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Tag Archives: ICTs IN EDUCATION

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https://yourfreeworld.wordpress.com
https://www.change.org/p/petition-for-mandating-use-of-free-and-open-source-software-in-new-education-policy-2016
DankwahM-InfoctessUEW, Ghana.

Petitioning the Ministry Of Education, Ghana

Petition for Mandating Use of Free and Open Source Software in Educational Policy of Ghana-2017.

Note: This draft is adapted by DankwahM, a FOSS activism group and Infoctess-UEW, a students’ association based at UEW, Ghana from an original draft document prepared by Krishnakant Mane, Prof Nagarjuna, Rushabh, J T Dsouza, Siji Sunny, Arun Khan, Pralhad C, Milind Oka and GNU/Linux Group, Mumbai, India on behalf of all FOSS activists.

Recommendations on National Education Policy (NEP)
This is a draft of suggestions/recommendations to be presented to the Government of Ghana’s Ministry of Education on the National Education Policy (NEP) for Ghanaian citizens.

This draft is adopted from Krishnakant Mane, Prof Nagarjuna, Rushabh, J T Dsouza, Siji Sunny, Arun Khan, Pralhad C, Milind Oka and GNU/Linux Group, Mumbai, on behalf of Ghanaian students by DankwahM, a Ghana-based advocacy group.

This draft particularly focuses on recommendations regarding ICT in education.
Note that this is a work in progress and changes will be added as per feedback from other organisations/ individuals.
Preface:
Information Communication Technologies (ICT) is the pivot and backbone of our lives in this digital age.
Education is one of the most important aspects affected by ICT.
The said sector depends heavily on computers and other such devices like Tablets and more so on the software (programs) and the Operating System on which these machines run.
There are two types of software systems available as choices. Free (as in freedom) often referred to as Open source software, and proprietary software. These two systems differ in the way they are provided to the end-users, development practices and amount of freedom users have with the technology.
While Free and Open source software gives everyone the permission to use, understanding and make copies with or without modifications, the proprietary software only allows user to use a single copy on a single machine without any permission to understand, modify or make copies for personal or professional reasons even though license has been paid for.
There are several issues governing what kind of Software and OS should be used in education. This document focuses on these issues and will make recommendations on software and OS to be used in educational institutes’ syllabus and administration.
FOSS as the mandatory solution:
As mentioned in Preface, it becomes obvious that Free and Open Source Software (FOSS) should be made mandatory in education as a government policy.
As a matter of fact, almost all proprietary programs and OS have free software replacements, some being even better.
This report lists strong reasons for such a recommendation in the following sections.
Free of charge to download:
All Free software is free of charge to download, although commercial support may be purchased from individual companies.
The fact that downloading and making copies of Free software is not charged, makes it an extremely cost effective replacement for proprietary counterparts.
This has a serious implication on procuring technologies in education.
Firstly a lot of public money can be saved and used for better purposes within educational institutes itself.
Secondly such cost effectiveness also has an effect on the fees (note that schools and colleges have to pay heavy for buying proprietary license copies of software, the same is compensated through high fees ).
Ghana being a country where right to education is a rule, we must realize that poor people can’t afford high fees which essentially denies them good quality education.
Since FOSS replacements are available, for example Libre Office or Open office for Microsoft Office, Firefox or Chromium for Internet Explorer, GIMP for Photoshop, GNUKhata for Tally etc, there is no reason why institutions should prefer closed and proprietary software.
There are plenty of examples as proofs of concept and success, including the Kerala Model in India which has proved that the cost of education can be brought down to a great extent using Free Software.
In addition there are other international examples like Extremadura in Spain on a bigger scale and high success using FOSS in education.
Refer: http://www.theinquirer.net/inquirer/news/2265108/spains-extremadura-government-switches-40-000-pcs-to-linux-and-open-source-software
Free to customize and localize:
The very principle of free software is to freely customize software.
All Free software thus can be altered to suit local requirements.
This also includes translating such FOSS programs in Ghanaian languages.
This becomes very important culturally because education is many a times determined by local cultural factors.
Language is also a major issue, given that some Ghanaian populations are more comfortable learning in their own language.
Since the FOSS licenses like GPL allow and encourage improvements, government can dedicate organizations/ institutes to alter free software products and even localize them. Dedicated funding can be allocated for such work.
Such an arrangement will not just help utilize financial resources in a justified way rather than spending on costly licenses, but also generate lot of employment in such technical and semi-technical areas.
Furthermore if we have to spread digital empowerment in the semi-urban and rural areas of the country, then such localized versions are a must have and FOSS is the only way we can achieve this on a large scale without a lot of financial overhead.
Importance in ICT education:
The ability to study and customize the software has particular importance in the field of ICT education. Research has proved that if students can study and modify already mature and professional quality programs, they learn standard programming practices and acquire high degree of professionalism by learning from senior experts and by seeing existing source code and also learn from community.
Using proprietary software only makes them users of existing languages with no scope for their own ideas as would-be software engineers.
In short just like medical students have to learn human/animal anatomy to become good doctors, good engineers must have the freedom to see the insides of Operating Systems (OS) or other software such as programming languages.
Most of the IT companies today are using Open source for almost all their work, thus making it even more important for universities to stay in sync with the industry trends.
Ease and comfort of use:
There is a popular misconception that FOSS OS or related programs are difficult, command line oriented and uncomfortable to be used.
Such a wrong notion stems from the fact that we have been only exposed to proprietary software for a long time. More over even if we use FOSS in daily life (android for example is an Open Source OS on Most mobiles), we are not aware of it. Most big organizations including commercial enterprises especially those concerning Internet based services use FOSS. Several schools and colleges also possess dedicated labs for Free Software.

