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This document discusses the design of information and communication technology (ICT) innovations to empower teachers and school managers in low-resource settings. It proposes a "Class Journal" concept to serve as a 21st century classroom register that records student and teacher interactions. A prototype was collaboratively developed and tested. The document advocates a hybrid approach combining the Capability Approach framework, which focuses on individuals' meaningful choices and agency, and Design Thinking practices, which employ empathy and prototyping to address problems in a process-oriented way. By balancing these approaches, the hybrid method seeks to design technology that enhances user capabilities while avoiding potential new power imbalances.
![RESEARCH POSTER PRESENTATION DESIGN © 2012
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• Technology is transforming our lives in many subtle and unrestrained ways:
• concealed sensors
• wearable devices
• implanted technologies
• Blended learning approaches integrate technology-based learning with traditional
face-to-face classroom activities in a planned, pedagogically valuable manner
• Education practice concerns:
• How technologies impact the teaching and learning process
• How to make the most of investments in information and
communication technology
• Research question:
• How can we design ICT innovations for the empowerment in the age of
‘Big Data’?
• How can we design ICT innovations for the empowerment of teachers
and school managers, within low-resource settings?
• Class of “wicked problems”:
• ill-formulated problems where proposed “solutions” often carry the
evil quality of turning out worse than the symptoms which triggered
them
• 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.
Dr Mira Slavova, SAP Innovation Center, Pretoria, South Africa
Design for Mobile Empowerment in South
African Education
Capabilities study in primary schools of 5 disadvantaged South African communities;
located in five provinces (Gauteng, KZN, Mpumalanga, Limpopo and Northern Cape).
The leading methods were in-depth interviews of experts and circuit managers (44)
and focus group discussions with teachers (11), parents (9), students (14) and
school management (12). Two derived point-of-view statements:
• Teachers need an interactive solution because they cannot provide students with
quality interactions in overcrowded classrooms
• School managers need data about teaching and learning processes, because they
are challenged in making management decisions
‘Class Journal’ Concept
• 21st century
classroom register
• Student-centred
classroom management
• Record interactions
• people
• content
• hybrid
‘Class Journal’ PoC
Collaboration with CSIR-Meraka and DST in Cofimvaba district, Eastern Cape
• Attendance map
• Device map
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
Introduction
Mobile Empowerment
Capability Sensitive Design
Capability Approach
• Strengths
• Human-centred understanding of development
• Complex notion of freedom. Choice.
• Empowerment and participation key in constructing the rational subjectivity needed
for exercising choice.
• 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
• Weaknesses
• Emphasis on rationality, cerebral, over-analytical (Heeks & Molla, 2009; Zheng &
Stahl, 2011)
• 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
Design Thinking
• Strengths
• 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: empathize, define, ideate,
prototype, test
• Curbs over-reliance on analysis
• Weaknesses
• Fails to reference wider theories of the social
• Misses opportunities to capture fully the context where the designer is
intervening
• Although empathy with users is fundamental within DT,
designer/researcher is often framed as agent of change– an outdated
perception within social sciences
Use Case “Class Journal”
The ‘Class Journal’ concept
expands teachers’ and
students’ capabilities to
interact among themselves,
and with managers in new
ways. It enables:
• accurate record-keeping of
participation in face-to-face,
and digital
interactions
• experience of innovative
hybrid interactions
• increased transparency and
teachers’ control within
overcrowded and often
noisy classrooms
• transfer of power from
individual teachers to the
collective capabilities of
the teaching body through
anonymised data
aggregation
• empowers school managers
to make valued choices
with respect to device and
classroom management
It remains critical to recognize
potential power imbalances
and to avoid propagating them
via the capture of extensive
personal data.
Hybrid Approach
Adopting CA as a framework for developing body-of-knowledge of socioeconomic
problems is strongly compatible with adopting DT as a body-of-practices for
designing. The hybrid method balances CA’s emphasis on reasoned value choices
and its operationalization challenges; with DT’s holistic interpretation of the
emotional drivers of human behavior and its process-oriented approach to
creativity and innovation.
