Hello Alan, I think we agree. I said:
<<For example: we know that the poor nations aren't going to meet the Millenium Development Goals for education by erecting buildings to teach and house those now left untaught. The real choice is between online learning or no learning.>> In the US and the other richer nations more than 50 per cent of the college age cohort is in college or has come college education. In Ghana it is 3%. The existing colleges and universities are all at capacity, and beyond, stuffing too many students into too few classrooms and lecture halls and dormitories. For the untaught in West Africa "the real choice is between online learning or no learning." I think your "paperless homework" idea has much to commend it, and I think the idea has implications for college learning as well. And offline learning via ICT is indeed an important direction for improving instruction at all levels. I think it important, though, to insist the needs for higher education in the poorer nations cannot be met by building more traditional "campuses. Steve Eskow On Sat, Oct 4, 2008 at 6:46 PM, Paperless Homework < [EMAIL PROTECTED]> wrote: > Hello steve, > > I do generaly agree with your views except that I would like to change this > little bit.. > > You said " The real choice is between online learning or > no learning." > > It would be more appropriate to rephrase it as > The real choice is between online/offline learning throug ICT or > no learning." > > This is because to say online learning is the only choice for ICT in > Education is not exactly right. More learning today are learnt through > offline than online... in many homes and schools around the world. More > people are offline at anyone time than online. > > Another thing, having a computer or two in a telecenter does not mean only > 1 or 2 students may benefit. That is the old model. Today telecenters can > make use of 1 or 2 computers to serve entire class of students using > projectors etc. So it depends on how you use the computers. > > Having one computer for each(as originally intended in the OLPC) is good > but in more cases than not ...impractical in third world countries (in fact > I really doubt any third world country). > > The real issue of the digital divide as far as schools are concerned today > is the inabilities to > reach out to the unreached anytime any place and any cost. > > We can talk until the cows come home about other issues highlighted by many > contributors here, without this being solved first, we are like trying to > teach the rural folks to run before they able able to walk. > > Hence to really close the digital divides among nations around the world, > look into issue of reach... then we can start talking about pedagogy. > > Read an article about our initiative here and perhaps most will understand > what the world is doing and what she lacks as far as trying to reach the > unreached 5 billion. > http://www.govtech.com/dc/articles/270167 > > Meanwhile we should not forget about the environment impact our current > schools are contributing to the deteriorating environments filling land > fills with millions of tons of paper wastes. This in spite of all the high > techs. > > Read about about a Practical tech not high tech article by a 14 years > experieced ICT journalist. > www.paperlesshomework.com/surf > > Regards > Alan > www.paperlesshomework.com > An elearning solution for rural areas where online/CDs cannot reach. > > Get the latest happenings through paperlesshomework tool bar > www.paperlesshomework.communitytoolbars.com > > --- On Sat, 10/4/08, Steve Eskow <[EMAIL PROTECTED]> wrote: > > From: Steve Eskow <[EMAIL PROTECTED]> > Subject: Re: [DDN] PhD research on OLPC > To: "The Digital Divide Network discussion group" < > digitaldivide@digitaldivide.net> > Date: Saturday, October 4, 2008, 3:55 AM > > Hi Tom, > Sorry to be so slow in responding. For some reason I missed this message of > yours when it arrived. > > Perhaps it would be useful to put the matter of moving out of what Bourdieu > called > "the scholastic enclosure" into the new spaces of communication > technology > into an action research mode. > > For example: we know that the poor nations aren't going to meet the > Millenium Development Goals for education by erecting buildings to teach > and > house those now left untaught. The real choice is between online learning > or > no learning. > > One question, then, for research is how to bring computers and students > together. > > Sarah talked about "community computers." I've used the term > "social > computers," to contrast with the taken-for-granted rich country assumption > of the "personal computer." The "telecentre" is one > approach to the "social" > computer, and it has clear limitations. We can put a computer in a school, > a > church, a kiosk, a cafe and it can serve one, three, five students. > > Will such an approach do the job? We don't know for sure, but we can try, > keep careful records and report results. > > On the matter of pedagogy: perhaps we need a transitional strategy, rather > than insisting that all existing syllabi and curriculum materials and > instructional strategies are hopelessly inadequate, an approach guaranteed > to frighten or threaten or anger many of the faculty whose support we need. > I, for one, would rather make existing instructional