Posts by Sintjago

“You Decide” (Loans and Donation Assignment)  – 4/10/-2012

 

“Since October 2004, 169,000 scholarships have been distributed to girls and boys who are economically disadvantaged, disabled, orphaned, and/or affected or infected by HIV/AIDS.” – http://agsp.worlded.org/

With a growing world population and limited national resources, as well as conflict and many other crises happening around the world, and, it is not an unexpected consequence than only some of those in need will benefit from foreign aid programs. However, choosing sometimes between who eats, or who goes to school is a very difficult problem. We have here a number of potential aid beneficiaries. By clicking on their image you will be able to visit their profile. Taking into account what you consider most important, which three individuals will you fund? There is no right answer, just difficult choices.

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Criteria Use to Make a Decision

 

Assignment Details

In the table above there are 9 pictures of individuals who could benefit from foreign educational aid. Three of these individuals would benefit from a higher educational loan, three from assistance with secondary education, and three more with assistance with attending primary education. Unfortunately due to limited resources only some students can benefit.

The images above, the student profiles, are linked to pages on the internet that contain additional information about the subjects. These pages may no longer be available but similar students can be fund through institutions such as Kiva or Compassion International

Websites Used: www.Kiva.org and www.compasion.com.

The goal of the assignment is to discuss the biographical information of the 9 possible funding candidates. They all have different backgrounds and educational goals. After looking at their personal data, we are to then decide which individual will and will not be funded. Having access to the biographical data personalizes the simulation.

The idea would be to give every person three post-it notes (of three colors – ranking 1 to 3) and then after talking or discussing the idea in small groups (of 4 to 5 members) they could indicate who each group member would like to fund by placing the stickers by their names. Nine larger images will be placed in the whiteboard were people would be able to tag their post it notes.

There will be an additional area where people can also decide that they rather not fund a person and they rather give the money to a general fund. Personalizing foreign aid is a recent trend by aid organizations that are trying to further humanize through the use of technology a situation that is often reduced to statistics.

We hope you enjoy this assignment. Feel free to modify it as needed.

The URLs used for the assignment may become broke over time. Below we copied the description that was available on the website when the assignment was created.

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A loan of $850 helped Yasmeen to pay for her current semester fees.

 

Yasmeen is a 21-year-old single lady. She is the oldest of five sisters and a brother. After her father retired from the military, he started working for a company to be able to support his family and make sure that all of his daughters and his son complete their studies and education.

Yasmeen is the first to enter university. She is now in her third year, majoring in Financing and Banking and hoping to work in the banking field after graduation. She also wants to set a good example for her sisters, so she is trying her best to graduate early and find a job. She plans to later register to get an MBA. Now she has applied for this loan to pay for her current semester to be able to achieve her goals.

Additional information about this loan

About National Microfinance Bank

Jordan is a small country located in the heart of the Middle East’s Levant region. Regional instability has caused Jordan to be excluded from global investments for decades. Additionally, a lack of natural resources—including water and energy—places tremendous strain on the Jordanian economy, over 80% of which consists of small businesses, largely in the service industry. Despite their importance in the economy, many of these businesses are excluded from the banking sector because of their size. Microfinance institutions like National Microfinance Bank offer them an opportunity to enhance and expand their businesses. NMB also offers its services to other underprivileged peoples in Jordan, providing them with loans to pursue educational goals and improve their homes and livelihoods.

About the Country

Country: Jordan

Average Annual Income: $3,740

Currency: Jordan Dinars (JOD)

Exchange Rate: 0.7100 JOD = 1 USD

Field Partner:

National Microfinance Bank

Field Partner Due Diligence Type: Full Due

Diligence Field Partner Risk Rating: 3.5 out of 5

Time on Kiva: 12 months

Kiva Entrepreneurs: 732 Total Loans: $857,625

Interest & Fees are Charged Yes Portfolio Yield: 36.56%

 

 Profitability (Return on Assets): 9.19%

Average Loan Size (% of Per Capita Income): 15.04%

Delinquency Rate: 0.03%

Loans at Risk Rate: 0.58%

Default Rate: 8.03%

Currency Exchange Loss Rate: 0.00%

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A loan of $575 helped Sewar pay for her semester fees.

 

Sewar is a 21-year-old single woman. She has four brothers and sisters.

Sewar is in her last semester majoring in finance and banking. She has applied for this loan to be able to pay for her semester fees and graduate.

Additional information about this loan

About National Microfinance Bank

Jordan is a small country located in the heart of the Middle East’s Levant region. Regional instability has caused Jordan to be excluded from global investments for decades. Additionally, a lack of natural resources—including water and energy—places tremendous strain on the Jordanian economy, over 80% of which consists of small businesses, largely in the service industry. Despite their importance in the economy, many of these businesses are excluded from the banking sector because of their size. Microfinance institutions like National Microfinance Bank offer them an opportunity to enhance and expand their businesses. NMB also offers its services to other underprivileged peoples in Jordan, providing them with loans to pursue educational goals and improve their homes and livelihoods.

About the Country

Country: Jordan

Average Annual Income: $3,740

Currency: Jordan Dinars (JOD)

Exchange Rate: 0.7100 JOD = 1 USD

Field Partner

National Microfinance Bank

Field Partner Due Diligence Type: Full Due

Diligence Field Partner Risk Rating: 3.5 out of 5 Stars

Time on Kiva: 12 months

Kiva Entrepreneurs: 732

Total Loans: $857,625

Interest & Fees are Charged Yes Portfolio Yield: 36.56%

 

Profitability (Return on Assets): 9.19%

Average Loan Size (% of Per Capita Income): 15.04%

Delinquency Rate: 0.03%

Loans at Risk Rate: 0.58%

Default Rate: 8.03%

Currency Exchange Loss Rate: 0.00%

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A loan of $575 helped Samuel to purchase a laptop to help him with his projects, assignments and revision for exams.

 

Samuel is a student applying for a loan to purchase a laptop to assist in his studies at Strathmore University and this is his story:

I am Samuel from Nairobi, Kenya. I am from a family of six: that is my parents, my two brothers and a sister. I am a second year student at Strathmore University pursuing a Bachelor in Business and Information Technology degree. I chose to come to Strathmore because of its professionalism and expertise in teaching.

I am applying for a laptop loan because the course is getting to be more demanding. There are projects and assignments to be done and I have to read for exams. Currently, I only access my coursework when am at the University. Therefore, having a laptop will be more convenient, because I can do my coursework at home and; hence, manage my time better.

Additional information about this loan

Important information

Strathmore University is a non-traditional Field Partner, in that they are an educational institution, not a microfinance institution. Lenders to these loans should be aware of the following:

1 – You might not begin to receive repayments on this loan for many years, and this loan may have terms as long as 11 years. The full-tuition loans administered by Strathmore University can have loan terms of up to 11 years, which includes a grace period of up to 5 years. The grace period includes the time during which the student is enrolled at the university, and the first year after graduation. During the grace period, the borrower is not required to make any repayments, and you would not receive any repayments. Please be sure the loan terms and repayment schedule of this loan suit you.

