Abstract-This paper focuses on two approaches to facilitate sustainability of education development, such as pedagogical approach and technological approach. We regard using Problem-Based Learning (PBL) as a strategy of the pedagogical approach and application of Information and Communication Technologies (ICT) as a strategy of the technological approach. The two approaches are possibility combined in one educational context. From this sense, a case on Web 2.0 employed at Aalborg University, Denmark where has a long history of PBL model is discussed in this paper. This case indicates that ICT may offer students in PBL personal tools for knowledge construction, reflecting, sharing and collaboration in project work, while also connecting to communities, network and resources of their own interest. Relating this case to the challenges of sustainability of education development in developing countries, some practical issues will be discussed in the countries such as India, Thailand and China.
Information and Communication Technology (ICT) has brought about a "learning revolution" that provides conditions of changes for a "creative society." However, due to issues such as, the digital divide and gender gap, in developing countries, women face barriers to learning using ICT. As ICT spans diverse technologies, this article focuses mainly on the Internet. It aims to provide an analysis of barriers to Internet usage that have implications for the future improvement of women's education in developing contexts. Theoretically, the barriers can be attributed to two levels of factors: the first-order factors that arise due to technical and economic issues, and the second-order factors that are the result of socio-cultural-psychological issues. This further has implications for practical efforts to improve the education of women by ICT tools on the Internet in developing contexts. It is important for educational
Abstract-This paper provides a literature review aiming to discuss the need for fostering creativity and digital inclusion among women students in developing contexts by addressing the second order digital divide in online skills. As the literature review indicates, we are in the change towards creative society and creativity is the core competency of students to be mastered in the digital age. The digital technologies also provide conditions of developing creativity, for example, YouTube can be regarded as a creative platform. This paper also discusses the links between creativity, learning and knowledge, digital divide in developing contexts especially the second order digital divide as the main barrier to women students' learning. This further implies how to teach creativity more effectively in the future.
This chapter has two aims: 1) to bridge the link between creativity, learning, information ecology and community of practice that underpins the theoretical necessity of contextual user-centered approach to learning design by ICT in developing contexts; and 2) to specifically discuss how a Human Computer Interaction for Development (HCI4D) based on learning design can be applied to provide the practical instrument for building creative learning environment in developing contexts. Theoretically, the chapter will build a new framework by using three prominent theories: creativity theories, information ecology and theory of communities of practice. This chapter also has practical contributions to offer developmental scholars and project managers a vocabulary to address the process and learning issues in both formal and informal learning environments and opening up new ways for understanding creativity, learning and usages of ICT in a developmental context.
The chapter discusses the Measuring Empowerment Framework and how it can be used to measure the phenomenon of empowerment through the internet. The ME framework not only provides the opportunity to measure the concept of empowerment through the indicators of empowerment defined for the research participants but also by identifying whether there is sufficient opportunity for the women to use the achieved competencies and capabilities through the project in the future. Although the framework has been interpreted and applied to projects in different countries on a bigger scale, it also lends itself to be applied to smaller project settings and gives the flexibility to choose variables depending on the project's context.
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