&)*#E//8#QNN:QNTF##9+))&"$("6#nDG#[(-5&$*#'()#D//15&4#i&+)"5"2#?&-%"(1(2*8

g&42&,6#i8n8#+"4#U1=5"6#!8#EQRSVF#[$+$5,$5-+1#\&$%(4,#'()#\&$+:D"+1*,5,8##U)1+"4(6#>iG#D-+4&.5-#C)&,,8

^015=6#j8D8#EQRRTF#\&$+:D"+1*$5-#[$045&,#('#>5"45"2,#("#X(./0$&):P+,&4#!",$)0-$5("8##!"#`8i8#P+=&)#+"4#g8>8#Uof&516#j)8#E`4,8F#?&-%"(1(2*D,,&,,.&"$#5"#`40-+$5("#+"4#?)+5"5"28##g511,4+1&6#fjG#i+;)&"-`)13+0.#D,,(-5+$&,8

\-^5""("6#H8#g86#f(1+"6#X8#j8#C86#[5"-1+5)6#^8#`8#EMNNNF#D#1("25$045"+1#,$04*#('#,$04&"$#+$$5$04&,#$(;+)4#-(./0$&),G#]&,(175"2#+"#+$$5$04&4&-+*#/+)+4(A8##j(0)"+1#('#]&,&+)-%#("#X(./0$5"2#5"#`40-+$5("6#OM6#OMV:OOV8

f(K+6#Y8C8#EQRS_F#f&;#>)("$5&),#'()#X(./0$&):D54&4#?)+5"5"28##!"#]8j8#[&54&1#+"4#C8H8#9&441E`4,8F#X(./0$&):P+,&4#!",$)0-$5("#5"#\515:$+)*#`"75)(".&"$,8##f&;#p()=G#C1&"0.#C)&,,8

U)1+",=*6#j86#k#[$)5"26#j8#EQR__F8##X(,$#&''&-$57&"&,,#('#-(./0$&):3+,&4#5",$)0-$5("#5"#.515$+)*#$)+5"5"2#E!HD#C+/&)#C:QO_VF8##D)15"2$("6#nDG!",$5$0$'()#H&'&",D"+1*,&,8

?(35+,6#[8#EQRSRF#D"($%&)#1((=#+$#)&,&+)-%#("#$%+4+/$+$5("#('#5",$)0-$5("#$(#,$04&"$#-%+)+-$&)5,$5-,8##`40-+$5("+1#C,*-%(1(25,$6#MT6#MQO:MM_8

'''''''''''''''''''''''''''''''''''''''''''''''''''''Q#!"#$%$&$'()*+(,')'"#'(-"./0#'#1(-/'2."3+%.1(4-(556771('1&$-%&)q54+8()2


15/80


CheickCheickCheickCheick Kante, Chief Operating Officer, World LinksKante, Chief Operating Officer, World LinksKante, Chief Operating Officer, World LinksKante, Chief Operating Officer, World LinksVishalVishalVishalVishal Savani, Directo r of Business Initiatives, World LinksSavani, Directo r of Business Initiatives, World LinksSavani, Director of Business Initiatives, World LinksSavani, Directo r of Business Initiatives, World Links

Washington, DCWashington, DCWashington, DCWashington, DC

IntroductionIntroductionIntroductionIntroduction

Countries across the globe are at different stages of integrat-ing information and communications technologies (ICTs)into everyday practice, including teaching and learning.While the debate over the true value-added of e-learning ver-sus face-to-face delivery of training content still rages, we allseem to agree that there is a tremendous opportunity fortechnology to revolutionize learning, just as it did for busi-ness. In this article, we will not attempt to compare e-learning with other content delivery mechanisms. Rather, wewill focus our discussion on the educational potential of e-

learning, with a particular emphasis on the seemingly endlessopportunities associated with the use of e-learning in the de-veloping world. We will elaborate on what we believe arethe caveats for any e-learning initiative to attain its expectedobjectives, and convey the possibilities for application of e-learning in the difficult context of the developing world.

e-Learning - a shady concept?e-Learning - a shady concept?e-Learning - a shady concept?e-Learning - a shady concept?

Education systems have long lagged behind in terms ofadopting technology as an alternative methodology for deliv-ery of training. But the global economic downturn is

prompting more attention towards education institu-tions/schools. As businesses shy away from spending intraining, schools are poised to take advantage of the $6 bil-lion in online education research and development since1990.1 Ultimately, the availability of information and com-munication infrastructure in the developing world, coupledwith affordable pricing, will prove to be a powerful startingpoint for providing the Southern Hemisphere access to newlearning.

At its most basic level, e-learning involves the use of someform of electronic media to enhance the learning process.Sometimes confused with distance learning (a broader deliv-ery medium that would include text-based learning andcourses conducted via written correspondence), courses aredelivered via e-learning when technology is used to bridgeboth an instructional and a geographical gap, often in concertwith face-to-face communication.2

On the content side (and for the purpose of this article), theBritish National Grid for Learnings (NGfL) definition of e-learning is sufficient: a range of activities, from effectiveuse of digital resources and learning technologies in theclassroom, through to a personal learning experience enabledthrough individual access at home or elsewhere. Combinedwith established learning experiences, it can provide indi-viduals with new and exciting opportunities to realize theiracademic and creative potential at their own pace.3 Thus, e-learning is essentially the facilitation of teaching and learningvia the use of some electronic medium.

And if there still remains some confusion about the terminol-ogy, there is little doubt about what is happening throughoutthe field of education: a progressive introduction of digitalmedia as a complement or sometimes a substitute, to printed

materials.

