Continuing the Conversations Far and Near

Students in Kenya

Originally uploaded by sharonpe

So far it has been three weeks of following along with the Connectivism and Connecting Knowledge (CCK08) online course. I like the way it has multiple entry points and permits lurking as well as active involvement through the use of the moodle forums, the blog, the webcasts and elluminate discussions (all archived). This suits my style of learning in the 21st century – anytime, anywhere learning. But then, I have the tools and the access to the bandwidth ….

With a crazy new classroom schedule in a new school, it has been very difficult, if not impossible, to join most of the synchronous events. But I have been following the forum posts and watched, often in fascination, the conversations that have emerged from those who seem to have much more time than I do to process and engage in discussion. Listening to Stephen, George, Dave Cormier and other guests this week has often left me wondering if I had missed out on the four prerequisite courses (!) that are required to understand some of the headier ideas that are mentioned and discussed.

I am trying to do the readings, but they are not as interesting as either reading a debate or conversation in the forum, or listening to the archived elluminate and webcast sessions. There is just something about that dynamic exchange back and forth that is so much more appealing than the reading of text or even slides.

Because this is such an important topic, I have asked a couple of African educators to participate. One tried, but the high bandwidth demands of the online environments proved to be too expensive for him. And so the digital divide widens because of economics….

Thanaga is a high school English teacher at Miti Mingi School near Gilgil in Kenya. He sent me an email yesterday addressing my questions about the dangers of connectivity in African education. Here is his response:

About your questions, I would really want to participate in the course but our connectivity is limited and very expensive. However am glad to share my opinion through you.

I believe that change is inevitable and internet universal internet access is an eventuality that will catch on for every body eventually like the TV access. Just like TV access we cannot really be able to filter and edit the content for our learners. All we can do as internet people is to try and equip teachers with the information that they need to counsel learner on the wise uses of the internet. Granted there will be culture shock and negative effects when African learners eventually have unfettered access to the internet. But I believe these influences are far out weighed by the benefits we gain from the access. Just as you people in the developed world are grappling with this influence, we also fight to contain ti even as we enjoy the benefits of thee access in terms of the education.

Further more, issues like racism; pornography and hatred are issues that we already encounter even now without connectivity. In that connection then, they would mot be entirely new and I believe with training on what to expect, teachers can handle the influence. Therefore, what we should be striving towards is to enable the access even as we prepare parents, teachers and the children’s guardians on what to expect and the possible ways to deal with it. We should not fight change but embrace it. We should also proactively prepare for the effects than wait to do damage control when the harm is already done. Hope my views have shed a little light to you and your colleagues in the course. Feel free to write to me whenever you need my input.

I wish there were an easier way for us to communicate then just over email. Even so, he wrote his response on a Word doc and then attached to an email because of the cost of being online.

I discovered this summer how much we take our easy access to high bandwidth for granted.

My friends in South Africa have it a bit easier in terms of access, but the schools have monthly caps on their bandwidth usage that would make most of us blush. Unfortunately, they usually seem to run out of their bandwidth before the month’s end.

I also heard from a 16 year old South African student from one of the schools where we worked two months ago:

i was thinking of you this cold afternoon, how are thingz there?
any way we are doing fine here enjoying the XO’z as we always had.
ohh before i forget tomorrow we gonna be visited by S.A’z madam speaker
we also have an opening ,of our new Technology lab and we were given 20 new PC’z .
this is how thingz are this side of town.miss you.

It was encouraging to hear that the school had more computers donated!

We live in interesting times. From my office in Canada, I can communicate, albeit simply, with some educators and learners in Africa. My friend Konrad Glogowski has taken his African experience to an entirely different level by creating a Kenyan classroom showcase in Second Life. I very much look forward to the guided tour Konrad will provide to my students later this week – we will be in Montreal, he will be in Toronto. How I wish my African friends had the bandwidth to join us…..

Sometimes a theory of connectivism sounds like it is only for the elite who have education, access to tech tools and bandwidth. Nonetheless, I will continue to lurk, learn and advocate for ways in which we can promote education for all.

2 thoughts on “Continuing the Conversations Far and Near

  1. Yo SP.

    It’s taken me years to get to the point where I can participate, even peripherally, with Stephen and George in discussions with them, and there is no real need for everyone to do that. The agenda for me, is to create the research that will allow what I think is a very simple concept to be able to affect policy.

    The output of connectivism validates the control of knowledge by those who are NOT the elites. It argues (against 350 years of rationalism) that communities can produce their own knowledge, thus, for instance, allowing the community of educators you are working with in South Africa to have ‘official’ validation for what they know is true in their own environments.

    Does it make their knowledge any more true than it was? no. it just makes an argument for why it’s true. The conversation does not require the high bandwidth technology at all.

  2. Sharon Peters says:

    Yo DC, Thanks for the comment. It is encouraging to hear that someone else (with a Philosophy background, no less!) can be found panting to keep up to George and Stephen.

    My comment about elitism has less to do with the theory of connectivism and more to do with economics. It is, frankly, depressing when one considers the relative high cost of bandwidth access (and higher education), let alone the cost of computers, laptops, etc. to get one to the place where one can even *appreciate* what connective networking can offer.

    Yes, one can explore networking in a local, ground-level, sans-technology environment (certainly it would be an interesting ethnographical social networking study), but if we believe that this is an approach for the 21st century learner – an approach that will leverage many potential advantages for learners in a global arena and economy AND an approach that could potentially address an education gap, it just seems such a shame that access to bandwidth is the barrier. And I say access to bandwidth because computers can be found in many places in Africa, but the cost to connectivity is just so prohibitive.

    If I only had the time, I would be going after the Google 10^100 contest proposing bandwidth for developing nations…..

    Thanks for the comment. Let’s keep up the conversation….

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