2 – Administering loans is a new activity for Strathmore University, which can increase the risk on this loan. While most Kiva Field Partners are microfinance institutions and therefore experienced at administering loans, Strathmore University’s core business is providing education, and they are inexperienced at administering loans. This partner has passed Kiva’s due diligence requirements for a non-traditional Field Partner, however lenders to this loan should be aware that this loan carries some additional risk as Strathmore University becomes more experienced with administering loans to students.

For more information on Strathmore University, and the Kiva loans they are administering, please visit the Field Partner page.

About the Country

Country: Kenya

Average Annual Income: $1,445

Currency: Kenya Shillings (KES)

Exchange Rate: 83.1000 KES = 1 USD

Field Partner

Strathmore University

Field Partner Due Diligence Type: Full Due Diligence

Field Partner Risk Rating: Non-Rated

Time on Kiva: 2 months Kiva

Entrepreneurs: 25 Total Loans: $43,075

Interest & Fees are Charged Yes Portfolio Yield: N/A

 

Profitability (Return on Assets): 0%

Average Loan Size (% of Per Capita Income): N/A

Delinquency Rate: 0.00%

Loans at Risk Rate: 0.00%

Default Rate: 0.00%

Currency Exchange Loss Rate: 0.00%

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Vijay Singh

 

Age: 16

Birthday: June 30, 1995

Gender: Male

Location: India

Center: MTU Vidya Kendra Student Center

Child ID: IN2250026

 

Support Needed

 

$38.00 per Month

 

Overview

 

Vijay lives with his father and his mother. He is responsible for gardening, running errands and cleaning. His father is sometimes employed as a seller in the market and his mother maintains the home. There are 2 children in the family.

 

As part of Compassion’s ministry, Vijay participates in church activities, Bible class and Vacation Bible School. He is also in high school where his performance is average. Art, listening to music and hide-and-seek are his favorite activities.

 

Because of your sponsorship, Vijay will have new opportunities to learn and grow physically, mentally, and spiritually. Thank you for your concern and prayers.

 

Community

 

Vijay lives on the plains of New Ashok Nagar, home to approximately 16,200 residents. Typical houses are constructed of cement and have corrugated iron roofs. The primary ethnic groups are Bojpuri, Bengali and Bihari and the most commonly spoken languages are Hindi and Punjabi..

 

The regional diet consists of beans, bananas, chicken, bread, potatoes and fish. Common health problems in this area include malnutrition, skin diseases, typhoid fever, cholera and jaundice. Half the adults are unemployed but some work as day laborers or rickshaw pullers and earn the equivalent of $60 per month.

 

Your sponsorship allows the staff of MTU Vidya Kendra Student Center to provide Vijay with Bible teaching, nutritious food, health checkups, sports, field trips, special celebrations, income-generating programs and counseling. The center staff will also provide adult literacy programs, medical checkups and meetings for the parents or guardians of Vijay

 

Country

 

India, the world’s largest democracy, has a tropical climate in the south and a more temperate climate in the north. The cool season is from November to March; the dry, hot season is from March to June; and the weather is hot and rainy the rest of the year.

 

In southern India, languages spoken are Tamil, Telugu, Malayalam and Kannada. In this region Christianity dates back to the first century when St. Thomas the apostle landed in Kerala and established a church there. He was eventually martyred in Chennai, where Compassion’s southern office is located.

 

India is home to one of the world’s oldest urban civilizations, dating to about 3500 B.C. This civilization declined around 1500 B.C., and soon after came the Aryan invasion and the gradual establishment of Aryan rule. In 1192, Arabs invaded, bringing with them the Islamic faith. British influence came with trading companies in the 1600s. British rule over India was established in 1757 and lasted until 1947, when a peaceful independence movement, made famous by Mohandas Gandhi, achieved its goal. The country now has a federal republic, and Pratibha Patil was elected the first female president of India in 2007.

 

India’s diverse economy encompasses traditional village farming, modern agriculture, handicrafts, a wide range of modern industries, and a multitude of services. The country has capitalized on its large numbers of well-educated people skilled in the English language to become a major exporter of software services and workers.

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Ivelise Bigil Altido

 

Age: 12

Birthday: February 21, 2000

Gender: Female

Location: Dominican Republic

Center: Centro de Desarrollo Infantil Educando Para El Reino

Child ID: DR1630221

 

Support Needed

 

$38.00 per Month

 

Overview

 

Ivelise lives with her father. She is responsible for caring for children, making beds and cleaning. Her father is sometimes employed as a farmer. There are 3 children in the family.

 

For fun, Ivelise enjoys playing with dolls, running and playing group games. She attends church activities, Bible class and Vacation Bible School regularly and is in primary school where her performance is average.

 

Your love and support will help Ivelise to receive the assistance she needs to develop her potential. Please pray for her.

 

Community

 

Ivelise lives on the plains of La Luisa Blanca, home to approximately 3,000 residents. Typical houses are constructed of cement floors, wood walls and zinc roofs. The regional diet consists of chicken, bread and rice.

 

Common health problems in this area include parasites, malnourishment and skin diseases. Most adults in La Luisa Blanca work on plantations and earn the equivalent of $121 per month. This community needs employment opportunities, basic services and recreation facilities.

 

Your sponsorship allows the staff of Centro de Desarrollo Infantil Educando Para El Reino to provide Ivelise with Bible teaching, medical and dental care, field trips, summer camps, music classes and academic support. The center staff will also provide literacy classes and vocational training for the parents or guardians or Ivelise.

 

Country

 

The Dominican Republic occupies the eastern two-thirds of the island of Hispaniola, which it shares with Haiti. It has a tropical climate, but moist, year-round trade winds keep temperatures between 72 and 83 degrees.

 

Nearly three out of four Dominicans have both black and Caucasian ancestry. Spanish is the official language, and 95 percent of Dominicans are Catholic. Nearly 90 percent of Dominicans live in rural areas where unemployment is high and malnutrition is widespread. A family’s diet consists mainly of rice, beans and chicken. Though agriculture was long the economic mainstay, in recent years growth in tourism and free-trade zones has made the service sector the country’s largest employer. Compassion works with children in nearly every region of the country.

 

The Taíno people were the country’s original inhabitants. In 1492, they welcomed Christopher Columbus in his first voyage to the island, but subsequent colonizers were brutal, reducing the Taíno population from about 1 million to about 500 in 50 years. Hispaniola became the center of Spanish rule in the West Indies. The indigenous people were wiped out and slaves were brought from Africa to populate the island. The descendants of those slaves form most of the population today. For three centuries, Spain governed Hispaniola, followed by France. In 1804, the western part of the island won independence as the Republic of Haiti. In 1844, the eastern two-thirds of the island revolted and formed the Dominican Republic. In 2004, Leonel Antonio Fernández Reyna was elected to his second term as president.

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Willinton Ramon Garcia Cedeño

 

Age: 15

Birthday: September 4, 1996

Gender: Male

Location: Ecuador

Center: Estrella de Jacob Student Center

Child ID: EC3732461

 

Support Needed

 

$38.00 per Month

 

Overview

 

Willi lives with his father and his mother. His father is sometimes employed as a seller in the market and his mother maintains the home. Willi works at home running errands. There are 2 children in the family.

