OLPCorps Cornell Mauritania: Difference between revisions
No edit summary |
|||
| Line 58: | Line 58: | ||
=='''750 Word Formal Proposal'''== |
=='''750 Word Formal Proposal'''== |
||
<div style="margin-bottom: 1em; padding: .5em 1em; background: #ffddaa;" class="plainlinks"> |
<div style="margin-bottom: 1em; padding: .5em 1em; background: #ffddaa;" class="plainlinks"> |
||
'''Introduction to Mauritania''' |
|||
Mauritania is transitioning from an ancient nomadic society to the modern global community. Most parts of the country do not have paved roads, yet television is readily available to expose community members to global culture. Still, the overall literacy rate in Mauritania is only 51.2%, compared to 99% in developed countries; for women and girls the rate is even lower. According to [http://www.unesco.org/education/GMR2006/summary_eng.pdf UNESCO], literacy is "key to enhancing human capabilities, with wide-ranging benefits including critical thinking, ..., children's education, ... and active citizenship." The goal of Cornell OLPC is to teach computer skills to improve the literacy rates of young children in under served and less privileged populations, thereby improving their educational opportunities. |
|||
<i>Cornell OLPC</i> proposes to introduce laptop computing to Mauritania with the goal of improving literacy rates of young children. We plan to partner with the Peace Corps and the Girls Mentoring Center (GMC) in the rural “city” of Tidjikja. |
|||
Mauritania is an Islamic country north of Senegal that borders the Sahara. Mauritania incorporates the border between Black and Arabic Africa, manifested by an intense cultural blend. |
|||
Peace Corps Volunteers (PCVs) have been serving communities in Mauritania since 1967. President Clinton’s Education for Development and Democracy Initiative in 2000 allowed Peace Corps to open Girls’ Mentoring Centers (GMCs) to support girls’ education. PCVs work with local counterparts to teach children through the Mauritanian public schools and the GMCs. |
|||
'''Mauritania’s Unique Literacy Problem''' |
|||
The city of Tidjikja, in the Tagant region, is one of the poorer, more isolated areas of Mauritania. PCVs work in the community at a primary school (École 1) and the Tidjikja GMC. Teachers at public schools are rotated annually as a government policy, which is a hindrance to motivation and investment into long term goals of school programs. Additionally, corruption and lack of transparency with the local government can be a large impediment to development work and distribution of materials. By partnering with the GMC as well as the local school, we can ensure longer range sustainability and deter theft of the laptops. |
|||
| ⚫ | In Mauritania, school subjects are taught in Arabic or French, rather than the local language. If a student does not have a firm grasp in either language, their performance suffers. To compound the problem, Arabic presents a diglossic situation as described in Mohamed Maamouri's [http://papers.ldc.upenn.edu/EALL/ArabicLiteracy.pdf paper]. Fusha, Modern Standard Arabic, is the formal written and spoken language, which shares roots with the local dialect, <i>Hassaniya</i>, and can be confusing for students. This impedes language instruction because children cannot connect the words on the page to the words that they are speaking. The overall literacy rate in Mauritania is only 51.2%, compared to 99% in developed countries. |
||
'''How the XO Laptops Can Help''' |
|||
| ⚫ | In |
||
| ⚫ | The <i>Cornell OLPC</i> team proposes to emphasize use of the [http://wiki.laptop.org/go/Speak Speak] program on the XO as a tool to solidify students’ language skills in Arabic, English and French. Pen-pal programs with speakers in America will be initiated by <i>Cornell OLPC</i>, which will both expose Mauritanian students to different ideas and strengthen their language skills. (See the section below on the instructional program.) |
||
'''NGO Support''' |
|||
| ⚫ | The |
||
The Cornell OLPC project will partner with Peace Corps Volunteers (PCVs) working in Mauritania. PCVs have been serving communities in Mauritania since 1967. Their mastery of local languages, cultural training, and community based service will provide access and presence within the country. President Clinton’s Education for Development and Democracy Initiative of 2000 allowed Peace Corps to create Girls’ Mentoring Centers (GMCs) to support girls’ education and empowerment. The GMCs provide tutoring to female students, as well as life skills classes in topics such as personal finances, goal setting, arts and crafts, computers, and entrepreneurship. They are comparable to 4H clubs or the YWCA. PCVs work with local mentors to teach children through both the Mauritanian public schools and the GMCs. The city of Tidjikja, in the Tagant region, is one of the poorer, more isolated areas of Mauritania. The GMC in Tidjikja is the site of the proposed <i>Cornell OLPC</i> project deployment. |
|||
'''<i>Cornell OLPC</i> instructional program''' |
|||