strategies made > available via ICT than nothing at all. Again, we encourage an action > research approach, and we report on how well the traditional pedagogies do > when compared to the new ones that seem more authentic and relevant to us. > > Steve > > > On Tue, Sep 23, 2008 at 9:19 AM, tom abeles <[EMAIL PROTECTED]> wrote: > > > > > Hi Steve > > > > You are right, there are transitions and there are different models. What > > might be appropriate today in Ghana might be different, today in the US. > The > > approach of education planners is to want to eventually find the one > global > > model. Yet with technology, as you suggest, there are many models for > > learning including different approaches from didactic, sage of stage, to > a > > problem-based-learning model as examples. The difference, today, seems > to > > me to revolve around the ability of the knowledge to come to those that > need > > it when and where they need it. Information packages nicely and > doesn't > > necessarily require paved four lane controlled access roads. It is > strange > > and wonderous to see how knowledge travels in dispersed rural communities > > where everyone knows everyone's business and problem solving knowledge > > travels across fields almost by magic. The issue is one of scarcity and > > control. That we learned, in the west from the Church who had a problem > when > > the Vulgate appeared. > > > > Just go to the iTunes store and go to podcasts and search for a subject > and > > see what is available, free. And we are just starting > > Think about motivated home school students in the US and students eager > to > > learn, around the world but who have to work so the family can eat. > > > > How long before we figure out that brick-spaces dedicated only for > > educational purposes need to be repurposed in order to better meet what > they > > are delivering almost like zombies walking down the street. What virtual > > larning options do is to point out that the current model is like the > > consumptive in Poe's short story of Valdemer. A snap of the fingers > will > > break the trance and the system will plunge into chaos. The people who > have > > a vested interest in the status quo and the idea of mapping technology in > > the schools are the schools of education who have no other model. They > are > > like the brakemen in the caboose or the last flight engineer in the 3 > person > > cockpits of modern airliners. > > > > thoughts? > > > > tom > > > > tom abeles > > ---------------------------------------- > > > Date: Mon, 22 Sep 2008 09:47:55 -0700 > > > From: [EMAIL PROTECTED] > > > To: digitaldivide@digitaldivide.net > > > Subject: Re: [DDN] PhD research on OLPC > > > > > > In a message here filled with much good sense Tom Abeles says this: > > > < thinking about mapping click space technology into brick space > > thinking.>> > > > > > > We might begin by trying to understand why radio, television, > film--all > > the > > > earlier technologies that promised to reform education--have failed > to > > make > > > a difference in what goes on in those "brick spaces" that > Tom talks > > about. > > > > > > Winston Churchill said this: "We shape our buildings, and then > our > > buildings > > > shape us." > > > > > > That is: the school building and its classrooms and lecture halls is > not > > > merely a container that can house instruction organized around the > > computer > > > or radio or television as easily as it can accommodate teacher-led > > > instruction: the building--Tom's "brick space"--shapes > what goes on > > within > > > in it. Anthony Giddens says spatial arrangements are > "constitutive". The > > > school building, then, is not a neutral container that can house any > kind > > of > > > instruction, but is a decisive and determining factor in the shaping > of > > > teaching and learning. > > > > > > Tom proposes abandoning the present building-centered school. > > > > > > We may need a transitional strategy. > > > > > > One possibility might be a 3-2 system. Children go to the school > building > > > three days a week to learn from teachers and each other through > > > conversation, dialog, and the older pedagogies, without technologies, > or > > > perhaps with the help of radio and television if the teacher is > > comfortable > > > with them. The other two days might be spent with computers: at home, > if > > the > > > home has a computer--perhaps using a pen drive, as > "Paperless" > > suggests--or > > > using a "community computer" which might be in a > telecenter, or a > > library, > > > or in the school building. > > > > > > The growth of "open universities," with all instruction at > a > > > distance,suggests that some day Tom's vision of a "school > without walls" > > may > > > be practical. We might want to go there in stages rather than all at > > once. > > > > > > Steve Eskow > > > > > > On Sat, Sep 20, 2008 at 9:03 AM, tom abeles wrote: > > > > > >> > > >> We are in a transition period where multiple solutions make sense > rather > > >> than one size fits all. > > >> > > >> One of the issue to understand is that cost keeps coming down for > > digital > > >> products. Right now I can have a basic cell phone which will take > a > > micro > > >> chip with 4GB. Cells are already available with most of the > technology > > >> needed to deliver basic internet