 

For fun, Willi enjoys soccer, swimming and singing. He attends church activities regularly and is in high school where his performance is average.

 

Please remember Willi in your prayers. Your love and support will help him to receive the assistance he needs to grow and develop.

 

Community

 

Willi lives in the hillside community of 15 de Abril, home to approximately 7,200 residents. Typical houses are constructed of bamboo and have corrugated tin roofs. The most commonly spoken language is Spanish.

 

The regional diet consists of beans, bananas, bread, chicken, fish, beef, plantains, potatoes and rice. Common health problems in this area include dengue fever, typhoid, cholera, intestinal infections, asthma, malaria, chicken pox, mumps and rotavirus. Most adults are unemployed but some work merchants, fisherman, or day laborers and earn the equivalent of $240 per month. This community needs scholastic materials and employment opportunities.

 

Your sponsorship allows the staff of Estrella de Jacob Student Center to provide Willi with Bible classes, health education, sports, field trips, academic support, educational classes and homework help. The center staff will also provide parents’ school for the parents or guardians of Willi.

 

Country

 

Straddling the equator, Ecuador has two Andes mountain ranges that split it into three zones: the western coastal lowlands, the central Andean highlands and the eastern jungles of the Amazon basin. The lowlands and islands are hot and humid and the highlands are temperate.

 

The Ecuadorian population is about 25 percent Amerindian and 65 percent mestizo (Amerindian and Caucasian). The remainder is of Spanish or African descent. Most people live in urban settings. Spanish is the official language but many Indians speak Quechua, the language of the Incas, and practice traditional religions. Ninety-five percent of Ecuadorians are Catholic. Compassion works throughout central and western Ecuador.

 

Spanish conquistador Francisco Pizarro invaded Ecuador, home of the Inca Empire, in 1532 and controlled it within two years. In 1822, Ecuador gained freedom as part of a federation known as Gran Colombia. In 1830, it gained independence as Ecuador.

 

In recent decades, Ecuador’s economy has relied heavily on oil export revenue, so fluctuations in world market prices have a significant economic impact. A drop in world oil prices combined with natural disasters in the late 1990s to drive Ecuador’s economy into poverty. In 2000, Congress enacted reforms and adopted the U.S. dollar as legal tender, which helped stabilize the economy. In recent years, however, economic reforms have been reversed, making Ecuador again vulnerable to oil price swings and financial crises. And though Ecuador marked 25 years of civilian governance in 2004, it has been troubled by political instability, including the ouster of the last three democratically elected presidents. Rafael Correa is the current president.

 

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Karla Beatriz Guerra Guerra

 

Age: 6

Birthday: July 3, 2005

Gender: Female

Location: El Salvador

Center: Unidos por Jesucristo Student Center

Child ID: ES9000169

 

Support Needed

 

$38.00 per Month

 

Overview

 

In her home, Karla helps by helping in the kitchen and running errands. She lives with her father and her mother. Her father is sometimes employed as a farmer and her mother maintains the home.

 

Karla is not presently attending school. Singing, playing with dolls and hide-and-seek are her favorite activities. She also attends church activities and Bible class regularly.

 

Please remember Karla in your prayers. Your love and support will help her to receive the assistance she needs to grow and develop.

 

Community

 

Karla lives on the hills of Canton Guachipilin, home to approximately 5,000 residents. Typical houses are constructed of cement floors, adobe walls and tin roofs. The primary ethnic group is Mestizo and the most commonly spoken language is Spanish.

 

The regional diet consists of maize, beans, rice and potatoes. Common health problems in this area include dengue, diarrhea and fevers. Most adults in Canton Guachipilin are unemployed but some work as day laborers and earn the equivalent of $75 per month. This community needs employment opportunities and educational programs.

 

Your sponsorship allows the staff of Unidos por Jesucristo Student Center to provide Karla with Bible teaching, medical and dental checkups, tutoring, hikes and summer school. Thirty percent of children in this project do not attend school as it is not required before the age of seven in El Salvador. The center staff will also provide meetings and devotionals for the parents or guardians of Karla

 

Country

 

 

Most Salvadorans live in the country’s subtropical central region of valleys and plateaus. A hot coastal plain is in the south and the north is mountainous. Nearly all the land is farmed; coffee is grown in the mountains.

 

Ninety percent of El Salvador’s population is of mixed Indian and Spanish descent; about 60 percent live in urban areas. Although a few Indians have retained many of their old customs and traditions, most people have adopted the Spanish language and culture. Fifty-seven percent of Salvadorans are Catholic but there is extensive activity by Protestant groups and over twenty-one percent are Protestants. Compassion works in the central, southern and western regions of the country.

 

El Salvador is the smallest and most densely populated country in Central America. Spain claimed the country in 1525. Almost 300 years later, El Salvador declared its independence and, after a brief union with Mexico, joined four other Central American countries to form a federation. When this union ended in 1838, El Salvador became a republic. The country experienced a period of increasing unrest during the 1970s that culminated in a civil war in the 1980s. In 1992, a peace agreement was reached.

 

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Jordy Manuel Sifontes Barrientos

 

Age: 8

Birthday: January 26, 2004

Gender: Male

Location: El Salvador

Center: Monte Gilboa Student Center

Child ID: ES7390323

 

Support Needed

 

$38.00 per Month

 

Overview

 

In his home, Jordy helps by running errands. He lives with his father and his mother. His father is sometimes employed as a laborer and his mother maintains the home. There are 2 children in the family.

 

Soccer and bicycling are Jordy’s favorite activities. In primary school his performance is average and he also regularly attends church activities and Bible class.

 

Please remember Jordy in your prayers. Your love and support will help him to receive the assistance he needs to grow and develop.

 

Community

 

Jordy lives in the hills of Candelaria de La Frontera, home to approximately 800 residents. Typical houses are constructed of cement floors, adobe walls and tile roofs. The regional diet consists of beans, maize and bread.

 

Common health problems in this area include malnutrition, respiratory diseases and diarrhea. Most adults in Candelaria de La Frontera are unemployed but some work as subsistence farmers and earn the equivalent of $40 per month. This community needs educational materials, employment opportunities and alcohol abuse prevention programs.

 

Your sponsorship allows the staff of Monte Gilboa Student Center to provide Jordy with Bible teaching, medical checkups, nutritious food, health and hygiene education, recreational activities, academic support and vocational training. In addition, non-schooled children receive developmental activities. The center staff will also provide meetings, parents’ school and social activities for the parents or guardians of Jordy.

 

Country

 

Most Salvadorans live in the country’s subtropical central region of valleys and plateaus. A hot coastal plain is in the south and the north is mountainous. Nearly all the land is farmed; coffee is grown in the mountains.

 

Ninety percent of El Salvador’s population is of mixed Indian and Spanish descent; about 60 percent live in urban areas. Although a few Indians have retained many of their old customs and traditions, most people have adopted the Spanish language and culture. Fifty-seven percent of Salvadorans are Catholic but there is extensive activity by Protestant groups and over twenty-one percent are Protestants. Compassion works in the central, southern and western regions of the country.

