An unprecedented number of individuals and organizations are finding ways to explore, interpret and use Open Data. Public agencies are hosting Open Data events such as meetups, hackathons and data dives. The potential of these initiatives is great, including support for economic development (McKinsey, 2013), anti-corruption (European Public Sector Information Platform, 2014) and accountability (Open Government Partnership, 2012). But is Open Data’s full potential being realized?
A news item from Computer Weekly casts doubt. A recent report notes that, in the United Kingdom (UK), poor data quality is hindering the government’s Open Data program. The report goes on to explain that – in an effort to make the public sector more transparent and accountable – UK public bodies have been publishing spending records every month since November 2010. The authors of the report, who conducted an analysis of 50 spending-related data releases by the Cabinet Office since May 2010, found that that the data was of such poor quality that using it would require advanced computer skills.
Far from being a one-off problem, research suggests that this issue is ubiquitous and endemic. Some estimates indicate that as much as 80 percent of the time and cost of an analytics project is attributable to the need to clean up “dirty data” (Dasu and Johnson, 2003).
In addition to data quality issues, data provenance can be difficult to determine. Knowing where data originates and by what means it has been disclosed is key to being able to trust data. If end users do not trust data, they are unlikely to believe they can rely upon the information for accountability purposes. Establishing data provenance does not “spring full blown from the head of Zeus.” It entails a good deal of effort undertaking such activities as enriching data with metadata – data about data – such as the date of creation, the creator of the data, who has had access to the data over time and ensuring that both data and metadata remain unalterable.
MOOCs -- massively open online courses of the sort that can simultaneously enroll thousands, even tens of thousands, of learners simultaneously -- have been a hot topic of discussion for a few years now in both the worlds of education and 'international development' (and, for what it's worth, the subject of numerous related posts here on the World Bank's EduTech blog). Recent news that edX, one of the prominent MOOC platforms, is to start offering courses aimed at high school students suggests that the potential usefulness and impact of things like MOOCs may soon extend beyond the realm of higher education, out of which MOOCs originally emerged and where most related activity has occurred to date.
There is much (potentially) to be excited about here. Few would argue against having greater access to more learning opportunities, especially when those opportunities are offered for 'free', where there is latent unmet demand, and where the opportunities themselves are well constructed and offer real value for learners. As with MOOCs at the level of higher education, however, we perhaps shouldn't be too surprised if these new opportunities at the high school level are first seized upon *not* by some of the groups with the greatest learning needs -- for example, students in overcrowded, poorly resourced secondary schools in developing countries, or even students who would like a secondary education, but for a variety of reasons aren't able to receive one -- but rather by those best placed to take advantage of them. This has been largely been the case for initial adopters of MOOCs. (One of the first studies of this aspect of the 'MOOC Phenomenon', which looked at MOOCs from the University of Pennsylvania, found that students tended to be "young, well educated, and employed, with a majority from developed countries.")
As a practical matter, some of the first types of beneficiaries may, for example (and I am just speculating here), be homeschooling families in North America (while not necessarily comparatively 'rich' by local standards, such families need to be affluent enough to be able to afford to have one parent stay at home with the kids, and generally have pretty good Internet connectivity); international schools around the world (which can offer a broader range of courses to students interested in an 'American' education); and the families of 'foreign' students looking to apply to college in the United States (the edX course “COL101x: The Road to Selective College Admissions” looks, at least to my eyes, tailor made for certain segments of the population of learners in places like China, Korea, Hong Kong, etc.). In other words, at least in the near term, a Matthew Effect in Educational Technology may be apparent, where those who are best placed to benefit from the introduction of a new technology tool or innovation are the ones who indeed benefit from it the most.
Longer term, though, it is possible to view this news about movement of a major MOOC platform into the area of secondary education as one further indication that we are getting further along from the 'front end of the e-learning wave' (of which MOOCs are but one part) to something that will eventually have a greater mass impact beyond what is happening now in the 'rich' countries of North America and the OECD.
