This email covers two things.
First, many thanks to everyone who has sent explanations of RSS. I haven't digested all the information yet - but from a quick read through all that has been sent I'm feeling much less ignorant, and very glad that I did ask the question.
Second , a response to what Kenan Jarboe wrote (the response linking in with reference to Wikis) :
Ken Jarboe - But, to what extent is the problem aggravated (or even caused) by information overload? (snip)Our goal in closing the digital divide is to make sure people have the option -- not that we shove their face into that firehose stream of information around us with they want a simple drink.
This is an important issue - and one that we are struggling to address through the Teachers Talking (about ICTs) group. If we train teachers in rural Nigeria to access the Internet (through cybercafes) then how do we ensure that their hard-won sessions online are effective? If *you* could only access the Internet a few times a year - what would you prioritise? This is not just a rhetorical question - I am genuinely trying to find the best way forward for the teachers.
In planning the course our first attempt at a solution was to set up a yahoo group (so everyone involved could "rub brains" and people would have a "friendly face starting point" when logging on to the Internet). The group members are a mixed bunch. Think of them in three broad categories - teachers in rural Nigeria, active supporters of the teachers, people with an interest in the issues of ICT and education who only contribute occasionally, or simply lurk.
Soon after setting up the Teachers Talking (TT) yahoo group we began to develop a Wiki as a kind of resource bank. Once the TT course started, it became obvious that the teachers would have little opportunity to search though the Wiki for themselves. The teachers went online during practical sessions - with an emphasis on using the TT group emailing list - and the time raced by. The supporters played an invaluable role emailing the teachers through the group list, and it was the supporters who referred to the Wiki. They emailed precise Wiki links to the course members (and the facilitators).
The course is over now, but the group is ongoing. The initial TT course members plan a follow up meeting in February. The organisers plan to run additional courses if sponsors can be found (the teachers pay course fees but that does not cover the full costs).
Links relevant to TT: <> Wiki front page http://teacherstalking.xwiki.com/xwiki/bin/view/Main/WebHome <> Wiki page including photo http://teacherstalking.xwiki.com/xwiki/bin/view/Main/TeachersTalkingCourse <> A description that emphasizes the Teachers Talking support group.This <>was written to a set structure on the Changemakers website so gives a different view of the project http://www.changemakers.net/journal/04november/case1-14-8-25.cfm<> Home page of Teachers Talking yahoo group (you can join TT from here)
http://groups.yahoo.com/group/CawdTeachersTalking/
This is not a problem relating only to teachers and CawdNet's education Special Interest Group (SIG). CawdNet is involved with other SIGs - women, health workers, youths and farmers. We'd like to support them in their potential Internet use too, and we know some of the issues they want us to find out about, but we don't have the resources to set up the support groups. I would be very interested to make contact with others who (to develop Kenan Jarboeuse analogy) are tackling (or interested in helping us to tackle) the problem of dipping into a torrent with a teaspoon.
Pam
Pamela McLean CAWD volunteer CawdNet convenor TT course facilitator _______________________________________________ DIGITALDIVIDE mailing list [email protected] http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