There is enough evidence that FOSS is not just easy to use but also very user -friendly (sometimes more user friendly than proprietary counterparts).
Add the fact that GNU/Linux is totally virus free and developed in a transparent way. All that it takes is a persistence of use of FOSS.

Refer: http://www.iasptk.com/supreme-court-ordered-courts-across-india-switch-ubuntu/
In fact as discussed in all the previous sections Free Software, also referred to as Free and Open Source Software must not just be preferred but made mandatory. A rare exception can be made where a Free Software is not up to the requirement of a certain task or some job which some proprietary software in its latest version is able to do. Such a comparison should be well justified and enough reasons should be given as to why a free software can’t be used. Even in a situation where such an exception is made, the government must take active steps to bring a free software replacement to the required standard by funding development of such programs.

This petition will be delivered to:
Ministry Of Education, Ghana
Hon Minister ………Matthew…Opoku Prempeh…………………

FOSS
MOE
National Education Policy

DankwahM started this petition with a single signature, and now has …. Supporters (needed to reach 400)

https://www.change.org/p/petition-for-mandating-use-of-free-and-open-source-software-in-new-education-policy-2016

©2016, Change.org, Inc. Certified B Corporation

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A Paper Presented at the 17th International Conference
of the Society for Information Technology and Teacher Education
March 20-24, 2006, Orlando, FL
J. Michael Blocher, Ph. D.
Educational Technology Program
College of Education
Northern Arizona University, USA
Michael.Blocher[at]NAU.EDU

Student 2.0 would perform better in Open-Book/Open-Internet Examinations. This allows for assessing Higher Cognitive Abilities. But the traditionalist in us says no to Student 2.0.
student 2.0 sees the need to democratise higher education. They believe in the philosophy of connectivist pedagogies.
Unfortunately, when we provide training, we rarely conduct an evaluation of prior knowledge to inform the training.
(Teacher ICT Readiness in Ghana, Kofi B. Boakye, Dzigbodi Ama Banini p5)

Student 2.0 subscribes to the questioning dimension, reinventing Socrates. They do not accept as sacrosanct
theories without scrutiny, they identify with the concept of negotiated meaning and adhere to collaborative learning practices…

Free online workshops on WikiEducator:
http://www.wikieducator.org/workshops

Please visit if you are interested in e-learning issues.

alternatively, you can also visit

http://www.integrating-technology.org/course/view.php?id=220

…your spirit of giving has tremendously reinforced my conviction that ICTs are a revolution, in that we see people power, in other words individuals making a whole lot of difference in the lives of others, just by exercising their rights to GIVE, their rights to empower humanity for the overall good, making a difference in the lives of millions.

You are not alone in wanting to empower learners to help answer how ICTs can transform the learning environment into one that is learner-centred as well as contribute to a faster rate of development of education and by extension society.

( In honour of GIVERS like Bernard Poole (PhD), George Siemens, Martin Dougiamas, George Veletsianos (PhD) and others who impact humanity! )

Welcome

Research discussion of trends in the development and applications of ICTs in Education

Before we begin today’s, recap of last 2 weeks,

“It’s one thing to encourage providers to develop ?open source? wares and to promote measures
that encourage publishers, colleges and universities to reduce costs and save students money.
But it’s another thing entirely for the federal government to use taxpayer dollars to provide
services that will undercut those offered by self-sustaining private enterprises.
. . . More than half a dozen major textbook publishers, including Pearson,
McGraw-Hill, Cengage, W.W. Norton & Co., and John Wiley & Sons, as well as hundreds of
smaller providers, develop and distribute online educational content.”