The challenge that e-learning can aThe challenge that e-learning can aThe challenge that e-learning can aThe challenge that e-learning can adddd----dressdressdressdress

Training and capacity building are regarded as the pillars of asuccessful sustainable development regimen. Whether it istraining in new crop harvesting methods, in artisan marketing

e-Learninge-Learninge-Learninge-LearningThe New Frontier inThe New Frontier inThe New Frontier inThe New Frontier in The Develop ing WorldThe Developing WorldThe Developing WorldThe Developing World


16/80


Case IllustrationCase IllustrationCase IllustrationCase Illustration

e-Learning can substantially reduceMalis $1,400 annual unit cost per stu-dent-teacher, by reducing face-to-face

class time, and overall training cyclefrom 4 to 3 years

As in other parts of the Francophone world, the educa-tional system of Mali inherited most of its principlesfrom the French colonial system. However, since inde-pendence, Malis education system has undergone aseries of reforms to meet the needs of the people. TheMinistry of Education is responsible for governing thewhole system and implementing the policy of the gov-ernment. At the primary level, enrollments have in-creased dramatically over the past seven years, which inturn have increased enrollments at the secondary level.This presents Mali with a tremendous challenge: how to

meet the demand for new teachers as the ongoing re-forms yield higher school enrollment rates at both theprimary and secondary levels.

Currently, about 55,000 students graduate each yearfrom secondary education (senior high school) intohigher education. At this point students have the optionof enrolling into pre-service teacher training programs,among other possibilities. Pre-service teacher traininglasts three years for primary school, and four years forsecondary school. With an average annual cost of$1,400 per trainee, this means it costs the Government aminimum of $4,200 to produce a primary schoolteacher, and $5,600 to produce a secondary schoolteacher (assuming the ideal scenario of no repetition ordropout). At these costs Mali simply cannot afford totrain all the teachers it needs using traditional, face-to-face methods.

e-Learning holds tremendous potential for a countrylike Mali. Imagine instead a pre-service training pro-gram that offered two years of face-to-face training,during which time trainees also learned how to use newtechnologies for ongoing pedagogical support. In theirthird year teacher trainees could be sent out to schoolsas "student-teachers," supported by CD-ROM andInternet-based pedagogical resources to pursue their

teaching degree at a distance (with resources reallocatedto provide technology and Internet connections at theschool level). This "blended" approach would reduceoverall training costs by approximately 25%, whiledoubling the speed at which teachers are trained. Inaddition, it would build capacity (human and techno-logical) for continuous on-line pedagogical support forteachers throughout their careers.

strategies, or in anti-corruption mechanisms, developmentagencies invest millions of dollars a year in providing face-to-face training to individuals around the world.

However, as any economist at a development agency canattest, the difficulties inherent to mobilizing an already activeworkforce for face-to-face learning is intimidating, deterring,and costly. Furthermore, there are many more people re-quiring training than experts to deliver the training, and thelogistics involved in coordinating face-to-face workshops canprove to be a nightmare, to say the least. Thus, the possibil-ity of delivering such crucial training remotely seems quiteappealing, and the most effective methodology for adminis-tering remote training today is e-learning.

To take our argument one step further, there is no doubt thatthe world has evolved substantially over the last two dec-ades. The ubiquitous introduction of computers, accompa-nied by the onslaught of the Internet revolution has changedthe rules of the game. The worlds most successful econo-

mies are no longer powerhouses of industry, but rather pow-erhouses of information. For developing countries to com-pete in the new, knowledge-based economy, they must pro-vide their workers access to the latest information, regardlessof subject. Contrary to common perception, mere access tocomputers and electronic networks is not enough to ensurethat developing counties will participate actively in theknowledge economy. Ongoing, systematic training and ca-pacity building, particularly of those responsible for educat-ing the next generation of skilled workers, is crucial to anylong-lasting economic development strategy. To ensure thata developing country can compete in the new economy, un-limited availability of training content is becoming increas-

ingly important; workers must learn how to do anything andeverything. Such a complex sequence of skills-building isnearly impossible with traditional training models; in thiscase, e-learning is the only solution.

e-learning allows for efficient transfer of knowledge anywhere and any time, regardless of subject matter. It opens upa world of learning unavailable in most corners of the world,while at the same time empowering learners with the infor-mation technology awareness and skills crucial to succeed intodays global knowledge economy. In fact, the efficienttransfer of knowledge via electronic means also endows atremendous opportunity for countries South of the Hemi-

sphere to produce their own training content and make itavailable world-wide. Like never before, individuals in themost remote localities are accessing the Internet, researchingideas, and disseminating perspectives. e-learning is truly thesolution to empower the people of the developing world.

For the education sector in particular, the adoption of newand emerging technologies by schools and classrooms (in-cluding e-learning) offers tremendous potential for develop-


17/80


ing countries to introduce new teaching tools, expand educa-tional opportunities, and develop knowledge-economy skillsincreasingly demanded in the labor market. (See Mali caseillustration in box) It is our argument that teachers consti-tute the right group to pioneer new technologies, and e-learning in particular. With access, appropriate professionaldevelopment and support, teachers who themselves haveused technology to learn will be better able to help their stu-dents comprehend difficult-to-understand concepts, engagein new forms of learning, access information and resources,and learn according to their individual needs.

What about basic needsWhat about basic needsWhat about basic needsWhat about basic needs????

There is, of course, a broader debate that comes to mindwhen thinking of the introduction of e-learning in the devel-oping world: what comes first, information technology (in-cluding e-learning) or addressing citizens basic needs? Ourview is that development organizations need to continue to

focus on addressing the most basic needs, such as buildingmore classrooms and providing clean water. But, there isgrowing evidence that information and communication tech-nologies are part of the solution. Thus, if we all agree thateducation and capacity building are critical steps for enteringinto the new global economy, e-learning should also be con-sidered a critical facet of basic development, an alternativemedium of capacity building, and a means to peoplesempowerment.

A good example of an organization that is succeeding in theapplication of the use of technology in the developing worldis World Links. The children of developing countries must

be exposed to technology, and e-learning allows that to hap-pen, at a large scale. Left to traditional teaching and learningalone, the challenge of transferring digital literacy to millionssimply cannot be met. Started in 1997 within the WorldBank, and now an independent international non-governmental organization, World Links has trained thou-sands of teachers and students from 25 African, Asian, LatinAmerican, and Middle Eastern nations in the use of technol-ogy.

