Transcript Design for Mobile Empowerment in South African Education PDC Windhoek, Namibia 5 Oct 2014

Design for Mobile Empowerment in
South African Education
PDC
Windhoek, Namibia
5 Oct 2014
The paper develops Capability Sensitive Design method
and captures participation:
•
Data gathering phase
•
Pluralistic analysis by use of Capability Approach
•
Empathy stage of Design Thinking
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Mobile Empowerment
•
Empowerment : intersection of agency and existing
opportunity structures; where agency consists of the
capacity of individuals to make meaningful choices,
measured by endowments of psychological,
informational, organizational, material, social, financial
and human assets.
•
Wicked problem: balancing individuals’ need to believe
they can cope adequately with events, situations,
and/or people confronting them; with organizational
objectives such as transparency, governance and
accountability.
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3
CA for Human Development and Empowerment
•
Shift from neo-classical
economics and market
liberalism to pluralist
human development
•
Capability: freedom to
achieve functionings
people have reason to
value
•
•
•
•
•
Political freedom
Economic facilities
Social opportunities
Transparency guarantees
Protective security
ICT4D: technology as
capability extension
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(Prinsloo et al., 2012)
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CA Strengths and Weaknesses
Strengths
Weaknesses
•
(Heeks & Molla, 2009; Zheng & Stahl, 2011)
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Human-centred understanding of
development
•
Emphasis on rationality, cerebral, overanalytical
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Complex notion of freedom. Choice.
•
•
Empowerment and participation key in
constructing the rational subjectivity
needed for exercising choice.
Assumed individual autonomy and agency.
Reluctance to theorize how it may be
restricted.
•
Overlooks embedded aspects of human
values and choice
•
Emphasis on empowerment individualizes
poverty and depoliticizes inequality
•
Technology as value-neutral resource.
Simplistic view of technology.
•
Applications require interpretation
•
•
Relevance of choices, relative to values
held by individuals, is assured through
processes of participation.
“Degrees of empowerment”
•
(Alsop & Heinsohn, 2005; Kleine et al., 2012)
•
Empowerment: intersection of agency
(i.e. “the capacity to make meaningful
choices”) and existing opportunity
structures
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DT for Industrial Change and Innovation
•
•
Industrial shift mandates improved innovation process:
•
Fluid organizational structures
•
Economy of signs and meanings
•
Product saturation
Design: discipline with “fragmented core”:
•
Move away from primary concern with materiality
•
Shift from normative discourse about optimality, esthetics; to an embedded practice of
research-in-action
•
Discipline transcended origins as an artistic, studio-based practice and moved firmly into
managerial practice
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DT Strengths and Weaknesses
Strengths
Weaknesses
•
•
Fails to reference wider theories of
the social
•
Misses opportunities to capture fully
context where the designer is
intervening
•
Although empathy with users is
fundamental within DT,
designer/researcher is often framed
as agent of change
Frames organizational problems as design
problems
•
•
•
(Brown & Wyatt, 2010; Brown, 2008; Plattner,
Meinel, & Leifer, 2010)
Enables managers to balance resource
demands of creative exploration with
benefits to bottom line
Embodiment and being-in-the-world as key
conditions for knowing-in-action and
transforming practice
•
De-politicized critique of managerial
practice and process-oriented approach for
addressing that critique
•
Curbs over-reliance on analysis
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•
outdated perception within social
sciences
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Design Thinking Process
•
Innovation consultancies: IDEO, Intuit, etc.
•
d.school, Stanford University, CA
•
D-School, HPI, Potsdam, Germany
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Hybrid Approach: Capability-Sensitive Design
Design Thinking is about the creation of, as well as adaptive use of a body-ofbehaviours and values. This goal stands in sharp contrast to, while complimentary
to, the predominant disciplinary model based on the creation and validation of a
body-of-knowledge. (Plattner et al., 2010)
•
as a body of research behaviours for innovation, DT can be aligned with the
body-of-knowledge derived through the CA
•
CA can serve as a useful framework for scoping out the problem space for the
design of transformative ICTs.
•
DT operationalizes the translation of the problem space into the solution space
•
iterative alignment of both spaces
•
Hybrid approach develops understanding of empowerment and choice by
combining the strengths of CA and DT
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Knowledge in Design Thinking
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(Thoring and Muller, 2011)
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POV Syntax
[USER] needs to
[USER NEED] because
[SURPRISING INSIGHT]
A teenage girl needs more nutritious food because vitamins are vital to good
health.
A teenage girl with a bleak outlook needs to feel socially accepted when eating
healthy food, because to her a social risk is more dangerous than a health risk.
[a user group] [needs a technology] because [insight into
constraints to the group’s agency and the dynamics of their
choice to exercise capabilities].
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Design Concept
Challenge, Principal Persona, Class Journal, Solution
Project Description
The aim of the project is to demonstrate the viability of the delivery of
e-government services via public cloud architectures, using the
ICT4RED initiative
Public
Cloud
SAP
Provides
software services
Public
Cloud
4RED
Provides
hardware
infrastructure
ICT4RED
Facilitates
access
Meraka
DST
CHPC
DBE
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The Challenge
Bringing ICTs into schools affects profoundly the teaching and learning
environment. Tablets are powerful multimedia devices and can be used
in a myriad of ways to support education.
How can school principals ensure they take full advantage of
technology investment?
How can school principals monitor use of tablets in the classroom?
What process changes in teaching and
learning can be captured via context aware
services?
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School Principal
Mr Jackson is school principal in Cofimvaba district. He values learner
performance at national examinations. He is looking to understand how the
introduction of tablets within the classroom setting, changes user experiences of
teaching and learning. He wants to know:
•
•
•
•
Are teachers and learners bringing their devices to the classroom?
How do the devices enable teachers to teach better?
How do the devices empower teachers to teach differently?
How do the devices fit in existing school model?
Mr Jackson wants evidence of school-based interactions:
In-person (attendance, classroom interactions)
Digital (with people online and digital resources)
Hybrid (ad-hoc classroom interactions)
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Simphiwe Chulayo
•
Observations
• Paper school timetable
• Printouts
• Heater/ hat
• Trained teachers, equipped with
tablets
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•
Challenges
• 15 tablets to be shared
• Only 5 teachers use tablets
voluntarily
• After July compulsory use in
intermediary and senior phase (45-6-7-8-9) i.e. 6 classrooms
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‘Class Journal’ Concept
•
21st century
classroom register
•
Student-centred
classroom
management
•
Record interactions
•
•
•
•
•
•
people
content
hybrid
My Journal (OLPC)
Teacher Kit ( for iPads)
BeHere (for iBeacons)
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‘Class Journal’ Functionality
In-person interactions
Hybrid interactions
•
•
Requests for help, and responses
•
Form ad-hoc groups
Attendance. Seamless head count
or confirmation by the teacher
•
Physical activity levels (e.g. number •
of steps by teacher)
•
•
Classroom environment (e.g. heat,
light, noise)
Digital Interactions
•
•
•
•
Homework assignments
Push content to students in the
classroom
•
Teacher manages Beacon?
Dashboard
•
Tablet/ application use
Document work (e.g. lesson plans)
Guiding teachers toward earning more
badges: ‘teachers with 2 badges also
did this’
‘Flipped classrooms’, ‘Game-based
learning
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Interactivity metrics
• In-person
• Digital
• Hybrid
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Log in screen
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Learners in Attendance
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Devices in the Classroom
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School Principal/ Circuit Dashboard
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