 

El Salvador is the smallest and most densely populated country in Central America. Spain claimed the country in 1525. Almost 300 years later, El Salvador declared its independence and, after a brief union with Mexico, joined four other Central American countries to form a federation. When this union ended in 1838, El Salvador became a republic. The country experienced a period of increasing unrest during the 1970s that culminated in a civil war in the 1980s. In 1992, a peace agreement was reached

 

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Nathalie Akossiwa Koudaya

 

Age: 8

Birthday: July 20, 2003

Gender: Female

Location: Togo

Center: Centre de Dévélopement des Enfants Sinai Tabligbo

Child ID: TG8080136

 

Support Needed

 

$38.00 per Month

 

Overview

 

In her home, Nathalie helps by carrying water, running errands and cleaning. She lives with her father and her mother. Her father is sometimes employed as a farmer and her mother is sometimes employed as a farmer. There are 4 children in the family.

 

Playing group games is Nathalie’s favorite activity. In primary school her performance is below average and she also regularly attends church activities and Bible class.

 

Because of your sponsorship, Nathalie will have new opportunities to learn and grow physically, mentally, and spiritually. Thank you for your concern and prayers.

 

Community

 

Nathalie lives on the plains of Tabligbo Akpadjavi kondji, home to approximately 6,300 residents. Typical houses are constructed of cement floors, brick walls and corrugated iron roofs. The primary ethnic group and spoken language is Ouatchi.

 

The regional diet consists of maize, beans, bananas, chicken, fish, bread, cassava, rice and potatoes. Common health problems in this area include malaria and worms. Half the adults in Tabligbo Akpadjavi kondji work as street vendors, subsistent farmers or market traders and earn the equivalent of $22 per month. This community needs a cultural center and proper sanitation.

 

Your sponsorship allows the staff of Centre de Dévélopement des Enfants Sinai Tabligbo to provide Nathalie with Bible teaching, retreats, hygiene and nutrition lessons, field trips, community work, tutoring and educational materials. The center staff will also provide training for the parents or guardians of Nathalie.

 

Country

 

Togo is a small country located in Western Africa. Despite its size, it includes several distinct geographic regions: gently rolling savanna in north; hills in the central part of the country; southern plateau; and low coastal plain with many lagoons and marshes. The climate is as diverse as the geography: tropical in the south to semi-arid in the north.

 

The people of Togo are made up of more than 37 different African tribes, the most prevalent being Ewe, Mina, and Kabre. French is the official language, along with four regional African languages. More than half of the population practices a religion made up of indigenous beliefs, while the remaining are split between Christianity and Islam. Togo’s economy is based mostly on commercial and subsistence agriculture, with cotton being the most important cash crop. Cocoa and coffee are exported as well. Togo is also the world’s fourth-largest producer of phosphate. Economic instability has lead to 32% of the population in Togo living below the poverty line.

 

French Togoland became Togo in 1960. Beginning in 1967, Togo was ruled by a military general whose Rally of the Togolese People (RPT) party has maintained power almost continually since that time. The RPT still maintains a majority of seats in today’s legislature. Upon the president’s death in 2005, the military installed his son and then engineered his formal election two months later, beginning Togo’s transition to a democracy and leading to its first legitimate elections in October 2007. While Togo has a long history of political unrest and has been accused numerous times of human rights violations, recently it has achieved some political stability and recognition in the international community.

 

Qualitative Research and Subjectivity:

Second Discussion of Qualitative Approaches (April 10)

Reading for the Week:

Eisner, E. W. (1994). The forms and functions of educational connoisseurship and educational criticism. In The educational imagination: On the design and evaluation of school programs (3rd ed.) (pp. 212-249). New York: Macmillan.

Eisner, E. W. (1991). Taking a second look: Educational connoisseurship revisited.

In M. W. McLaughlin & D. C. Phillips (Eds.), Ninetieth yearbook of the National Society for the Study of Education, Part II. Evaluation and education: At quarter century (pp. 169-187). Chicago, IL: The University of Chicago Press.

 Hemwall, M. K. (1991). Ethnography as evaluation: Hearing-impaired students in the mainstream. In D. M. Fetterman (Ed.), Ethnography in educational evaluation (pp. 133-152). Beverly Hills, CA: Sage Publications.

Pitman, M. A., & Dobbert, M. L. (1986). The use of explicit anthropological theory in educational evaluation: A case study. In D. M. Fetterman & M. A. Pitman (Eds.), Educational evaluation: Ethnography in theory, practice, and politics (pp. 78-100). Beverly Hills, CA: Sage Publications.

 

 

Through the use of the scientific methods, modern natural science has produced thousands of findings that have reshaped the path of modern man, yet man itself remains an enigma. We are yet to fully understand some of the questions posed by the complexity of the human mind and the endless variability of individuals’ perceptions and understandings of phenomena. Since no two people are alike and can be fully comprehended it is misleading and reductionist to reduce us to symbol or a number. If to Eisner the beauty of a simple rock can be studied for a lifetime, can anyone truly understand a human being? A qualitative study of education provides a glimpse into the complexity of the person.

 

General conclusions are sometimes hard to draw from a qualitative study because they focus on large quantities of information which are particular to a situation, a school, a program, or a person. As more and more information is produced by human being, there is an eagerness, a desire to organize data through algorithms and equations, to find trends and patterns. But when we do so, when we reduce reality, what do we lose in the process?

 

When reading the papers for this week, these are some of the questions that intrigued me. I hope you also find them interesting. Looking at accepted ethnographic methods, is there a best way in which to conduct educational ethnographies? What is the role of theories in conducting a high quality educational evaluation? Can we generalize from an individual’s auto-ethnography and, from it, gain a better understanding of other people? What is the role of variability? Who is a connoisseur and how important is it to be able to tell a “good” story and explain knowledge in both discursive and non-discursive ways? Finally, given the subjectivity of a qualitative study, can we trust this information, and to what extent is it valid? These are some of the questions that are of importance to a qualitative researcher. This week’s readings discussed some of these concerns, as well as the value of qualitative research to the field of educational evaluations.

 

The most significant articles discussed this week were Eisner’s (1994) The Forms And Functions Of Educational Connoisseurship And Educational Criticism, where he discusses the concepts of connoisseurship and critics, and Eisner’s (1991) Taking a second look: Educational connoisseurship revisited. Eisner, who both studied art and social sciences, is well versed in the subject of aesthetics and art and, from his work at Stanford, he shares with the reader the importance of understanding a subject beyond its description. He emphasizes the importance of having a good perception of an object so that we can better understand the qualities of a project that would otherwise be lost through variable-level analysis. Eisner (1994) explained how it often takes many years for a person to become a connoisseur, a term referring to an individual with a high level of expertise and an accurate perception of a subject.

 

From his work as an artist, he believes that connoisseurship is a skill that comes to some more naturally than to others, but that through time and the analysis of subjects to minute detail, individuals can obtain a better appreciation of a subject (be it schools, music, poetry, swimming, etc.). By doing so they are more capable of evaluating a subject and later using that knowledge (transferring) to better understand similar projects. He explains the process by dividing a critic’s task into four components: description, interpretation, evaluation, and thematic.