World Links differentiates itself from the many computerliteracy programs by empowering teachers not in the use ofdesktop applications, but in the use of technology, the Inter-net, and tele-collaboration, with the intent of improvingclassroom teaching and learning. In fact, World Links alsoensures that teachers apply their skills through a course ondissemination of innovation (Phase 3 level teacher profes-sional development). Through the World Links program,teachers and students have experienced improvements thatresulted in noticeable changes in students practices andteacher pedagogical strategies. In countries like Uganda,Senegal and Ghana, for example, significant changes areoccurring in World Links schools as a result of high levels of

implementation and changes in the ways teachers deliverinstruction and the roles and activities of students. More andmore, technology is starting to be viewed as a catalyst forchange in schools and the impact of the World Links pro-gram has resulted in compelling outcomes within the schooland also within the local community.4

While face-to-face workshops are effective at fostering groupcollaboration to generate contextual ideas and teachingstrategies, the downside of face-to-face training is scale itis very hard to keep quality high and costs low as trainingexpands. For this reason, in 2003 World Links expects topilot an e-learning initiative to substantially expand its reach,while dispelling the myth that e-learning cannot work inthe developing world.

Facto rs for successful imp lementation of e-Facto rs for successful imp lementation of e-Facto rs for successful imp lementation of e-Facto rs for successful imp lementation of e-learning in developing countrieslearning in developing countrieslearning in developing countrieslearning in developing countries

Because it leverages new and emerging, simple and scalabletechnologies, e-learning can provide an alternative teachingand learning solution, with the potential to simultaneouslyreach thousands of learners in schools and communitiesaround the world. For e-learning to succeed in the develop-ing world, it needs to build on three fundamental pillars: 1)existence of an established community of learners, 2) deliv-ery through a blended face-to-face/electronic mechanism,and 3) offering of learner incentives. All these three assumethe existence of infrastructure, along with some degree ofconnectivity.

The first prerequisite may sound unreasonable to some read-

ers. After all, why must one only target those affiliated withan affinity group? Yet, past experience has shown that al-ready established communities of learners, such as teachergroups, professional associations, or government agencies,are generally more willing to readily acknowledge the needfor professional development. Without that sense of neces-sity, we are faced with the very open wall nature of e-learning that encourages learner attrition, transforming whatwas an opportunity to learn anytime and anywhere into alaissez-aller. After all, when adult learners dont feel theyshould study they dont study!

The second prerequisite for successful implementation oftraining via e-learning in the developing world concerns thedelivery mechanism. Essentially, it is important to use adelivery methodology that combines online instruction (in-structor-learner interaction), a network of tutors (mentor-learner interaction), and off-line course content (in the formof a CD-ROM, for example, so as to allow self-instruction).Furthermore, it is critical that the use of technology not deterparticipants from both peer-to-peer collaboration among thelearners and actual field-based application of the learning.For example, in a teacher training online course, in addition


18/80


to the self-paced learning component, teachers would be re-quired to work on actual lesson plans directly related to theircurriculum. This is necessary both because of increasingevidence that e-learning alone does not motivate most learn-ers to learn, and because, in the developing world in particu-lar, lack of familiarity with computers can pose a barrier toengaging most participants. Thus, a blended e-learning andface-to-face approach allows for a more successful imple-mentation.

The third key factor of a successful e-learning activity in thedeveloping world environment is the need for an incentive tomotivate learners. Again, while this may seem completelyinappropriate (after all learners should participate in a train-ing course with the pure desire to learn), incentives arenonetheless a necessary factor to prevent attrition. For pro-fessional learners, one proven incentive is the conferring of adegree or certification path, recognized as a step towards jobpromotion. For non-professionals, subsidized online timehas proven a good way to reduce attrition. In both of these

instances, the learner has expressed a desire to acquire newknowledge or skills, with the ultimate hope of attaining someprofessional merit.

Potential Near-Term ObstaclesPotential Near-Term ObstaclesPotential Near-Term ObstaclesPotential Near-Term Obstacles

Some pundits may argue that the low-level of connectivity,or lack thereof, in the developing world remains a major ob-stacle for sustainability of an e-learning exercise. Argumentsgo even further to say that e-learning is especially attractivebecause people can log on in their homes, while in the devel-oping world, the learners still need to go out of their homes,

and still pay too much for Internet access! In our opinion,both arguments raise a fundamental question: can e-learningbe provided in the developing world under the same premisesand assumptions as in Western countries? The unequivocalanswer is NO.

While the PC-per-household ratio in developing countrieswill remain low for many more years to come, innovativecommunity-based access points are proving more and moresuccessful. When owned and managed by communitiesthemselves (trained, of course, to plan and manage suchcenters), such public access centers allow for considerableeconomies of scale both in terms of hardware and accesscosts. Thus, the community-owned telecenter movement hasgained momentum in many parts of the world recently. Agood example of this is Zimbabwe, where World Links(http://www.world-links.org) opened twelve Internet learningcenters in 1999. By 2001, that number almost quadrupled toa total of 43 such centers. The growing ubiquity of commu-nity telecenters globally will serve a critical role in the in-creasing demand for e-learning.

Bandwidth is the other major constraint that could impede

the provisioning of e-learning in difficult environments. Infact, the unreliable quality of phone lines dictates the adop-tion of a set of lowest common denominators that take intoaccount critical factors such as poor/slow/expensive connec-tivity environments and critical minimal download time.Such realities serve as large obstacles for any e-learning ef-fort, especially under the present-day scenario where e-learning infrastructure is geared towards North American orEuropean audiences. However, this too is expected to soonchange, as governments liberalize their telecommunicationsnetworks, as access to telecommunications increases, and astechnology evolves to allow cost-effective high speed Inter-net access. And, until then, as e-learning infrastructure firmsevaluate the developing world as a potential market, e-learning technologies will adapt to the bandwidth difficultiesof the developing world.

One final note: while being alone at home on ones own PCmight be important for a learner in the Western Hemisphere,the same may not be true in many parts of the developing

world, where a critical attraction to learning still remains tiedto social interaction. In fact, getting together with peers at thecommunity learning center is a powerful driver for enrollingin courses. Thus, the combination of a blended e-learningapproach, meshed with the use of community access pointsfor delivery of the training provides a social learning envi-ronment, which merely increases the motivation of mostlearners.