We can accomplish this task with the budget that has been given to us, with additional outside fundraising depending on the size of the team. Unfortunately, since we are based in the US, airfare is quite high, making up over 50% of our [http://wiki.laptop.org/go/OLPCorps_Cornell_Mauritania/Budget budget]. Also, Internet at the site we have chosen may not be economically feasible because it may cost as much as $500 a month depending on the plan that we use. In terms of technology, we plan to load [http://wiki.laptop.org/go/Software_projects#Sugar-openmsx Sugar-OpenMSX] onto the computer, so that we can utilize the Arabic educational programs that were developed for that platform. In addition, we are trying to partner with Electronic Learning Products, Inc, makers of TUNEin To Reading, to utilize their novel "sing to read" literacy approach when learning Arabic. |
|||
Research suggests that student learning outside the classroom when integrated with computer technology surpasses that of the traditional classroom. As we see in the U.S., teachers struggle to keep pace with student learning in digital environments ([http://www.nmc.org/podcast/2009-horizon-k12 NMC 2009]). Students become active learners and producers of knowledge when they are able to “own” their learning environment ([ http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF Jenkins 2007]). Informal education is a perfect space for literacy development that relies on laptop computers to promote student engagement. |
|||
A series of inquiry-based learning projects will introduce students to their laptops and help instructors map learning trajectories and objectives. For example, the team is interested in partnering with Electronic Learning Products, Inc, makers of <i>TUNEin To Reading</i>, to support their development of a "sing to read" literacy approach to learning Arabic. We hope to support students to record their own voices in song and transcribe the written words. Sharing these songs and transcriptions across African OLPC projects so that students are contributing to the inquiry projects of other teams is an ideal goal. |
|||
In the long term, one of our project leads will be in the area for 1.5 years after the initial deployment team leaves. There is a great demand for computer lessons and people constantly ask PCVs for computer lessons. The long term goal of the local GMC is to hand off ownership to the community, which it is doing in stages already. Since the Peace Corps has made a commitment to the GMC, sustainability is assured. Cornell OLPC will support the deployment using financial resources available to us at our University. |
|||
In nomadic Tidjikja, citizens return to outlying villages or vacation in the capital city during summer months. However, parents in Tidjikja are committed to their children’s education and will stay if offered this opportunity, according to current PCVs. The Tidjikja GMC will be open during summer 2009 to deploy the <i>Cornell OLPC</i> project, and recruiting 100 students of elementary school age for this program is a reasonable expectation. |
|||
We look forward to the overcoming challenge that eradicating illiteracy presents, and face it with optimism tempered by realistic expectations. In parting, we are enthused by a story in the OLPC Learning Manual, called "A New Confidence Gained" - "I know how to read, I know how to read... For him it was an unforgettable day ... this is how he started his literacy." The impact on the children will be immediately measurable. |
|||
'''Deployment''' |
|||
The Cornell OLPC team will load [http://wiki.laptop.org/go/Software_projects#Sugar-openmsx Sugar-OpenMSX] onto each computer, so that we can utilize the Arabic educational programs developed for the platform. All team members are technically competent, proficient in programming, with majors in computing-related fields. |
|||
Laptops will be shipped to Nouakchott, the capital city of Mauritania and received by the Peace Corps. The Cornell OLPC will transport the computers to Tidjikja by hired taxi. The laptops will be locked in the Tidjikja GMC until the program launch. |
|||
'''Sustainability''' |
|||
Twenty-two GMCs exist across Mauritania. Computer labs have been in select Mauritania GMCs since 2005. These labs are maintained by PCVs. A full-time peace corp volunteer is dedicated to the GMC in Tidjikja, the site of the proposed Cornell OLPC project deployment. The Peace Corps and the Tidjikja GMC provide the infrastructure for long range sustainability. |
|||
</div> |
</div> |
||
'''Please comment on the discussion page if you have any suggestions!''' |
'''Please comment on the discussion page if you have any suggestions!''' |
||
Revision as of 00:06, 25 March 2009
Mission Statement
- We are a group of socially conscious, technically inclined students at Cornell University who wish to improve education in Africa. We believe that OLPC and its constructionist, hands-on learning method is the best way to do this.
- We are going to use technology for the rest of our lives in whatever profession we choose. Acknowledging this, it is necessary to share a part of what we have been given. All children can succeed if given the right tools. We need to go out and share the technology that has enabled us to learn.
- Improving literacy is the best application of this technology.