 

Due to the difficulty of developing a good perception Eisner argues that time is not the only element that should be considered in becoming a connoisseur. Most individuals working within a field develop a better understanding of the field over time. To some extent teachers, students, administrators, and parents all have a good understanding of a schools, but they likely do not have the fine-tuned perceptions skills of a  connoisseur and the storytelling skills of a critic. As stated by Dewey (1934), recognition is perception aborted (Pg. 324). To Eisner (1994) “connoisseurship is the art of appreciation”, while “criticism is the art of disclosure” (Pg. 215).

 

Implicitly, Eisner (1994, 1991) argues that to some extent being a critic is akin to being a good storyteller. A good storyteller understand the elements of a good story, and he or she will help you to feel those unspeakable emotions, understand that which is poetic and beyond the scientific. In this sense each critic has a unique voice and it is therefore very important for a critic to use his or her powers of persuasion in honesty and truthfulness, according to his or her perception. “Criticism is the art of disclosing the qualities of events or objects that connoisseurship perceives” (Pg. 219).

 

In illustrating how critics address validity questions, Eisner (1994) mentions how critics are like lawyers putting the pieces of a case together in an attempt to convince their jurors. The attorneys, through a process of placing all of the pieces in order, also known as “structural corroboration”, are able to convince the court of their version of events. However, because of the co-constructed nature of knowledge, and the current psychological understanding that we recreate events when we remember events (changing elements of our stories), Eisner (1994) also acknowledges that there may be multiple versions of events and, depending on how divided different possible “structural corroborations” are, this method may not be sufficient to ascertain the validity of the critique. When thinking of connoisseurs he mentions how critics mainly agree on most elements (something somewhat true if we look at Rotten Tomatoes). Yet, if we consider Supreme Court justices as connoisseurs then there are clear examples where experts in a field (and it would be hard to argue that the Justices are not connoisseurs and critics of their field), after deliberating and deconstructing cases may disagree and vote 5 to 4. With this example, can we then argue that structural corroboration may not be enough to increase validity?

 

The other element Eisner (1994) discusses for increasing validity is referential adequacy. This refers to the process of “testing the criticism against the phenomena it seeks to describe, interpret and evaluate” (Pg 241). This process is sometimes done by going back to the site of study or the data set and testing the findings with a portion of the data that is part of the larger data set but a part that was not previously analyzed. If the framework or the analysis previously developed also applies, then the critique in question would increase in validity.

 

Another topic discussed by Eisner (1994) is the generalizability of critiques. While some qualitative researchers emphasize transferability over generalizability, Eisner (1991, 1994) argues that some form of generalizability is possible. Unlike a mathematical understanding based on laws, theorems and axioms, according to Eisner (1994) qualitative studies can be generalized as they allow the critic to apply the skills learned from becoming a connoisseur to other related subjects as one is able to appreciate them with a better or improved perception. Eisner (1994) discusses how generalization is also possible by the acquisition of “new forms of anticipation” (Pg. 242). By understanding the complexities of a particular situation, we can then better understand other situations. According to Eisner’s definition, generalizability of critiques appears to be internal (within the critic) rather than external (within his work), as it is the critic alone who can critique according to his own subjectivity.

 

Another critic may have a similar opinion about a subject but it will be somewhat different subjectively and in its critique. While Eisner argues that critics generally agree about broad conclusions, would they agree with all of the words in a descriptive paragraph that discusses Paul Brach pictures? This is unlikely, as it is improbable that two individuals, two connoisseurs, will criticize a subject in the same manner. While each analysis may have its own strengths, complications when generalizing the data raise questions about the claims of Pittman and Dobbert (1986) regarding the design of a “true” ethnographic educational evaluation.

 

Their use of the word “true”, is, in my opinion, somewhat controversial even taking into account the use of quotations, as it implies that there is possibly a best or an ideal form of applying anthropological theory in educational evaluation. It seems as if in this way we get closer to fully deciphering the true figure of the shadow emanating from the cave. It can be argued that Pitman and Dobbert (1986) have a more objective view of reality than other ethnographers. However, despite this concern, their inclusion and valuation of theory as an essential element in educational evaluation raises some important questions. In including theory as a primary element and illustrating its benefits effectively in a teacher training program in a day care center, the authors strengthened their claims. Yet, they also illustrated some major limitations.

 

The main critique to their design is discussed by Pitman and Dobbert (1986) as they state that “a traditional (i.e. Mallnowskian) approach was not possible” (Pg. 79) and explain that they were only able to study the school during a month long study. Yet because of the rigor of their evaluation, and each evaluator having spent 120 hours per person for around a month (April 24 to May 22) conducting the study, the authors have a strong claim that the study did include the level of quality required of an ethnographic evaluation.

 

The authors emphasize the importance of the explicit use of theory in conducting education evaluations. They illustrate their case by citing the importance of the literature review in noticing patterns and comparing and contrasting the study findings to various theories including symbolic interactionism, cognitive anthropological approaches, rites of passage theory, small group theory, gearing notion of old hands and new hands in transaction, role theory, among others. The value of these theories in increasing the validity of the study was illustrated in various examples including how “relying on Homans’s and Herzberg’s theories, [they] recommended that the center take an additional step to create positive student perceptions by distributing a handout that would provide solid information about its policies and philosophies.” (Pg. 94) The article contains various instances in which theory informed the findings, increasing their external validity.

 

Having a team of 6 members also increased the rigor of their evaluation. The steps taken through planning included testing a procedural outline, identifying and refining a manageable team evaluation process, and lobbying for the increased use of qualitative methodology. (They do not share their value premises for these and other decisions in their study). By conducting secondary, and sometimes triple interviews, as well as dividing into subgroups to analyze the data and conduct a pattern analysis, the study increases the validity of their findings, and potential impact (transferability and generalizability) of their conclusions. The study also had a high level of utility as the recommendations of the study were mostly implemented soon afterwards, likely improving the program’s outlook for future years.

 

The findings of the study have been reinforced by other studies, with limited time available for instructors being one of the most common findings. Despite the best attempts of the lead teachers to serve as mentors and guides to the practicum students, they had limited time to communicate effectively with the students and address their concerns. One of the biggest concerns expressed by practicum students was the lack of awareness of how they were being evaluated and whether or not they were being seen as successful in completing their tasks. The teachers, on the other hand, argued that while not all students were willing to listen to their advice, some of them were very attentive to comments and criticisms. However, despite some of the differences of opinion, the students seemed to agree that “the lead teachers were very responsible and related well with children and their needs” (pg 88). While the authors argued that all students agreed with this statement, the individual’s political position is not discussed as it in Hemwall’s (1991) study.