What about digital literacy as a prerequWhat about digital literacy as a prerequWhat about digital literacy as a prerequWhat about digital literacy as a prerequiiii----site?site?site?site?

e-Learning can only build on a set of basic computer literacyskills. Indeed for learners to benefit from any form of tech-nology based learning, they must be computer literate. Foreach program, learners must also have gone through intro-ductory sessions delivered face-to-face. For example, pro-grams like World Links (http://www.world-links.org), whichfocuses on teacher professional development in the use oftechnology in the classroom, do not use e-learning as a me-dium of instruction until participating teachers have gonethrough two phases (separated by at least six months ofpractice time) of face-to-face training. Learners are providedwith enough basics before they are left to navigate the mazeof self-paced, independent learning. Hence, e-learning can-

not serve as a substitute for computer literacy training.Rather, e-learning will serve as a factor in motivating digi-tally illiterate individuals to pursue computer literacy educa-tion, while serving as a vehicle for deepening literacy skills.

What lies ahead?What lies ahead?What lies ahead?What lies ahead?

While e-learning will not (and should not) entirely replacetraditional face-to-face delivery of training content by edu-


19/80


cation institutions, it is our argument that it enhances thelearning process, and increases reach (where reach would beboth costly and logistically difficult). Regardless of thecountry, traditional education is already an established sys-tem and e-learning will commoditize education, making itpossible for learners to choose the type and level of course-work. Equally, against the traditional controls of old educa-tion (age limit, for example) which are exacerbated in thedeveloping world by the lack of resources (both financial andpedagogical), e-learning will offer learning for all. In otherwords, e-learning will deregulate learning. Finally, becausee-learning will appeal to the learners not as a qualificationprovider (notwithstanding the use of e-learning at the pre-service level as illustrated in the Mali case above), but as alearning and skills provider, we contend that the economicrewards will drive more people to this method of learning.

ConclusionConclusionConclusionConclusion

Regardless of where one lives, the future of learning cannotbe dissociated with information and communication tech-nologies. As technology becomes more and more ubiquitousand affordable, e-learning carries the greatest potential totrain masses in the developing world in anything and every-thing; e-learning can and will revolutionize learning in theSouthern Hemisphere. However, it is critical to ascertainthat when technology is transferred to host environments -regardless of the medium- teaching and learning strategies

are not just replicated, but rather nurtured and adapted. e-Learning, just as any other technology transfer effort, shouldfocus not on the pursuit of uniformity, but on an acceptanceof difference.

For e-learning to truly be a successful means for training inthe developing world, it is imperative that implementationvaries on a case-by-case basis, taking into account the uniqueconditions of the developing world. In the case of WorldLinks, adaptation to Africa has included the utilization of acombination of online and offline resources to account forconnectivity difficulties. Adaptation has also included theuse of a support network to acclimate unfamiliar users to atechnology-driven learning environment.

Relevant and meaningful content is also critical to deploy e-learning in the developing world. Nations, especially be-cause those less endowed with the material riches, are proudof their specificities and any attempt to alienate such specifi-cities can constitute a barrier to a successful e-learning effort.

While barriers exist, and customization is inevitable, at pres-ent, there is no knowledge transfer mechanism more efficientthan e-learning. As we look to the future, the developingworld will see nothing but benefits from the use of technol-ogy in capacity building.

1 Source: The Wall Street Journal, March, 2001.

2 Another confusing term around the subject of e-learning is concerned with online or Internet-based learning -basically theporting of a learning program on a web-based text and graphical medium with varying degrees of sophistication.

3http://www.dfes.gov.uk/ictfutures

4 SRI International: World Links for Development: Accomplishments and Challenges Monitoring and Evaluation AnnualReport 1999-2000 - http://world-links.org/english/html/sri.html

While barriers exist, and customization is inevitab le, at p resent, there is no know-While barriers exist, and customization is inevitable, at present, there is no know-While barriers exist, and customization is inevitab le, at p resent, there is no know-While barriers exist, and customization is inevitable, at present, there is no know-ledge transfer mechanism more efficient thanledge transfer mechanism mo re efficient thanledge transfer mechanism more efficient thanledge transfer mechanism more efficient than e-learning. As we loo k to the fe-learning. As we look to the fe-learning. As w e look to the fe-learning. As we look to the fuuuu----

ture, the developing world will see nothing but benefits from the use of technoture, the develop ing world w ill see nothing but benefits from the use of technoture, the developing world will see nothing but benefits from the use of technoture, the develop ing world w ill see nothing but benefits from the use of technollll----ogy in capacity building.ogy in capacity building.ogy in capacity building.ogy in capacity building.


20/80

!!!!20 !!!!TechKnowLogia,January - March 2003 Knowledge Enterprise, Inc. www.TechKnowLogia.org

TTeecchhKKnnoowwNNeewwss

CD-ROM Teaching Tool is a Hitwith Educators and EMMAFoundation

Via press release sent to TechKnowLogia:

"Within seven weeks of its release this fall, the Building Homes of Our Own CD-ROM simulation teaching toolscored a double hit: It went into its second printing due toenormous teacher demand, and it was awarded a prestigious2002 International EMMA (Electronic Multimedia Award),which recognizes excellence in digital media contentcreation through the acknowledgement of best practice andongoing educational programs.

Building Homes of Our Own was designed from the groundup to create an educational experience for the middle schoolclassroom that would also deliver the level of quality kids are

accustomed to in a game environment.

It provides a simulation of the entire home buildingexperience from choosing a lot to selling the home to aqualified buyer. As students work within a fixed budget todesign and build a home, they solve real-life problems, makeimportant decisions, and use time and money managementskillsall in a fun, environment that reinforces math,science, social studies and language arts lessons. Just as inreal life, student builders can fail. They can go bustbefore the house is complete if they dont plan expensesproperly, or they can end up building a house no one wantsto buy if they dont do proper research.

Building Homes of Our Own is free to educators through theweb site www.HomesOfOurOwn.org.

Chicago-headquartered interactive developer Media Optionscreated this unique program for the National Association ofHome Builders (NAHB) in response to growing educatorinterest in technology-based teaching tools and increasingcurricular emphasis on reality-based learning experiences.