As part of the analysis of capabilities, it is critical to define point-of-view
statements consistent with DT syntax: [a user group] [needs a technology]
because [insight into constraints to the group’s agency and the dynamics of
their choice to exercise capabilities].](https://image.slidesharecdn.com/posterpresentations-141022013253-conversion-gate01/85/Poster-presentations-com-a0-template-v5-1-320.jpg)
Poster presentations.com a0-template-v5
- 1. RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com • Technology is transforming our lives in many subtle and unrestrained ways: • concealed sensors • wearable devices • implanted technologies • Blended learning approaches integrate technology-based learning with traditional face-to-face classroom activities in a planned, pedagogically valuable manner • Education practice concerns: • How technologies impact the teaching and learning process • How to make the most of investments in information and communication technology • Research question: • How can we design ICT innovations for the empowerment in the age of ‘Big Data’? • How can we design ICT innovations for the empowerment of teachers and school managers, within low-resource settings? • Class of “wicked problems”: • ill-formulated problems where proposed “solutions” often carry the evil quality of turning out worse than the symptoms which triggered them • 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. Dr Mira Slavova, SAP Innovation Center, Pretoria, South Africa Design for Mobile Empowerment in South African Education Capabilities study in primary schools of 5 disadvantaged South African communities; located in five provinces (Gauteng, KZN, Mpumalanga, Limpopo and Northern Cape). The leading methods were in-depth interviews of experts and circuit managers (44) and focus group discussions with teachers (11), parents (9), students (14) and school management (12). Two derived point-of-view statements: • Teachers need an interactive solution because they cannot provide students with quality interactions in overcrowded classrooms • School managers need data about teaching and learning processes, because they are challenged in making management decisions ‘Class Journal’ Concept • 21st century classroom register • Student-centred classroom management • Record interactions • people • content • hybrid ‘Class Journal’ PoC Collaboration with CSIR-Meraka and DST in Cofimvaba district, Eastern Cape • Attendance map • Device map 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 Introduction Mobile Empowerment Capability Sensitive Design Capability Approach • Strengths • Human-centred understanding of development • Complex notion of freedom. Choice. • Empowerment and participation key in constructing the rational subjectivity needed for exercising choice. • 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 • Weaknesses • Emphasis on rationality, cerebral, over-analytical (Heeks & Molla, 2009; Zheng & Stahl, 2011) • 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 Design Thinking • Strengths • 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: empathize, define, ideate, prototype, test • Curbs over-reliance on analysis • Weaknesses • Fails to reference wider theories of the social • Misses opportunities to capture fully the context where the designer is intervening • Although empathy with users is fundamental within DT, designer/researcher is often framed as agent of change– an outdated perception within social sciences Use Case “Class Journal” The ‘Class Journal’ concept expands teachers’ and students’ capabilities to interact among themselves, and with managers in new ways. It enables: • accurate record-keeping of participation in face-to-face, and digital interactions • experience of innovative hybrid interactions • increased transparency and teachers’ control within overcrowded and often noisy classrooms • transfer of power from individual teachers to the collective capabilities of the teaching body through anonymised data aggregation • empowers school managers to make valued choices with respect to device and classroom management It remains critical to recognize potential power imbalances and to avoid propagating them via the capture of extensive personal data. Hybrid Approach Adopting CA as a framework for developing body-of-knowledge of socioeconomic problems is strongly compatible with adopting DT as a body-of-practices for designing. The hybrid method balances CA’s emphasis on reasoned value choices and its operationalization challenges; with DT’s holistic interpretation of the emotional drivers of human behavior and its process-oriented approach to creativity and innovation. As part of the analysis of capabilities, it is critical to define point-of-view statements consistent with DT syntax: [a user group] [needs a technology] because [insight into constraints to the group’s agency and the dynamics of their choice to exercise capabilities].