 

Pitman and Dobbert’s (1986) article was very helpful in illustrating how a team of researchers can conduct an in-depth study within a short time frame. Yet is it possible for most evaluations to assemble a team and develop an extensive system for member checking and triangulation? In addition, in the end of the paper, the authors argue that “in this chapter we have sketched the distinguishing characteristics of “true” ethnography versus other kinds of fieldwork” (Pg. 97). Despite discussing their methodology as a “true” ethnography, they do not include many of the essential elements of a feminist ethnography or a critical ethnography. This ethnography is one out of many possible types of ethnographic research, being “true” only to the extent that it is perceived as “true” by the author and its reader.

Hemwall (1991) was the fourth reading for the week and it discussed the mainstreaming or integration of a group of hearing impaired students, a program which is formatively evaluated by the use of classroom observations, short structured interviews, and distributing questionnaires. Similar to Pitman and Dobbert (1986), this study also took only a few days, which leads the researcher to question the richness of the study. Hemwall (1991) provides extensive examples of how, despite the interest in increasing the hearing impaired student’s mainstreaming, many of them had yet to be fully accepted by their peers, break their dependency on each other and on the interpreters, and to develop a relationship that was similar to that of other teacher-instructor relationships. In her discussion of events, Hemwall saw the attachment of interpreters to students as a negative change which broke protocol. In addition, students who were not hearing impaired felt their hearing impaired classmates were being treated in a beneficial way by the instructor. “Aw, those guys just get away with murder!” (Pg. 141).

 

Hemwall (1991) cites examples of when the teacher spoke directly to the interpreter instead of trying to learn from the student in question. The student expressed frustration and decided not to ask a question to the instructor. An element in this paper that was missing to me was a discussion of the author’s opinions about mainstreaming, or her value premises. Hemwall (1991) also argued for the breaking up of the group of hearing impaired students, so that they could better relate to their non-hearing impaired classmates. The researcher feared that “the students in these groups had become so dependent on each other that the groups isolated themselves, thus preventing further integration.” (Pg 145). Yet her argument does not discuss how social integration of all students in high school can be difficult for many students, not only students that are hearing impaired. Her finding also seems to illustrate that many students felt marginalized by their peers.

 

The researcher concluded by providing a list of recommendations including: skill tutoring, establishment of better support systems, which would be ideally “a deaf adult who was previously mainstreamed” (pg 154), more informal academic and social experiences, separating the groups of hearing-impaired student. She highlighted the need for intensive in-servicing and training available for everyone, and lastly special training for interpreters, which despite its importance had been difficult to implement. To finalize, the article highlights the strengths of ethnographic research as well as its weaknesses. The three main weakness of the study were (1) obtaining access to the classrooms to observe; (2) the careful formulation of the results of the ethnographic evaluation to avoid any unintended consequences; and (3) a discussion as to how to adequately protect the informants.

 

To conclude, this article provides a close and detailed look about the experiences of mainstreaming students in this school while also raising questions about generalizability and transferability, as well as the subjectivity of the critic. One of my concerns when reading this study is its lack of a discussion of what is considered “normal”? Or is there such thing as a “normal” child? Is “normal” an objective term, or rather another social construct that is culturally dependent? The article is effective in explaining, as mentioned by the PE teacher, that hearing impaired students are as diverse a group as other students; “handicapped kids run the gamut like hearing kids… some brats, some good kids, some smart, some slow”.  This is important to highlight, but also that “normal” itself may be a misconception. Students have different learning modalities and living experiences, many of which are unique. While debating what is “normal” is beyond the extent of this paper, it is important to discuss it as a social construct and subjective concept.

 

 

Questions for Class Discussion:

 

1 – Would you consider Supreme Court justices to be connoisseurs and critics? Why or why not?

2 – Can a qualitative study be reproduced?

3 – Are aggregators of critics’ opinions better than a critic’s opinion?

4 – Is there an objective truth? Are there infinite ways of seeing things?

5 – Do you consider yourself to be normal? Why or why not?

6 – In Outliers, Gladwell argues that it takes 10,000 hours for someone to master a subject (with regular critical feedback), how is this related to Eisner’s concept of the connoisseur?

7 – What comes to mind when you think of an artistic teacher?

8 – Is a test fair (is testing fair)? What is fairer; a critic’s opinion, or a test?

9 – Is there a “true” ethnography? What are the components of a “true” ethnography?

10 – What is “Contemporary Time”? (Pittman and Dobbert)

11 – Three Cups of Tea’s author was recently involved in a controversy. His story, however, had been very captivating and felt “real”, leading to millions of dollars in donations. With this in mind, what is the responsibility, if any, of the storyteller to explain his experiences honestly?

12 – Are the 10 weeks mentioned in Pitman Dobbert sufficient time for an ethnographic study?

13 – Do using different qualitative methodologies lead to the same or different results? Would different experts yield different results with the same methodologies?

 

 

• Describe what you asked students to do for week nine’s online lesson.
• What were the learning outcomes that you intended students to achieve as the result of your online lesson?
• What technologies did you use to help accomplish your learning objectives?
• To what extent were the objectives met?
• In your estimation, how did the students respond to the assignment?
• Did you award course credit for completing the online assignment?
• What things do you think you were able to do online that you wouldn’t be able to duplicate in the classroom?
• Did you feel restricted in your teaching style by having to put your lesson online?
• Did you feel technologically capable of developing the online lesson?
• Did you have enough time to prepare your online lesson?
• Did you include information about your online lesson in your course syllabus?
• Did you refer students to the online video that was developed to provide information on the School’s technology initiative?
• How much advanced notice did you provide students prior to the date of the online lesson?
• Do you think students clearly understood what was expected of them for the online week?
• What problems (if any) did you personally encounter while preparing the online lesson?
•  How available was the social work technology staff when you had questions or problems related to your online assignment?
• How competent does the social work technology staff seem in their ability to answer your questions or provide assistance when needed?

• Did you use the technology staff when you had a problem? If not why?

Center for Innovative Applied Action Research in International Development 

March 11, 2012

By engaging graduate students in applied action research the Center hopes to bring about comprehensive changes to problems faced by communities throughout the developing world, such as the millennium development goals (United Nations, 2010). Students, scholars and community members will cooperate to explore international problems, identify best practices and discuss the potential for improving local conditions. Using innovative technologies with a high diffusion rate and extensive potential for community empowerment, such as the internet and smart mobile devices, the Center hopes to obtain a higher rate of success than that of previous initiatives in the field.

Strengthening the linkages between university students in the United States and communities in developing countries will help to make the invisible tangible and enrich the lives of the individuals involved. Modern information and communication technologies (ICT) and other recent developments in science, technology and engineering have interconnected the world into a modern day “Pangea”. Yet, despite the intertwining of local and global problems, the needs of those without shelter, food and water are different to those living in a post-modern society (Maslow, 1943). A world that is interconnected, but where differences abound, benefits from providing spaces and opportunities where students and developing communities can cooperate (Vivian & Sudweeks, 2003). Through the promotion of smart phones and community-relevant applications, the promotion of openness, the use of social media, and the development of a hybrid community, this Center will engage students in applied action research studies (Gaved & Mulholland, 2005 ; Callon, 2004; Kaplan & Haenlein, 2010; Bonk, 2011). The problem-oriented, participatory activities will benefit communities at home and abroad, helping to reduce not only spatial differences but also improving inter-cultural competencies and understanding.