Learning with new technologies has of course been around for many decades but, broadly speaking, has not (yet) had the 'transformational' impact that has long been promised. "Gradually, then suddenly" is how one of Ernest Hemingway's characters famously describes how he went bankrupt. Might this be how the large scale adoption of educational technologies will eventually happen as well in much of the world?
f so, one credible potential tipping point may be a 'black swan' event that could push all of this stuff into the mainstream, especially in places where it to date has been largely peripheral: some sort of major health-related scare. (For those unfamiliar with the term, which was popularized by Nicholas Taleb, a 'black swan' is a rare event that people don't anticipate but which has profound consequences). One of the first ever posts on the EduTech blog, Education & Technology in an Age of Pandemics, looked at some of what had been learned about how teachers and learners use new technologies to adapt when schools were closed in response to outbreaks involving the H1N1 influenza virus: the 'swine flu' that afflicted many in Mexico about six years ago; and an earlier outbreak of 'bird flu' in China. I have recently been fielding many calls as a result of the current outbreak of the Ebola virus in West Africa asking essentially, 'Can we do anything with technology to help our students while our schools are closed?', and so I thought it might be useful to revisit, and update, that earlier post, in case doing so might be a useful contribution to a number of related discussions are occurring.
Each year on 8 September, groups around the world gather together to celebrate "International Literacy Day", which is meant to highlight the importance of reading, and of being able to read. In the words of UNESCO, the UN organization which sponsors International Literacy Day, "Literacy is one of the key elements needed to promote sustainable development, as it empowers people so that they can make the right decisions in the areas of economic growth, social development and environmental integration." As contentious as issues around education around the world can be at times, there is little debate about the fundamental importance of literacy to most human endeavors.
New technologies can play important roles in helping to enable efforts and activities to teach people to learn how to read -- and to provide people with access to reading materials. As part of its communications outreach on International Literacy Day this year, for example, UNESCO highlighted recent experiences in Senegal targeting illiterate girls and women, where it has found that "mobile phones, computers, internet and TV make literacy courses much more attractive for illiterate women."
The potential for mobile phones and other mobile devices like e-readers to aid in literacy efforts has been a recurrent theme explored on the EduTech blog. In so-called 'developing countries', books may be scarce and/or expensive in many communities -- and reading materials that *are* locally available may not be of great interest or relevance to many potential readers. The fact that increasing numbers of people in such communities are carrying small portable electronic devices with them at all times capable of displaying text, and which indeed can hold tens, even thousands of digital 'books', has not gone unnoticed by organizations seeking to increase literacy and promote reading.
We’d like to hear your ideas of how Open Data could be used to help eradicate poverty and improve public services in rural India.
We are launching a co-creation and crowdsourcing effort on “Open Data Solutions for Rural Development and Inclusive Growth in Andhra Pradesh and Telangana.” This is linked to an ideation workshop on September 4 in Hyderabad, which will bring together key stakeholders from these two Indian States, including government officials, development practitioners, health, education, agriculture, retail and other subject matter experts, entrepreneurs, ICT firms, and academic and research institutions.
The workshop will consist of two parts. The first part will focus on knowledge sharing of global and Indian good practices, successful solutions and lessons learned, as well as collecting feedback from participants and discussing priorities for the Open Data initiative in the rural space. There will be presentations by government officials and World Bank experts with examples from around the world, in India and within the two states.
Based on my interactions with educational policymakers, and those who advise them, it seems to be a truth (almost) universally acknowledged that there is insufficient research into models of educational technology use, the impact of such use, and related costs. This is not to say that there is *no* useful research into the use of technology in education around the world, of course. Online tools like ERIC and SSRN can help you find some useful studies; the popular press and the blogosphere increasingly reference such work (sometimes even in ways where you can actually track down the referenced studies!); there are of course a lot of academic, industry and professional journals dedicated to the subject; and a healthy amount of 'grey' literature circulates informally (including stuff commissioned by companies that is never formally published). Firms also circulate 'white papers' touting the 'impact' of their products and services, something which I tend to place into its own separate category, given the commercial and marketing imperatives that often animate such work. That said, just because a lot of 'research' is produced doesn't mean that such research is helpful to meet the practical information demands of educational policymakers, planners and educators.
Even if you *are* of the opinion that there is indeed a lot of useful, policy- and practice-relevant research out there related to the use of technologies in education, the fact remains that most of our collective knowledgebase has been constructed as a result of studying and attempting to learn from experiences in 'highly developed' (OECD) countries. While there is always danger when trying to draw generalized lessons from a research study that examines a specific context, it would seem reasonable to me that the difficulties when looking to draw lessons from experiences in Quebec that might be relevant to Kansas or Canberra pale in comparison to those when trying to extend such lessons to policymakers making decisions which will affect students and teachers in places like Quito or Kampala -- let alone rural Cambodia.