To ensure that the program was compatible with NationalContent Standards and classroom friendly, Media Optionsworked with a national network of educators. A 200-pluspage interactive Teachers Guide (in PDF format)accompanies the game to show how the program can beeasily integrated into a variety of classroom subjects fromScience, Math and Consumer Education to Language Arts,

Economics, Social Studies and Civics. The guide links thegame and activities to required learning standards andexplains how these lessons apply to real-life situations. Inaddition to supporting standard classroom subject areas, theprogram exposes students to the vast array of careeropportunities related to the home building industry, fromarchitecture, engineering, contracting, soil science,environmental consulting, and interior design to real estate,banking and accounting. "

For more information: http://www.homesofourown.org/

Using ICTs for Networking YouthOrganizations

An Internet portal for youth organizations, projects andvolunteers providing youth related information, facilitatingexchange of volunteers in Eastern Europe and strengtheningnetworking is now being developed by Eastlinks, a regionalnetwork of voluntary service organizations in Central andEastern Europe based in Warsaw, Poland, with UNESCO'ssupport.

The portal that is supported by UNESCO within itsINFOYOUTH program is expected to be online in May2003.

Eastlinks, created in 1997, is a network of independentNGOs which are active in the field of youth voluntaryservice. Youth voluntary service includes promotion of thecivil society, emergency and humanitarian aid, social aid,rehabilitation, disaster preparedness and conflict prevention.


21/80


UNESCO's INFOYOUTH Network was initiated in 1991 byUNESCO in order to meet two main challenges: on the onehand, the necessity to counteract the splintering of variousand scattered information sources and networks on youth,and on the other, the urgent need to implement appropriateand coherent youth policies from local to global levels.

Source: UNESCOs INFOYOUTH Programme, February12, 2002 http://www.unesco.org/webworld/infoyouth

Digital Partners Announces SELParticipants for 2002 - 2003

Digital Partners' Social Enterprise Laboratory (SEL)announced the social entrepreneurs who have been selectedto participate in their 2002 - 2003 cycle. Focused on

mobilizing the potential of ICTs to stimulate markets inservice to the poor, SEL identifies and supports SocialEntrepreneurs and NGOs using ICT to empower the poor andthe underserved communities in which they live. In thisyear's cycle, 10 projects were selected from 140 applicants.These enterprises represent a geographically diverse group,including Brazil, India, Mexico, Nigeria, Sri Lanka,Tanzania, and Uganda. They are confronting a wide range ofchallenges in the communities in which they work, includinghealth, education, and the economic empowerment of youth,women, and communities.

Proposals were reviewed by a blue ribbon panel comprised

of executives such as Ethan Zucherman of Geekcorp,Michael Best of MIT's Media lab, and Peter Cowhey, formerChief of the International Bureau of the FCC. Selectedprojects had to meet Digital Partners' standards ofsustainability, replicability and grassroots impact. For eachproject, the aim is to take technology to the next level inhelping the underprivileged help themselves. The selectedsocial entrepreneurs will be matched with professionals fromselected graduate schools and industry who will serve asmentors/advisers to help them create sustainable, fundablebusiness models and plans. Throughout the mentoringprocess, Digital Partners will attempt to match theseentrepreneurs with appropriate sources of funding.

Following are descriptions of the two selected projectsdealing with education:

Project Name: Demand-Driven Kiswahili CoursewareOrganization Name: E-Academy LimitedLocation: TanzaniaDescription: Tanzania suffers from the high cost ofeducation, inadequate educational institutions, inadequateprofessional teachers and inadequate Kiswahili teaching

material/tools. E-Academy is a Tanzania -based e-learninginitiative aiming to provide quality, affordable educationthrough E-learning to facilitate greater reach whileestablishing higher standards and creating Kiswahili content.E-Academy aims to take advantage of the mushrooming ofcyber cafes throughout Tanzania to provide Internet

connectivity to subscribers of E-Academy, while CD ROM-based education will be available to reach those without anInternet connection. E-Academy requires development of abusiness/project plan and assistance with its marketingstrategy.

Project Name: Lifelong Learning for DevelopmentOrganization Name: Fundacao CDI Pesamento DigitalLocation: BrazilDescription: This proposal aims to develop a lifelonglearning culture in low-income communities, through the useof computer labs already installed in these communities. Thisproject will use ICT infrastructure that already exists in some

underserved Brazilian communities to develop a lifelonglearning culture, changing the communities' computer labsinto community learning centers. Through the FundaoPensamento Digital (FPD) web site, users will be providedan environment where they can easily interact or createcontent for the web, thereby building a Low IncomeLearning Community in Cyberspace. Participants will alsohave access to "theme courses" that FPD will provide inpartnership with specialists in that particular theme. Cost-freeaccess to the Internet for participants will be provided inpartnership with Brasil Telecom. FPD is looking for a teamto develop its business/project plan.

Source: http://www.digitalpartners.org/sel.htmlandBytes for All, December 11, 2002.

Classroom Connect and ATGProvide Education to theEducators

Via press release to TechKnowLogia:

"ATG (Art Technology Group, Inc., Nasdaq: ARTG) todayannounced that Classroom Connect has selected ATG Portalas the core technology behind its new K-12 professionaldevelopment offerings. Classroom Connect's new portalservices are designed to provide K-12 teachers with onlinecourses and programs to develop and enhance theirinstruction techniques, learn how to integrate Web and othertechnology resources in the classroom environment, and thenuse these resources to ultimately enhance student learning.

With state and local school districts as the target customer,Classroom Connect was looking for a technology that would


22/80


allow them to offer a personalized experience for the teacherand a customized portal for the subscribing state or schooldistrict, yet still retain a single set of supporting code on theback end. With ATG Portal, Classroom Connect is able tomeet that goal, providing areas branded to their clients'specific course catalogs and content. Additionally, clients are

able to manage lists and other content while the site remainsowned and hosted by Classroom Connect.

"The challenge within education today is that many statesand local school districts create their own curriculum andteaching certification standards," explained Jim Bowler, vicepresident of marketing for Classroom Connect. "Our goal isto provide an easy-to-use portal environment whereeducators can access the right information - either specific totheir district or more general - that would help them do theirjobs better and stay as current as possible with new teachingtechniques and certification requirements. ATG Portal allowsus to make that goal a reality."

The state of Arizona launched its Arizona School Servicesthrough Educational Technology (ASSET) Education Portalin April and the company is currently in discussion withother states and large school districts nationwide toimplement similar offerings. In all cases, district officials aresearching for ways to make professional development easierfor its teachers to participate in anytime, anywhere learning,while maintaining, or even lowering, costs.