Through the use of science, technology, and engineering, as well as data tested theories, the program’s initiatives will address problems in innovative as well as localized ways that emphasize the empowerment of the people living in these locations and graduate students. These projects aim to enable communities to address some of their current problems and increase their capacity to address future problems. Students will benefit from an inter-cultural experience that emphasizes that anyone, of any age, and any level of education, can contribute to improving the local and global community. The success of this initiative depends on the successful adoption of its components. As discussed by Rogers in the Diffusion of Innovations (2003), the decision to adopt an innovation depends on its relative advantage, its compatibility, its complexity, its triability, and its observability. Analyzing data on the socio-economic characteristics, personality variables and communication behavior of the community, and incorporating the opinions of community members and program experts, will help determine which projects are more likely to be successful, helping the projects to transition from a stage of early adoption (16%) to an early majority (50%) and then the rapid adoption by the late majority (84% of the population). Following the implementation the projects will be analyzed and modified as needed.

To increase awareness and the visualization of local problems, the Center will encourage the use of communication technologies for the empowerment of the local communities.  Mobile phones can be considered the most rapidly adopted technology worldwide, with a strong democratizing impact in developing societies (UNESCO, 2011). By 2015 it is expected that most people will access the internet through mobile phones, illustrating its relative advantage (Morgan Stanley, 2009). This will allow local communities to share information about their problems and daily lives. The increased access to information via the internet does not necessarily mean increased access to reliable or pertinent information (Shapiro & Hughes, 1996). However, through the encouragement of openness, communities can have free access to the best information available. Developing a hybrid community online will allow graduate students to share with participants locally, and to learn from each other, before, during, and after their visit to the local community. They could attend workshops online and/or in person and learn from each other on a continued basis. Finally, using social media, the program will increase global interest in the program as well as raise awareness of the local problems it addresses (Kaplan & Haenlein, 2010).

The cellular phone has shown a high adoption rate around the world, which suggests that the distribution of smart phones will also be highly compatible with local communities (Rogers, 2003). Developing a successful online community will require a user friendly design. While increasing information literacy may be difficult, it is a challenge that must be addressed (Jenkins, 2006). The rapid worldwide growth of social media indicates its high level of compatibility and malleability in relationship to current social interactions between community members.

As an innovation, mobile phones are generally considered user-friendly devices, even for individuals unable to read and write in their own language (UNESCO, 2011). While smart phones can have a higher complexity, participants will be instructed through the Center workshops. The Center will also provide lessons on information literacy skills, the internet, online communities, and social media. While it is difficult for people that have never used a computer to learn some of their basic functionalities, graduate students generally have a higher information literacy level and with proper support both graduate students and local community members will be able to use these technologies more effectively.

Most of these programs are scalable and new features will be tested with different communities and community members over time. The Center will test and upgrade their ICT (?) systems on a continuous basis. Mobile applications such as literacy apps, polling apps, blogging apps, geo-location apps, translation apps will be progressively incorporated into the smart phones. Participants will also learn how to take pictures, make phone calls, record videos, and utilize other basic functions of the smart phone effectively. The online community will also add features as required, but the original layout will emphasize simplicity and communication. Using social media, the Center will experiment with different forms of communication to increase international and local awareness of the program. The open licenses utilized will also be discussed and modified as needed (http://creativecommons.org/licenses/). Modern ICT leave behind a trail of valuable information that can be coded, analyzed, and used to modify the program and its pieces. Open data and social media encourage worldwide access and observability (Bonk, 2011). The high level of observability of this program allows for its rapid assessment and modification, increasing the ability to try and modify features as necessary.

The objective of this Center is not only to develop a sustainable organization, but to facilitate the development of sustainable communities and individuals. Having access to high quality information, and knowing how to use it, is important to both individuals in the United States and abroad. The smart phone will be a window into the internet for the whole family, providing access to formal and informal educational content, and billions of pages of useful information.

The incorporation of these new technologies through the use of action research methods will increase their effectiveness. This includes traditional methods, such as participatory rural appraisal and local observations, and more recently developed methods (Chambers, 1997; Wang & Burris, 1997). Online communities, such as methodscape.com by SAGE, are spaces where researchers regularly share innovative action-oriented participatory methodologies such as participatory video, qualitative mobile research, and photovoice projects.  Emerging best practices will be constantly considered and discussed by the project organizers. To increase local adoption, the Center will develop a series of open courses that will discuss international development problems and their relevance within the local content. These courses will adapt and modify current openly accessible materials so that they are relevant to the local community. The effective localization of material will increase its use by the community. During the open courses graduate students and community members will interact and build personal relationships, engaging in dialog around a number of relevant subjects. During students’ visit to the local community, they will further analyze local problems, and use traditional and innovative research methods to learn about local problems and discuss possible solutions. By developing an online community, university students partnered with non-governmental organizations such as Compatible Technology International (http://www.compatibletechnology.org/) will be able to adapt and share open hardware blueprints for devices that can then be printed or produced locally. Tools such as 3D printers are increasingly becoming accessible and their applications for development projects require further study. Once participants return to the United States we hope that the relationship with the local community continues and further involvement is promoted through social media. Films, image galleries, auto-ethnographic stories and other qualitative and quantitative findings will be shared through social media to increase the global observability of the study’s findings (Wang, 1999). In addition, the online community site will include in depth descriptions of projects and their current needs, similar to those currently provided by sites such as Kiva.org or DonorsChoose.org. However these profiles will include not only requests for financial support, but, more importantly, will encourage graduate students across the United States with relevant skills to apply and compete for internship positions. Bridging space through technology to make the distant personal is one of the objectives of the Center.

The implementation of these programs can also be effectively analyzed using a production function model. For inputs the program will apply the first five years of funding to train and hire personnel, build an engagement center in Tanzania, and an online infrastructure. This will involve the initial development of the online community, as well obtaining smart mobile devices for individual participants. The smart phones will be distributed per family unit, preferably to the female head of the household. It is expected that the device will be shared by family members. Other inputs include faculty members at the University of Minnesota, and graduate students. In its process, community members will be encouraged to volunteer and participate in the workshops in Tanzania, as well as to collect data about their local communities through the use of a blog and photovoice methodology. The online course will be taught by a facilitator and will encourage critical thinking as well as a discussion of culture and daily life. The online course will provide a certificate of completion to local community members as well as a credit to student participants. As the project’s output we hope to organize a vibrant hybrid community, as well as to learn from both community members and local experts about local problems and how graduate students can address some of the needs of the community through action research in their areas of scholarship.

We hope that through this involvement, the projects will enjoy greater rates of success and that the engagement of students and community members will persist long after the initial involvement of the student. In its outcomes, we hope that through the use of social media, the broader international community will become aware and collaborate in solving these local and global problems, and encourage other graduate students to participate.  As one community is successful in addressing their problems and sharing their stories, the Center hopes to expand similar initiatives to other countries and communities.

Works Cited

Bonk, C. J. (2011). The World Is Open: How Web Technology Is Revolutionizing Education. New York: Jossey-Bass.