Who we are
| Name | Major | Responsibility |
|---|---|---|
| Eli Luxenberg | Information Science '10 | Project Lead |
| James Elkins | Information Science '11 | Logistics Lead |
| Seth Luxenberg | Policy Analysis and Management '08 | Community Lead |
| Alan Garcia | Information Science '09 | Technology Lead |
| Nora Callinan | Biological Sciences '09 | Fundraising Lead |
| Jawwad Asghar | Mechanical Engineering '11 | Pedagogical Lead |
| Billy Podlaski | Biological Sciences '11 | Pedagogical Lead |
| Charles Curwen | Information Science '12 | University Liason |
When
- Summer 2009 - June 20th-August 20th
Where
- Tdjikja, Mauritania
<googlemap version="0.9" lat="18.559205" lon="-11.431832" zoom="15"> 18.558205, -11.426863 Tidjikdja, Tagant Location of the Girls Mentoring Center </googlemap>
750 Word Formal Proposal
Introduction to Mauritania Cornell OLPC proposes to introduce laptop computing to Mauritania with the goal of improving literacy rates of young children. We plan to partner with the Peace Corps and the Girls Mentoring Center (GMC) in the rural “city” of Tidjikja.
Mauritania is an Islamic country north of Senegal that borders the Sahara. Mauritania incorporates the border between Black and Arabic Africa, manifested by an intense cultural blend.
Mauritania’s Unique Literacy Problem In Mauritania, school subjects are taught in Arabic or French, rather than the local language. If a student does not have a firm grasp in either language, their performance suffers. To compound the problem, Arabic presents a diglossic situation as described in Mohamed Maamouri's paper. Fusha, Modern Standard Arabic, is the formal written and spoken language, which shares roots with the local dialect, Hassaniya, and can be confusing for students. This impedes language instruction because children cannot connect the words on the page to the words that they are speaking. The overall literacy rate in Mauritania is only 51.2%, compared to 99% in developed countries.
How the XO Laptops Can Help The Cornell OLPC team proposes to emphasize use of the Speak program on the XO as a tool to solidify students’ language skills in Arabic, English and French. Pen-pal programs with speakers in America will be initiated by Cornell OLPC, which will both expose Mauritanian students to different ideas and strengthen their language skills. (See the section below on the instructional program.)
NGO Support The Cornell OLPC project will partner with Peace Corps Volunteers (PCVs) working in Mauritania. PCVs have been serving communities in Mauritania since 1967. Their mastery of local languages, cultural training, and community based service will provide access and presence within the country. President Clinton’s Education for Development and Democracy Initiative of 2000 allowed Peace Corps to create Girls’ Mentoring Centers (GMCs) to support girls’ education and empowerment. The GMCs provide tutoring to female students, as well as life skills classes in topics such as personal finances, goal setting, arts and crafts, computers, and entrepreneurship. They are comparable to 4H clubs or the YWCA. PCVs work with local mentors to teach children through both the Mauritanian public schools and the GMCs. The city of Tidjikja, in the Tagant region, is one of the poorer, more isolated areas of Mauritania. The GMC in Tidjikja is the site of the proposed Cornell OLPC project deployment.
Cornell OLPC instructional program Research suggests that student learning outside the classroom when integrated with computer technology surpasses that of the traditional classroom. As we see in the U.S., teachers struggle to keep pace with student learning in digital environments (NMC 2009). Students become active learners and producers of knowledge when they are able to “own” their learning environment ([ http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF Jenkins 2007]). Informal education is a perfect space for literacy development that relies on laptop computers to promote student engagement.
A series of inquiry-based learning projects will introduce students to their laptops and help instructors map learning trajectories and objectives. For example, the team is interested in partnering with Electronic Learning Products, Inc, makers of TUNEin To Reading, to support their development of a "sing to read" literacy approach to learning Arabic. We hope to support students to record their own voices in song and transcribe the written words. Sharing these songs and transcriptions across African OLPC projects so that students are contributing to the inquiry projects of other teams is an ideal goal.
In nomadic Tidjikja, citizens return to outlying villages or vacation in the capital city during summer months. However, parents in Tidjikja are committed to their children’s education and will stay if offered this opportunity, according to current PCVs. The Tidjikja GMC will be open during summer 2009 to deploy the Cornell OLPC project, and recruiting 100 students of elementary school age for this program is a reasonable expectation.
Deployment The Cornell OLPC team will load Sugar-OpenMSX onto each computer, so that we can utilize the Arabic educational programs developed for the platform. All team members are technically competent, proficient in programming, with majors in computing-related fields.
Laptops will be shipped to Nouakchott, the capital city of Mauritania and received by the Peace Corps. The Cornell OLPC will transport the computers to Tidjikja by hired taxi. The laptops will be locked in the Tidjikja GMC until the program launch.
Sustainability Twenty-two GMCs exist across Mauritania. Computer labs have been in select Mauritania GMCs since 2005. These labs are maintained by PCVs. A full-time peace corp volunteer is dedicated to the GMC in Tidjikja, the site of the proposed Cornell OLPC project deployment. The Peace Corps and the Tidjikja GMC provide the infrastructure for long range sustainability.
Please comment on the discussion page if you have any suggestions!
Supporting Documentation
Pictures
Aerial view of the town
View of palm trees
Sunset over the airstrip
Herd of camels
A local marketplace
Schooling