"Online learning is fast becoming the preferred method forall types of professional development - and portals are thepreferred way to access these programs," said Matt Price,vice president, Portals at ATG. "Classroom Connect is a

perfect example of how ATG Portal can be deployed tocreate a robust, scalable and personalized online learningenvironment."

ATG (Art Technology Group, Inc.) is a leading developerof online CRM applications that deliver an integrated,personalized experience for customers, partners andemployees: the frontline of every business. Customersaround the globe rely on ATG for the frontline applicationsthat help build and manage mutually beneficial relationships.Deployed on the industry's most popular application servers,ATG's application suites for e-commerce, portals, andrelationship management are ideal for integrated e-business

initiatives across the enterprise.

Today, ATG has delivered e-business solutions to blue-chipcompanies worldwide including Aetna Services, Inc.,Alcatel, American Airlines, Barclays Global Investors, BestBuy, BMG Direct, Eastman Kodak, Ford Motor Credit,HSBC, J.Crew, Sun Microsystems, Walgreen Company, andWellsFargo. The company is headquartered in Cambridge,Massachusetts, with additional locations throughout North

America, Europe, and Asia. For more information aboutATG, please visit our Web site at www.atg.com.

UNICEF Publishes New League

Tables on Education

A new report from UNICEF provides the first "big picture"comparison of the performance of schools in the world's richindustrialized nations. UNICEF's Innocenti Research Centrehas produced a new international league table by combiningdata from five separate tests covering reading literacy, mathand science. The tests were drawn from the Programme forInternational Student Assessment (PISA) and Third inInternational Maths and Science Study (TIMSS).

At the heart of the study is the issue of inequality in learning.The report proposes an original view of educationalperformance - it presents an alternative league table thatranks countries by the size of the gap that exists between lowachievers and average students.

The report concludes that nowhere is there room forcomplacency. Even in the best performing country, Finland,low achieving 8th graders are approximately 3.5 years behindthe average Finish 8th graders in math. Non-native childrenare found to be particularly disadvantaged with poorperformance in some countries more than three times higheramong children of immigrant families than among otherchildren. As well, the data show no simple relationshipbetween national expenditures per pupil and success, nor is

there an obvious relationship between the average number ofpupils per teacher and the national test results. A strongrelationship does exist, however, between educationalachievement and the occupation, education and economicstatus of the children's parents.

The report argues that it is unacceptable that the social andeconomic status into which a child happens to be born shouldinfluence his/her chances of success in school. Although itconcludes that schools are proving more effective atcombating existing social inequality in some countries thanin others, the report also highlights the fact that educationaldisadvantage becomes established very early in life.

UNICEF therefore proposes that attempts to mitigateeducational disadvantage need to begin through good qualityearly childhood care and education.

Source and for more information: http://www.unicef-icdc.org/


23/80


TA M ING SCIENCE M ODELS FOR CLASSROOM USE

Bor is Beren feld , Dan Dam elin , Am y Pa l lan t , Barb ara T inker , Rober t T inker, and Q ian X ieT he M o lecu la r W orkbench T eam , Conco rd Conso r t ium

ht t p : //w orkbench.concord .o rgbor [email protected]

Model building is a fundamental part of science. Many scientists labor long hours adding small but important details to amodel. The excitement of science reaches a peak when new data confirms a proposed model, or forces the modification offundamental parts of a model. The image of Watson and Crick assembling the skeleton on the outside and pair bases inside theDNA helix comes to mind, with their subsequent delight as parts of the model finally fit together.

Highly maneuverable computer-based models give students the opportunity to participate in exciting discoveries of their own.The kinds of models used in research, however, rarely are found in education. In this article, we will consider the adaptation ofresearch-grade models for the classroom, and the importance of the accompanying instruction that allows students access toand experimentation with models. Finally, we will present some research findings obtained in schools in which the use of ourdynamic molecular models was tested.

W hy d o sc ien t i s t s need m ode ls?W hy d o sc ien t i s t s need m ode ls?W hy d o sc ien t i s t s need m ode ls?W hy d o sc ien t i s t s need m ode ls?The goal of one category of computational modeling in re-search is to build a comprehensive model of a process orphenomenon that mirrors reality so precisely that it has bothexplanatory and predictive value. Models of weather, platetectonics, and the growth of a coral reef or cell are in thiscategory.

In other cases, scientists build models that purposely strip outdetails so that the remaining, simplified components moreclearly reveal the fundamental mechanism. Sometimes sim-plification is essential just to produce a model that can be

computed.

Models range from scale models, such as a model car, or aball and stick model of a molecule, to the purely mathemati-cal. Most models are incomplete, growing as the scope ofexperimental data expands, as in the case of modern modelsof carcinogenesis. Most theory can be represented by amodel, which has the power both to explain phenomena andto predict the impact of variations in values and relation-ships.

Today Crick and Watson might well have created theirmodel on a computer instead of constructing their beautifulDNA model from machined parts. Computer models have

greatly improved the ease of trying new molecular configu-rations, or exploring various forces applied to the structures.Investigators can easily ask "what if" questions such as:What if we change pressure? Increase the temperature?Change elasticity? Change the angle of attachment, polarity,or distance between chemical groups? What if we try thiscompound instead of that?

W hy does sc ience edu ca t ion need coW hy does sc ience edu ca t ion need coW hy does sc ience edu ca t ion need coW hy does sc ience edu ca t ion need commmm ----pu t e r m ode ls?pu t e r m ode ls?pu t e r m ode ls?pu t e r m ode ls?In our classrooms today, students rarely build and use evenphysical models. When they do use models at all, they servelargely to illustrate rather than expand upon the content onwhich students are working. They rarely work as a vehiclefor prediction and discovery. This is a waste.

M ode ls m ake f o r good educa t ionM ode ls m ake f o r good educa t ionM ode ls m ake f o r good educa t ionM ode ls m ake f o r good educa t ion . Models can sup-plement hands-on experiments, and can do so economically.In addition, their abstract nature furthers student learning ofnew orders of analysis. Providing students with access to

good models will assure that students have opportunities toabstract essential principles, to explore relationships amongparts, and to experiment by manipulating variables.

