BEGIN:VCALENDAR VERSION:2.0 PRODID:-//128.200.235.219//NONSGML kigkonsult.se iCalcreator 2.20// CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:DML2015 X-WR-CALDESC:Equity by Design X-FROM-URL:http://dml2015.dmlhub.net X-WR-TIMEZONE:America/Los_Angeles BEGIN:VTIMEZONE TZID:America/Los_Angeles X-LIC-LOCATION:America/Los_Angeles BEGIN:STANDARD DTSTART:20161106T020000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST END:STANDARD BEGIN:DAYLIGHT DTSTART:20170312T020000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:ai1ec-11198@dml2015.dmlhub.net DTSTAMP:20170323T214158Z CATEGORIES;LANGUAGE=en-US:EF/Expanding Freedoms CONTACT: DESCRIPTION:Organizers: Sandra Sarmonpal\, Hiroo Kato\, Kim Welch\nPresente rs: Moses Okumu\, Phillip Egessa\, Traci Garff\, Antha Holt\, Janice Samue ls\, Eric Hamilton\nConditions of schools in Low-Income Countries (LICs) a re well documented: large class sizes\, poor engagement\, high dropout rat es\, and a shortage of materials and qualified teachers compounded by the challenges of extreme poverty. Typically missing from this dialog are the voices of the people who teach and learn in these schools every day. This panel discussion gives voice to those teachers and students in Sub-Saharan schools through two types of digital media: documentary footage from thre e Ugandan schools\, and interviews of teachers and students captured durin g their involvement in digital media workshops. These interviews demonstra te the potential of digital media to empower teachers and students in thes e communities. The specific approach this session will share involves leve raging the power of the global maker movement in the context of formal sch ool learning\, by which teachers and students collaborate to co-create med ia artifacts for teaching\, especially short videos. This panel includes t wo phases. First\, we provide background using documentary footage of Ugan dan students and teachers describing how large class sizes (as large as 12 0)\, a lack of resources\, and limited availability of quality teachers af fect their daily classroom experiences\; and second\, we show evidence fro m our research that demonstrates how co-created digital media can improve these conditions and alter classroom dynamics for learning.\nBackground. I n 1997\, Uganda’s government began a universal primary education initiativ e which led to an increase in enrollment from 2.8 million in 1997 to 7.6 m illion in 2004 (Nishimura\, Yamano\, & Sasaoka\, 2008). This impressive in crease led to diminishing quality\, primarily due to unmatched infrastruct ure that resulted in a shortage of resources and teachers. Our footage sho ws students and teachers describing how these conditions impact their teac hing and learning\, including the cyclically negative effect of poverty on educational attainment. Efforts at poverty alleviation require unsustaina ble levels of support\, and often leave communities with less self-suffici ency and greater dependency on external agencies.\nLocal Solutions. Howeve r\, technology provides a sustainable path forward. Teachers and students in Uganda and Kenya describe ways that locally produced digital media prov ides relevancy\, increases engagement\, promotes agency\, and allows the l earning environment to more efficiently cater to large class sizes. The sy stem relies on the community to produce curricular resources\, strengtheni ng community resourcefulness and ensuring contextual relevancy. This tool empowers both students and teachers to provide solutions for their schools and their communities. Also of note are the locally conceived innovative solutions building on freely available resources. Two examples will be pre sented: first\, an LMS system developed by a Ugandan teacher utilizing Wor dPress and Facebook\, and second\, StudyGateway\, a repository and persona lized learning platform developed by Ugandan social entrepreneurs. DTSTART;TZID=America/Los_Angeles:20150612T110000 DTEND;TZID=America/Los_Angeles:20150612T123000 LOCATION:El Capitan A SEQUENCE:0 SUMMARY:12747 EF: Local Solutions to Complex Educational Challenges in Sub- Saharan African Schools URL:http://dml2015.dmlhub.net/event/12747-panel-ef-local-solutions-to-compl ex-educational-challenges-in-sub-saharan-african-schools/ X-ALT-DESC;FMTTYPE=text/html:\\n\\n
\\nOrganizers: S
andra Sarmonpal\, Hiroo Kato\, Kim Welch
\nPresenters: Moses Okumu\,
Phillip Egessa\, Traci Garff\, Antha Holt\, Janice Samuels\, Eric Hamilton
Conditions of schools in Low-Income Countries (LICs) are well doc umented: large class sizes\, poor engagement\, high dropout rates\, and a shortage of materials and qualified teachers compounded by the challenges of extreme poverty. Typically missing from this dialog are the voices of t he people who teach and learn in these schools every day. This panel discu ssion gives voice to those teachers and students in Sub-Saharan schools th rough two types of digital media: documentary footage from three Ugandan s chools\, and interviews of teachers and students captured during their inv olvement in digital media workshops. These interviews demonstrate the pote ntial of digital media to empower teachers and students in these communiti es. The specific approach this session will share involves leveraging the power of the global maker movement in the context of formal school learnin g\, by which teachers and students collaborate to co-create media artifact s for teaching\, especially short videos. This panel includes two phases. First\, we provide background using documentary footage of Ugandan student s and teachers describing how large class sizes (as large as 120)\, a lack of resources\, and limited availability of quality teachers affect their daily classroom experiences\; and second\, we show evidence from our resea rch that demonstrates how co-created digital media can improve these condi tions and alter classroom dynamics for learning.
\nBackground. In 19 97\, Uganda’s government began a universal primary education initiative wh ich led to an increase in enrollment from 2.8 million in 1997 to 7.6 milli on in 2004 (Nishimura\, Yamano\, & Sasaoka\, 2008). This impressive increa se led to diminishing quality\, primarily due to unmatched infrastructure that resulted in a shortage of resources and teachers. Our footage shows s tudents and teachers describing how these conditions impact their teaching and learning\, including the cyclically negative effect of poverty on edu cational attainment. Efforts at poverty alleviation require unsustainable levels of support\, and often leave communities with less self-sufficiency and greater dependency on external agencies.
\nLocal Solutions. How ever\, technology provides a sustainable path forward. Teachers and studen ts in Uganda and Kenya describe ways that locally produced digital media p rovides relevancy\, increases engagement\, promotes agency\, and allows th e learning environment to more efficiently cater to large class sizes. The system relies on the community to produce curricular resources\, strength ening community resourcefulness and ensuring contextual relevancy. This to ol empowers both students and teachers to provide solutions for their scho ols and their communities. Also of note are the locally conceived innovati ve solutions building on freely available resources. Two examples will be presented: first\, an LMS system developed by a Ugandan teacher utilizing WordPress and Facebook\, and second\, StudyGateway\, a repository and pers onalized learning platform developed by Ugandan social entrepreneurs.
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