Thankfully, there are a number of promising moves afoot which hope to direct more energy and resources to investigate issues and circumstances of relevance to those exploring the use of ICTs in education in middle and low income learning environments and contexts around the world. (As such efforts kick off, and especially as related studies emerge, we would hope to feature them on the EduTech blog.) Until we start to see results from these sorts of efforts, however, the practical reality is that, in most cases, policymakers in middle and low income countries who wish to draw lessons 'from the research' in order to inform their policymaking related to potential educational technology initiatives will continue to try to contextualize results from research in higher income countries in the attempt to divine what lessons (if any) might be relevant to their own circumstances, even in places where contexts for use and typical use cases may be quite different.
A previous EduTech blog post, "Evaluating the Khan Academy", explores some of the lessons that have emerged as a result of research by SRI into the use of Khan Academy in a number of schools in Northern California. For those who don't know it: The Khan Academy is a widely known and much celebrated educational website which features thousands of short video tutorials on educational topics, as well as linked sets of over 100,000 practice problems and a 'personal learning dashboard'. Policymakers from a number of countries have approached the World Bank for specific advice and guidance on how they might make use of Khan Academy resources within their schools, and during the course of related conversations (some of which were catalyzed by a talk given by SRI's Robert Murphy at the World Bank earlier this year, which was discussed in a subsequent blog post) we have passed along and discussed the Research on the Use of Khan Academy in Schools published by SRI -- as well as a report that appeared a few months ago from EDC that looked at the use of Khan Academy in Chile. While individual lessons and insights drawn from an analysis of the use of Khan Academy content at sites examined in the SRI and EDC reports may or may not be more broadly generalizable to other contexts, examining the various usage models documented and explored in those studies may help raise *questions* that might be relevant to educators and policymakers who work in other contexts.
What are some useful questions that policymakers in middle and low income countries might ask as they attempt to contextualize insights from the use of the Khan Academy in California and Chile as part of their efforts to investigate and plan for the use of digital learning resources from the Khan Academy (and from other sources as well) within their own education systems?
//Rasna Warah, journalist and independent researcher, analyzes key themes and conclusions emerging from a July 2014 workshop on the role of ICTs in statebuilding and peacebuilding in Africa.
Information and communication technologies (ICTs) and new media have often been viewed as a solution to Africa’s myriad problems, including poor governance, conflict and poverty. From the M-Pesa mobile banking system in Kenya to the aggressive adoption of e-governance in Rwanda, the role of ICTs in improving Africa’s economy and governance systems cannot be underestimated.
However, while innovations and the use of ICTs on the African continent are on the rise, they have not necessarily reduced the threat of conflict. Evidence of a direct correlation between increased ICT penetration and innovations and peace and stability on the continent is sketchy at best, and quite often anecdotal, based usually on the innovators’ own assessment of the technology and its impact. For example, the Ushahidi platform, which has been praised internationally for allowing conflict-prone countries to track sites of violence and conflict within a region, and which played an important role in identifying areas of conflict during Kenya’s 2008 post-election violence, has not helped the country to significantly reduce the prospect of future conflict. On the contrary, the country has witnessed increasing terrorism-related violence and insecurity in recent months. Such innovations point to the fact that innovative technology by itself cannot reduce conflict if the social, economic and political conditions in a country are not conducive to peace and stability. It also shows that when the “hardware,” such as the police force and security and intelligence services are substandard, no amount of technology can prevent the threat of violence, conflict or insecurity.
Earlier this year, the World Bank partnered with Chile's Ministry of Transport and Telecommunication on a project to innovate technology and mobility solutions: Smart City Gran Concepción. So far, the project has met two milestones, ideation (in January) and formation of a diagnostic and strategic support plan (in March).
Last month, it was time for the project's third phase: a competition to surface new ideas for mass transit options, road safety and mobility information. This event, called the MueveTT Innovation Challenge, brought together 14 teams of people to brainstorm ways for the government, companies, universities, organizations, citizens, and others to work together toward the vision of smart cities.