Callon, M. (2004). The role of hybrid communities and socio-technical arrangements in the participatory design. Journal of the Center for Information Studies, 3-10.

Chambers, R. (1997). Whose Reality Counts? Putting the First Last. London: Intermediate Technology Publications.

Gaved, M., & Mulholland, P. (2005 ). Grassroots Initiated Networked Communities: A Study of Hybrid Physical/Virtual Communities. IEEE, 1-10.

Jenkins, H. (2006). Confronting the Challenges of Participatory Culture:Media Education for the 21st Century. The MacArthur Foundation, 70.

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons , 59-68.

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 370-396.

Morgan Stanley. (2009). The Mobile Internet Report. New York: Morgan Stanley.

Rogers, E. M. (2003). Diffusion of Innovation. New York: Free Press.

Shapiro, J. J., & Hughes, S. K. (1996). Information Literacy as a Liberal Art. Educom Review, 1-5.

UNESCO. (2011). UNESCO Mobile Learning Week Report. Paris: UNESCO.

United Nations. (2010). Keeping the promise: a forward-looking review to promote an agreed action agenda to achieve the Millennium Development Goals by 2015. New York: General Assembly United Nations.

Vivian, N., & Sudweeks, F. (2003). Social Networks in Transnational and Virtual Communities. Informing Science, 1431-1437.

Wang, C. (1999). Photovoice: A Participatory Action Research Strategy Applied to Women’s Health. Journal of Women’s Health, 185-192.

Wang, C., & Burris, M. A. (1997). Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment. Health Education and Behavior, 369-387.



This is a compelling proposal. To take it even further, connecting the use of ICTs for more information use to actions on the ground (making the connection from information to action) could be a bit more explicit. Also, when citing references providing a hint of what the author said or what the cite provides would help the reader follow your argument. There were a few points where there were references, but the content of the author’s main points were not within the text so it left the reader hanging a bit. The use of the model in this example was good.

Innovation Lab – Refining the Project (Spring 2012)

Alfonso Sintjago & Tryggvi Thayer

 Promoting student leadership and entrepreneurial skills as well as increased student collaboration and maximizing the use of innovative technology.

The development of innovative ideas is often the result of an individual’s or a group’s attempt to solve a problem by improving on the current modus operandi. While individuals often consider ways in which to bring improvements, sometimes these tasks are often challenging and daunting. An single person may not be sure of how to address all of the required steps, be confident in their idea, or may lack all of the skills needed to materialize and finalize their idea. By encouraging students to share with other students their ideas, abstract concepts can be refined, prototyped, tested, and implemented. Rather than solving problems individually, the lab will encourage students to organically organize into teams and further develop their projects intertwining the interests, ideas, skills, and objectives of students.

A Virtual and Physical Bulletin Board:

 

A physical bulletin board will be placed in the first floor of Wulling Hall. There students will post ideas in different stages of development and partner with other interested OLPD students, as well as other CEHD students. Only OLPD students will be able to post new ideas, however a team members could include any student in the university.

 

The bulletin board will also include a virtual component where students can post ideas any time of the week and year. As well as search through a database of interesting ideas that have yet to be further developed. For privacy concerns, the virtual board will be password protected. A moderator will then analyze student’s proposals and decide whether it violates the rules of the bulletin board in which case it will be deleted. Ideas will not be discarded based on preference or feasibility.

 

Benefiting from a Collaborative Space:

 

By having access to a technologically enhanced, organic, multi-functional, organic space students will be able to brainstorm, discuss ideas, test projects, and have access to technological resources that will aid in the further development of their projects.

 

The innovation lab will also benefit from the flexibility that the furniture of the collaborative space will provide as well as having access to various technological gadgets and innovative tools that will be available for testing. The lab will also include a list of literature resources regarding the innovative process.

Innovation Workshops

 

The innovation lab will host a series of workshops to discuss topics such as: the innovative process, the importance of innovation for society and education, as well as recent innovative ideas that are currently transforming or modifying education throughout the world.

 

In addition, the innovation lab will also serve as the space for a semester long innovation course that will allow students to invest additional time in their project. This course will be student taught and all participating students will act as co-instructors. The course will also have a faculty moderator.

Recommendations for next steps:

1.Would it be possible to have a semester long course? What is the level of interest?

2.What would be needed in terms of administration for the innovation lab, workshops, and courses?

3.How will the innovation lab impact the planning or the framing of the collaborative space?

4.If there is an high interest in having a course, what additional steps would need to be taken?

5.Who will administer the bulletin board? (Discuss both its physical and virtual components)

6.What gadgets, books, and additional items would be needed or would be beneficial to own?

7.Should there be a yearly amount of funds available for small purchases? for projects? (Contest?)

8.What would be the biggest obstacles for the innovation lab to be developed? Competition?

9.What non-UMN partners should be consider?

10.Should this lab be limited to OLPD students?

 

 

1. Introduction
2. Purpose of the study – Lack of Access to HE

1. Conceptual framework. – Invisible Learning in the DR
2. Paradigmatic assumptions.

1. How individuals learn, and role OER plays

3. Research questions.

3. Contextual Overview

1. Why the Dominican Republic
2. Brief Overview of CTC Development

4. Other Relevant Definitions
5. Significance of the Study
6. Brief Dissertation Chapter Outline

1. Introduction
2. Technology and Education

1. Positivist

1. Constructivist
2. Critical

1. Research paradigms and assumptions

1. Constructivist

2. Site selection

1. DR ICT development
2. DR low educational performance
3. Building of CTCs in previously disconnected communities

3. Design

1. Case study. Analysis of 3 CTCs
2. (May switch to Vertical Case Studies – not sure)

1. There may be a benefit to this change

4. Method

1. Mixed-methods
2. Big Qualitative (Ethnographic methods)
3. Small Quantitative (National statistical data analysis)

5. Data Collection

1. Interviews

1. Unstructured and semi-structured
2. Administrators

2. Observation

1. Site observation
2. Classroom observation

3. Survey

1. CTC users
2. CTC Administrators

4. Focus Groups

1. Community leaders
2. CTC users

6. Data analysis

1. Thematic
2. Participatory (Member Checking)

7. Limitations

1. Time available for the study
2. Biases

8. Timeline

    

Focus Groups Online – Top 3 Suggestions! 

 Feb 29, 2012

•Have a Clear Purpose for the Focus Group

•Take into Account the Long Time Required for Set Up

•Keep the Interface Simple and User-Friendly

•Have a Site that is Attractive and Inviting

•Use Tested and Positively Reviewed Technology

•Consider the Audience When Choosing the Technology

•Add a Tech Support Member to Your Staff

•A Co-Moderator Is Essential

•Pilot the Site (And Scenarios) When Possible

•Send Good Invitations (Good Recruiting Strategies)

•Add a Tech Day or a Test Tech Assignment

•Set Moderating Parameters (24/7, Live, Etc)

•Address Silence (Ensure Discussion Continues)

•Set Clear Rules for Participants

•Craft Engaging Questions

•Find the Right Incentives for Your Audience

•Avoid the Cognitive Overload of Participants

•Use Small Groups and Account for Attrition