“Traditional colleges
and universities build online course content according to the organizational and financial logic
of what Tony Bates once called the cottage model?. ”

credit: http://highereducationmanagement.wordpress.com/

Today’s session titled QA in ICT Education
relevance for our academic communities

References:

ICT in Education by Victoria L. Tinio

p12
How can ICTs help transform the learning environment into one that is
learner-centered?

Creative Learning: ICT-supported learning promotes the manipulation of existing information
and the creation of real-world products rather than the regurgitation of received information.

Integrative learning: ICT-enhanced learning promotes a thematic, integrative approach to
teaching and learning.This approach eliminates the artificial separation between the different
disciplines and between theory and practice that characterizes the traditional classroom
approach.

We are looking at these in the broader contexts of

The Dakar Educational Goals
and

The Millennium Development Goals

For the big picture blog post on UNIVERSALITY OF ACCESS, 2009 LIFELONG LEARNERS

HENCE THE NEED FOR LIFE-LONG EDUCATORS (HOW are HIGHER EDUCATIONAL INSTITUTIONS (HEIs) PREPARING
STUDENTS TO BECOME LIFELONG LEARNERS/EDUCATORS)

(QUALITY ASSURANCE in ICT EDUCATION)

WELCOME TO join in the discussion, contribute

George Siemens of the univ. of manitoba records September 11, 2009 address by John Hagel talking about Passionate Creatives

QUESTION: how do you evaluate the impact of wikis on learning?

KEYWORDS: edits, co-authorship, article/page connectedness

So model of asynchronuous comm, NEW MEDIA MODEL comes in by the use of threaded conversations
for student assessment and evaluation

(Might invite Dr Yidana, to talk more on project based pedagogies, A PARADIGM SHIFT)

Discuss:
a. The use of ICT to run instructional delivery systems:

The (COL) plan TO INCLUDE

Open educational resources herald
the emergence of a global intellectual
commons.
CREDIT: WWW.COL.ORG

Proposals, all stakeholders welcome

SOME QUALITY ASSURANCE METRICS (ICT EDUCATION IN HEIs)

1. How the ICT course can be made to revolve instead on and around principles and applications
of ICTs, e.g. the phenomenon of technological convergence; the fact that university education demands computer psychology, new media literacies etc.

2. How the student is being taught to appreciate the fact that ICT course lecturers and instructors
now assume facilitator roles and the supply of e-Resources to document this e.g. UNESCO publications etc.

3. Revisions and enhancements of ICT course content.

4. The inclusion of a Radio lecture series on ICT phenomena (for all ICT course students).

5. The use of the internet by lecturers and instructors for ICT course instruction e.g. blogging,
WikiEducator.org, ICT4D.org and other web 2.0 tools.

References (cont’d)

Blurton, C., New Directions of ICT-Use in Education?. Available online.

Evaluative learning

The role of ICT in higher education for the 21st century: ICT as
a change agent for education
Ron Oliver
Edith Cowan University, Perth, Western Australia

“Until computers are available at home, a nationwide network of Community
Learning Centres should be set up stocked with computer laboratories with broad
band access and trained staff to access online distance learning courses. ”

Credit: Bikas C. Sanyal
International Institute for Educational Planning, UNESCO

welcome

research discussion of trends in the development and applications of ICT and Education

I am an ICT instructor at the University of Education, Winneba, Ghana.

comments contributions suggestions questions welcome

b4 we begin todays, recap of last 2 weeks,

talked of shift in presentation, asynch model of recording and availability of transcript

(infusions of energies, model of asynchronuous comm, New Media Model)

that said, i would wanna begin by some illustrations/explanations on URLs: A typical URL is of the form:
Protocol://host/path/filename
For example the URL on the hompage of NUNet at University of Jos is:
http://www.unijos.edu.ng/nunet/index.htm
This means:
i. protocol is: HTTP
ii. host computer name: WWW
iii. second level domain name: unijos
iv. Top level domaian name: edu
v. CC Top level domain name: ng
vi. Directory name: nunet
vii. Filename: index.htm

services limit themselves to deep Web content.
Example of these are CompletePlanet (www.completeplanet.com), ProFusion
(www.profusion.com) and Invisible-we.net, search.com e.t.c.

credit: http://www.unijos.edu.ng

today’s session titled Quality Assurance IN ICT EDUC, A PERSPECTIVE

what is the relevance for academic communities? : teachers are now facilitators

ICT in Education by Victoria L. Tinio

p12
How can ICTs help transform the learning environment into one that is
learner-centered?