type services, even to being > able to > > test. > > >> The cell is a ubiquitous device even in developing countries. So > > computers > > >> to lap tops to cells is a natural migration both in capabilities, > cost > > and > > >> availability both on wireless and wifi delivery. > > >> > > >> Thin clients such as Sarah suggests, or variance thereof is what > happens > > >> with google doc's and other server-based software, even in > developed > > >> countries- safe/secure and not dependent on keeping data stored > on > > portable > > >> media except for off-line purposes. > > >> > > >> OLPC is, as both Sarah and Alan suggest was based on the old > model of a > > >> brick-space synchronous, age-defined cohort model for learning- > bricks > > >> mapped into clicks from K->20. > > >> > > >> We need to rethink educational models first and formost rather > than > > >> thinking about mapping click space technology into brick space > thinking. > > >> > > >> Learning should be anytime/any place- some maybe synchronous in > groups > > but > > >> most, given the exigencies of daily and seasonal life, > particularly in > > >> countries where even students need to contribute to family > income, need > > the > > >> flexibility offered by virtual technology. > > >> > > >> The problem is that the learning model has to change and the tech > can > > help. > > >> But thinking about thin clients, portable media and other > soft/hard tech > > >> will be limited if the models do not also change. > > >> > > >> tom > > >> > > >> tom abeles > > >> > > >>> From: [EMAIL PROTECTED] > > >>> To: digitaldivide@digitaldivide.net > > >>> Date: Fri, 19 Sep 2008 14:06:52 -0700 > > >>> Subject: Re: [DDN] PhD research on OLPC > > >>> > > >>> A more practical approach is "community computers" > (in contrast to > > >> "personal > > >>> computers") available in a school, church, community > center, etc., > > where > > >>> everyone in the village can have access. It is much more > reasonable to > > >>> provide internet connection for one such community computing > center > > than > > >> for > > >>> personal laptops. > > >>> > > >>> A good model is a thin client/server model, in which one > powerful > > server > > >>> would serve programs and internet access to many thin clients > with > > >> limited > > >>> computing and storage capacity. (Community users would have > their own > > pen > > >>> drives for storing their own files.) > > >>> > > >>> We (Pangaea Network) are testing this idea in Ghana in Asante > Akim > > >> district. > > >>> > > >>> > > >>> Sarah Blackmun-Eskow > > >>> President, The Pangaea Network > > >>> 290 North Fairview Avenue > > >>> Goleta CA 93117 > > >>> 805-692-6998 > > >>> [EMAIL PROTECTED] > > >>> www.pangaeanetwork.org > > >>> > > >>> -----Original Message----- > > >>> From: [EMAIL PROTECTED] > > >>> [mailto:[EMAIL PROTECTED] On Behalf Of > > Paperless > > >>> Homework > > >>> Sent: Friday, September 19, 2008 5:02 AM > > >>> To: The Digital Divide Network discussion group > > >>> Subject: Re: [DDN] PhD research on OLPC > > >>> > > >>> Dear Caroline, > > >>> > > >>> What you are doing is exactly what our project is about. > > >>> > > >>> We believe that a practical approach should be the way rather > than > > fancy > > >>> ideas about One laptop per child for the developing > countries. It isn't > > >>> practical even in developed countries much less developing > countries. > > >>> > > >>> It is in this direction that we have created a simple tool to > create > > >> small > > >>> sized tutorials and exercises to enable such multimeda > contents to be > > >> saved > > >>> in diskettes or Pen drives. Yes even diskettes can > accommodate > > multimedia > > >>> contents. So in the end the entire extra financial need of > the students > > >>> would be digitally connected would be the cost of a pen > drive. > > >>> It can contain the entire contents for the whole life of the > > students.... > > >>> that is our aim. > > >>> > > >>> Computers, students would know how to get access to for those > students > > >>> without computers. > > >>> > > >>> The good thing about OLPC project is the development of low > cost units > > >> and > > >>> its low power needs with longer hours of operation. To use > OLPC for > > each > > >>> child in developing countries... it would never come to pass. > > >>> > > >>> An interesting article about our concept of Practical tech > not high > > tech > > >>> www.paperlesshomework.com/surf > > >>> > > >>> Currently we have tremendous response to our free for schools > > initiative > > >> in > > >>> Malaysia. We would extend it to other developing countries > including > > >> China, > > >>> India and Indonesia which practically form nearly half the > world's > > >>> population. If we succeed here , our job is done. > > >>> > > >>> See videos of our contents here > www.paperlesshomework.ning.com/video > > >>> > > >>> Want to really close the digital divide? Join us. It is the > ONLY such > > >>> project in the world. > > >>> > > >>> Regards > > >>> Alan Foo > > >>> www.paperlesshomework.com > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> www.paperlesshomework.com > > >>> An elearning solution for rural areas where online/CDs cannot > reach. > > >>> > > >>> Get the latest happenings through paperlesshomework tool bar > > >>> www.paperlesshomework.communitytoolbars.com > > >>> > > >>> --- On Thu, 9/18/08, Caroline Meeks wrote: > > >>> > > >>> From: Caroline Meeks > > >>> Subject: Re: [DDN] PhD research on OLPC > > >>> To: "The Digital Divide Network discussion group" > > >>> > > >>> Date: Thursday, September 18, 2008, 8:20 AM > > >>> > > >>> Thank you all for this interesting discussion. > > >>> > > >>> As someone embarking on a project similar to OLPC I'm > interested in > > what > > >>> advice you have on effective and ethical marketing and > corporate > > >>> relationships. > > >>> > > >>> School Key is "One KeyFob per Child". Basically, > we question that the > > >> best > > >>> way for children to have ubiquitous access to computers is to > have them > > >>> carry laptops with them. Even if they did cost $100 in a > city like > > >> Boston > > >>> kids are not safe carrying home computers. Instead we > propose to give > > >> each > > >>> student a 1GB USB Key (currently $5 at Target, probably > closer to $1 or > > >> $2 > > >>> in bulk) and arrange for them to be able to boot every > computer at > > >> school, > > >>> the library, the ICT center and at home with it. > > >>> > > >>> When you buy one computer per student it will always be a > compromise. > > >>> Instead, afterschool programs can have big color screens for > art, High > > >> use > > >>> compuer labs can use low power computers, Science departments > can have > > a > > >>> cart of sturdy laptop with cameras and sensors, and low-cost > > referbished > > >>> computers, that doen't even need a hard drives, could be > supplied for > > >> home. > > >>> Content can be automatically downloaded when connected to the > internet > > at > > >>> school letting students do homework offline if they don't > have internet > > >> at > > >>> home, then automatically save thier work back to the server > when they > > >>> reconnect at School. > > >>> > > >>> Currently this is a Grad school project, developed with open > source > > >> software > > >>> by me and Amy Bisiewicz, a Boston Public Schools IT > professional, who > > >>> attended Harvard Grad School of Education last year thanks to > a > > >> scholarship > > >>> program for Boston Public School employees. As an Internship > for > > credit > > >> at > > >>> HGSE, I am doing very intial pilot work this fall at two > Boston > > schools. > > >>> > > >>> Right now we have no grants, no marketing, no corporate > partners. Its > > >> seems > > >>> clear to me that we need to change that, so I'm > interested in what you > > >> think > > >>> OLPC and others have done right and wrong in these arenas. > > >>> > > >>> Thanks! > > >>> Caroline > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> > > >>> _______________________________________________ > > >>> DIGITALDIVIDE mailing list > > >>> DIGITALDIVIDE@digitaldivide.net > > >>> http://digitaldivide.net/mailman/listinfo/digitaldivide > > >>> To unsubscribe, send a message to > > >> [EMAIL PROTECTED] > > >>> with the word UNSUBSCRIBE in the body of the message. > > >>> > > >>> > > >>> _______________________________________________ > > >>> DIGITALDIVIDE mailing list > > >>> DIGITALDIVIDE@digitaldivide.net > > >>> http://digitaldivide.net/mailman/listinfo/digitaldivide > > >>> To unsubscribe, send a message to > > >> [EMAIL PROTECTED] with the word UNSUBSCRIBE > in > > the > > >> body of the message. > > >> > > >> _________________________________________________________________ > > >> Want to do more with Windows Live? Learn "10 hidden > secrets" from Jamie. > > >> > > >> > > > > http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008 > > >> _______________________________________________ > > >> DIGITALDIVIDE mailing list > > >> DIGITALDIVIDE@digitaldivide.net > > >> http://digitaldivide.net/mailman/listinfo/digitaldivide > > >> To unsubscribe, send a message to > > [EMAIL PROTECTED] the word UNSUBSCRIBE in the > > body of the message. > > >> > > > _______________________________________________ > > > DIGITALDIVIDE mailing list > > > DIGITALDIVIDE@digitaldivide.net > > > http://digitaldivide.net/mailman/listinfo/digitaldivide > > > To unsubscribe, send a message to > > [EMAIL PROTECTED] with the word UNSUBSCRIBE in the > > body of the message. > > > > _________________________________________________________________ > > See how Windows connects the people, information, and fun that are part > of > > your life. > > http://clk.atdmt.com/MRT/go/msnnkwxp1020093175mrt/direct/01/ > > _______________________________________________ > > DIGITALDIVIDE mailing list > > DIGITALDIVIDE@digitaldivide.net > > http://digitaldivide.net/mailman/listinfo/digitaldivide > > To unsubscribe, send a message to > [EMAIL PROTECTED] the word UNSUBSCRIBE in the > body of > the message. > > > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE@digitaldivide.net > http://digitaldivide.net/mailman/listinfo/digitaldivide > To unsubscribe, send a message to [EMAIL PROTECTED] > the word UNSUBSCRIBE in the body of the message. > > > > > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE@digitaldivide.net > http://digitaldivide.net/mailman/listinfo/digitaldivide > To unsubscribe, send a message to [EMAIL PROTECTED] the word UNSUBSCRIBE in > the body of the message. > _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@digitaldivide.net http://digitaldivide.net/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