Today an emphasis on model-based reasoning fits in with thecurrent view of science education. It appears that modelingsoftware that is sufficiently flexible and requires students tointeract or construct their own models can engage students inauthentic scientific inquiry and reasoning. (Tinker, 2001,1

Gobert and Clement 1994,2 1999,3 Sabelli, 1994,4 Linn &Muilenberg, 19965). Interactive models can address coreideas in a visually engaging way that makes them more ac-cessible to students with vastly different learning styles.

Research is showing that, as students are able not only to runthe models but also change key variables, they are morelikely to remember and transfer their learning to new situa-tions.

Compu t e r pow er inc reasesCompu t e r pow er inc reasesCompu t e r pow er inc reasesCompu t e r pow er inc reases. During the last decade,the power of machines for student computing has increasedalmost a hundred-fold. Sometimes the question is asked:Why do schools need power machines? While there is noneed for extremely powerful and fast machines to browse the


24/80


web or edit text, in fact a lot of computer horsepower isrequired to run a good dynamic model. These computermodels allow investigators to calculate and display in realtime interactions between significant number of components,visualize objects that are too many and small to see, or movetoo fast, or are too big, and require visualization of interac-

tions with many other objects. These generally require manycomputational steps.

See ing t he m o lecu la r w o r ldSeeing the m o lecu la r w or ldSee ing t he m o lecu la r w o r ldSeeing the m o lecu la r w or ld . The arrival of computermodels for the classroom is timely. The need for models ofthe molecular world is particularly acute, as this world is out-of view and different enough from the macroscopic world torequire special attention. Discoveries of atomic-molecularphenomena, furthermore, are driving current research. Agood model addressing fundamentals of the molecular world(e.g. thermal motion, conservation of energy, polar and non-polar interactions), furthermore, can be called upon in manyscience settings.

Computer models can help bridge the gap between profes-sional science and classroom laboratory exploration, but thepathway between the two needs to be walked with care. Re-search-grade models are notoriously large, computationallyheavy, and assume much preexisting knowledge.It is easy tooverwhelm students with models that are too unappealingand detailed. It is also easy to give students misconceptionsby oversimplifying them. Our challenge is to make modelsthat are both good teaching tools and that are scientificallyaccurate.

The M o lecu la r W orkbench Pro jec tThe M o lecu lar W orkbench Pro jec tThe M o lecu la r W orkbench Pro jec tThe M o lecu lar W orkbench Pro jec tThe goal of the Molecular Workbench Projecthttp://workbench.concord.org, funded by the U.S. NationalScience Foundation (NSF), has been to research whether theuse of atomic scale models can improve student reasoningabout atoms and molecules, and how atomic scale propertiesrelate to macroscopic phenomena. Not only physics, but alsomuch of chemistry and modern biology is based on a mo-lecular view, but this is seldom addressed in beginningcourses, largely because it is very difficult to learn fromstatic pictures and narratives, or even simple animations. It isthe thesis of the Molecular Workbench research that, by en-gaging students in scaffolded model-based experiments withinteractive, dynamic models, they can obtain a deep concep-tual understanding of atomic-scale phenomena and their re-lationship to macroscopic phenomena.

H o w w e h av e d ev el op e d m i d d le g r ou n dH o w w e h av e d ev el op e d m i d d le g ro u n dH o w w e h av e d ev el op e d m i d d le g r ou n dH o w w e h av e d ev el op e d m i d d le g ro u n dm ode ls : Them ode ls : Them ode ls : Them ode ls : The Conco rd M ode li ng W or kbench Conco rd M ode li ng W or kbench Conco rd M ode li ng W or kbench Conco rd M ode li ng W or kbench s o ft w a res o ft w a res o ft w a res o ft w a reThe Molecular Workbench Projecthas developed anatomic/molecular engine capable of being used in the class-room as an underpinning to teaching fundamental science.The Concord Modeling Workbench (v. 1.1) isfreely availableat http://workbench.concord.org/modeler/index.html.

The Concord Modeling Workbench software is an extremelyversatile set of modeling tools based on current research incomputational physics, which can be used to compute andvisualize the motion of ensembles of atoms and molecules.The motion of each entity is estimated using classical dy-namics and applicable forces, from Van der Waals potentials,

Coulomb interactions, and harmonic approximations, tobonds, external fields, and boundaries. Meso-scale objectsand their interactions are supported. (e.g. See Fig. 1)

The resulting ensembles can illustrate energy conservation,gas laws, pressure, phase transitions, chemical bonding,chemical reactions, Maxwell velocity distribution, osmosis,electrolysis, electrophoresis, liquid crystals, polymers, and

more. Preexisting models can be used by high school andcollege students to explore a vast range of content, or stu-dents can use the Concord Modeling Workbench tools todevelop their own models. Models for students at any spe-cific level can be built using the strategies described below.

We have taken several different approaches to 'taming' thisresearch-grade science model, which can work as is in a col-lege classroom fairly comfortably. The first approach (A) hasbeen to develop ways for teachers and curriculum developersto work directly with the model, selecting and modifying thebuttons and sliders, as well as text and pictures associatedwith the models. The second approach (B) has been to use alanguage for programmers, Pedagogica, developed by PaulHorwitz's group at the Concord Consortium, which supportscloser control of a model and the user interface.

A .A .A .A . T he Conco rd M ode li ng W orkbench T he Conco rd M ode li ng W orkbench T he Conco rd M ode li ng W orkbench T he Conco rd M ode li ng W orkbench software ismore than a single atomic/molecular program, however. Itprovides you with a modeling engine integrated with a What-You-See-Is-What-You-Get (WYSIWYG) word processorthat can be used to write styled text, insert JPEG and GIFimages, import models and simulations, create/edit models,


25/80


and hyperlink other Web resources. We will amplify thisdescription below:

Interact with model at various levels of sophistication .You can set up, interact with, or edit a molecular model us-ing its original user interface, which usually has many hierar-chies of menus and dialog windows for setting up a model,changing a models states and controlling a simulation.

Design interfaces. You can design a simpler interface thatcan be used to control the model with constrained degrees of

freedom. For example, for activities exploring a molecularview of states of matter, changing temperature may be theonly thing that a teacher would require students to do. There-fore, a slider that controls the temperature of the molecularmodel, and the model itself, would be adequate in those par-ticular activities. Teachers can select these tools from an ar-ray of sliders, buttons, combo boxes and more.