? Creative Learning. ICT-supported learning promotes the manipulation of existing information
and the creation of real-world products rather than the regurgitation of received information.

? Integrative learning. ICT-enhanced learning promotes a thematic, integrative approach to
teaching and learning.This approach eliminates the artificial separation between the different
disciplines and between theory and practice that characterizes the traditional classroom
approach.

webCOL p9

continuing expansion of connectivity
is enabling much greater access to
technology-mediated learning;
? new social software is transforming
the Web into a vast space for online
collaboration; and
? open educational resources herald
the emergence of a global intellectual
commons.

credit: http://www.col.org

we are looking at these in the broader contexts of

The Dakar Educational Goals
and

The Millennium Development Goals

COL is an intergovernmental organisation created by Commonwealth
Heads of Government to encourage the development and sharing
of open learning and distance education knowledge, resources and
technologies.
Vision:
Access to learning is the key to development
Mission:
To help governments and institutions expand the scope, scale and
quality of learning by using new approaches and technologies, especially
those subsumed under the general term of open and distance learning
(ODL).
Programme sectors and initiatives:
Education:
Open schooling
Teacher education
Higher education
Virtual University for Small States of the Commonwealth

credit: http://www.col.org

for the big picture blog post on UNIVERSALITY OF ACCESS , 2009 LIFELONG LEARNERS

HENCE THE NEED FOR LIFE-LONG EDUCATORS (HOW are Universities PREPARING STUDENTS TO BECOME LIFELONG EDUCATORS)

welcome to join in the discussion, contribute

(PROPOSALs TO SET UP QA UNIT AT university DEPARTMENTS and RUN WORKSHOPS FOR LECTURERS/INSTRUCTORS)

hence the need for a comparison: educational psychology vrs computer psychology…

AFRICAN institutions need these concepts e.g. computer architecture and design issues (software)

AN ANALYSIS OF why the carnegie mellon university runs a cse. in human-computer interaction

George Siemens of the univ. of manitoba
records September 11, 2009 address by John Hagel talking about Passionate Creatives

how do you evaluate the impact of wikis on learning?

edits, co-authorship, article/page connectedness

credit: http://www.elearnspace.org

so model of asynchronuous comm, NMM comes in by the use of threaded conversations
for student assessment and evaluation

(might invite Dr Yidana, to talk more on project based pedagogies)

discuss:
a. The use of ICT to run instructional delivery systems:

philosophy of investigitating the use of ICTs in education

COL P9 3YP_09-12_webCOL

The plan TO 3 INCL.

? open educational resources herald
the emergence of a global intellectual
commons.

proposals, all stakeholders welcome

1. How the ICT course can be made to revolve instead on and around principles and
applications of ICTs, e.g. the phenomenon of technological convergence; the fact that university
education demands computer psychology, new media literacies etc.

2. How the student is being taught to appreciate the fact that ICT course lecturers and instructors
now assume facilitator roles and the supply of e-Resources to document this e.g. UNESCO publications etc.

3. Revisions and enhancements of ICT course content.

4. The inclusion of a Radio lecture series on ICT phenomena (for all ICT course students).

5. The use of the internet by lecturers and instructors for ICT course instruction e.g. blogging,
WikiEducator.org, ICT4D.org and other web 2.0 tools.

? Evaluative learning

The role of ICT in higher education for the 21st century: ICT as
a change agent for education
Ron Oliver
Edith Cowan University, Perth, Western Australia

Until computers are available at home, a nationwide network of Community
Learning Centres should be set up stocked with computer laboratories with broad
band access and trained staff to access online distance learning courses.
Bikas C. Sanyal
International Institute for Educational Planning, UNESCO

i-Advance Project: An initiative with Intel Corporation and local computer assembly
firms (Ghana) to provide affordable computers for students, teachers and government employees.

ICTs in educ
ICTs IN the community
Gov. admin

Would you like to share with me what you think Academic Quality
Assurance�s Unit Core Business should be in HEIs (HIGHER EDUCATIONAL INSTITUTIONS)?