Annotate and illustrate models. The Concord ModelingWorkbench enables you to create (or choose) these essentialelements, and annotate them with text and images, on a con-ventional document interface.

Save models and documents. Once you have created such adocument, everything on the workspace can be saved (inXML format). When a document is saved, the current statesof the embedded models are saved. When a document isopened, those saved states will be the initial states of themodels. If you are particularly interested in saving interme-diate states and analyzing patterns of particular moleculartrajectories, the Concord Modeling Workbench allows you torecord a simulation.

Share over the Web. Any standard HTTP server can se-curely distribute documents you have created, which can beviewed/downloaded by any end user all of the World usingthe Concord Modeling Workbench. Students, using only the

Concord Modeling Workbench, therefore, can develop mo-lecular dynamics models, annotate them and share them overthe web with one another for discussion.

B .B .B .B. Pedagog ica Pedagog ica Pedagog ica Pedagog ica Our model can also be programmed foruse in middle and high school classrooms with the assistanceof a script, Pedagogica. Pedagogica is a scripted controlenvironment developed to overlay models (Horwitz &Christie, 19996). A Pedagogica script can define a user inter-

face, set up the initial conditions, define the interactions withthe model, coordinate multiple applications, define text andresponse windows, and record users' responses and use of themodel. (See Fig. 2) It generates records that can providefeedback to teachers and data for researchers. A branchingsequence of pages that include models can be scripted. Peda-

gogica scripts, written in JavaScript, are currently being usedto control some activities within the Molecular WorkbenchProject.

These two approaches provide a rich set of strategies fordealing with models, from the direct configurations of mod-els that most users will be able to do easily and simply withonly the Molecular Modeling Workbench, to the program-

ming of key variables with the model-oriented scripting lan-guage, Pedagogica.

Our modeling strategies have had to adjust to different con-tent. While Gas Laws and Phases of Matter required fairlystraight-forward manipulation of scientific formula, model-ing water has so far required a more "roll up the sleeves"approach, making rules for the model that are close approxi-mations to the behavior of ions in water, and ions as theypass through membranes. Our model for DNA coding ofprotein, however, has some of the simplicity of Gas Laws.These differences reflect science progress: the actual struc-turing of water is still a hotly disputed mystery. DNA toprotein, while unclear in many individual cases (there areafter all, at least 60,000 proteins), is at least clear about thecodon-to-amino acid connection.

Case Exam ple : S tates o f M at te rCase Exam ple : Sta tes o f M at te rCase Exam ple : S tates o f M at te rCase Exam ple : Sta tes o f M at te rStudents completed a molecular dynamic activity in whichthey observed various macroscopic phenomena typical of thethree phases of matter, and then compared these properties tothe microscopic properties depicted in the molecular model.(See Fig. 3) By directly correlating observable macro scale

W i th t he Conco rd M odel ing W orW i th t he Conco rd M odel ing W orW i th t he Conco rd M odel ing W orW i th t he Conco rd M odel ing W orkkkk----bench s in teg ra t ing so f tw are envbench s in teg ra t ing so f tw are envbench s in teg ra t ing so f tw are envbench s in teg rat ing so f tw are env iiii ----

ronm ent , th e user can easily create ,ronm ent , th e user can easily create ,ronm ent , th e user can easily create ,ronm ent , th e user can easily create ,v isua l ize, ann ota te ,v isua l ize , ann ota te ,v isua l ize, ann ota te ,v isua l ize , annot a te , cont extu a l ize ,contextua l ize ,contextua l ize ,contextua l ize ,

c ross- link and d is t r ibu te dynam icalc ross- link and d is t r ibu t e dynam icalc ross- link and d is t r ibu te dynam icalc ross- link and d is t r ibu t e dynam icalmode ls .mode ls .mode ls .mode ls .


26/80


properties to the micro scale behavior of atoms in matter,students could develop their own kinetic atomic and mo-lecular perspective of the particulate model of matter. In ad-dition, the activity had students highlight and observe twoselected atoms or molecules in each phase and observe therelationship between them.

The goal of the activity was to help students develop throughinteraction with the model and observations of the macro andmicroscopic behavior the following mental models:

The atoms or molecules of a solid tend not to move veryquickly and are generally spaced as closely together as pos-sible and vibrate in place where the distance between twomolecules do not change over time. The atoms or molecules of a liquid are also generallyspaced closely together. However, the atoms or molecules ofa liquid tend not to stay in one place. They slide by eachother, allowing the liquid to conform to its container. Finally, gasses have, comparatively, a great deal of spacebetween their atoms or molecules. Gases fill whatever con-tainer in which they are. The distances between two mole-cules change a great deal, sometimes they are close to oneanother and sometimes they are far apart.

Case Exam ple : DNA to Pro te inCase Exam ple : DNA to Pro te inCase Exam ple : DNA to Pro te inCase Exam ple : DNA to Pro te inIn building a good science model, the curriculum developerand programmer should take into account known facts, pri-

oritized to emphasize critical aspects of the process or phe-nomena.

When experimenting with our DNA to Protein model, stu-dents discover first-hand that:1. The genetic code is written as a linear sequence;2. There is co-linearity between genetic code and the pro-

tein sequence. The longer the portion of the code you

read, the more protein you get as one line codes anotherline;

3. Code is written in codons without comas; and

4. Codons sit next to each other in line and each dictatesthe position of one amino acid in the chain;

5. The genetic code is redundant.

We built a model based on these assumptions. The modeloperates with a chain of amino acids linked to a genetic codetable. A codon representing three consecutive nucleotides, A,T, C or G, controls the position of every amino acid. Eachnucleotide can be replaced by another three or deleted. Eachcodon is linked to a specific amino according to the geneticcode. Our model also includes the concept of redundancy several codons can code the same amino acid. Working withthe model, students are able to observe changes in the proteinfolding as a response to any alteration of the genetic code.

This model, though simple, allows students to explore thevalue of two different types of mutation, substitution and

deletion of nucleotides, and the relative role of these muta-tio

Documents

Techknowlogia Journal 2003 Jan Mac