CoderDojo is an Irish NGO that takes care of setting up the clubs and organizing free meeting to teach young people how to program

Target

CoderDojo Italy, following the international guidelines of CoderDojo, aims mainly to bring the boys to develop their digital skills.The program, in fact, it helps you to use independently and consciously technology. The children, with the help of the softwareopen source , realize their programs, video games, presentations, animations, and share them online with the entire community.

Results achieved
Learning to program not only offers access to professions increasingly required, but is a way of approaching actively technology, it helps to develop logical and computational thinking and provides new tools for personal expression. It also helps to hone some skills (think creatively, reason schematically, collaborate with others), fundamental for students, no matter what will be their field of study or their occupation.

activity

Generally involve two phases lasting about an hour each, with the moment of exchange and sociability of the snack break.

In the first part, one of the mentors at all illustrates the creation of a project through a tutorial, that kids are free to follow or not, possibly adapting it to their preferences and their capabilities. For example, if the tutorial is to create a video game where a shark has to eat fish, kids can choose alternate characters, such as a monkey that has to reach the bananas, thus maintaining the dynamics of the game.

After the break, everyone is invited to create their own project, experimenting in a context in which any new information assumes a spendable immediate, as in the case of the variables introduced to store the score in a video game.

With increasing experience of the participants, the guided always leaves more space for the realization of individual and group projects, exploring new languages more and more complex as HTML and Python, or approaching through electronic platforms such as Arduino and Raspberry Pi.

Methods of implementation

CoderDojo uses mainly Scratch, a visual programming environment, free and open-source , very simple and intuitive, designed to allow a first approach to programming by anyone.

In Scratch, the instructions are represented by graphic elements that can be composed to create animated stories, video games, art and simulations. Projects can be shared with the Scratch online community through a social platform where you can exchange comments, create galleries, access and modify other projects, making it the remix .

Scratch is now used by hundreds of thousands of people worldwide, mainly between 7 and 18 years, and is the most appropriate tool and spread to take their first steps in programming.

The adults involved in the workshops are facilitators of the learning process. This is accomplished through a very informal interpersonal relationship, the absence of feedback, continuous encouragement to improve, the stimulus to collaboration and sharing. At each meeting involving several mentors, basically one of every four children, who in this way can also be followed closely and addressed individually to learn, respecting their own pace.

recipients

CoderDojo caters for the time and above all, to children and teenagers from 7 to 14 years.

They were made of the pilot experiences with children aged 5 and 6 years and also directed a workshop for teachers in which the tools, methods and paths were the same used in classic laboratories.

indicators

Since this is an open and free are not available reliable data on the number of beneficiaries reached and results in measurable terms.

Since February 2013 to today, they were born in the country more than 30 clubs, both in cities and in small towns. Some datarelated to only 50% of Italians dojo, indicate that the meetings were over 100 and have recorded more than 3000 participants. Upon submission of this platform, they are springing up elsewhere.

Digital literacy – Best practices from the contest organised by Digital Italy Agency

eu-commission

Digital literacy – Best practices from the contest organised by Digital Italy Agency

The award winning initiatives were selected on the basis of their consistency with the objectives of the Italian National Programme for Culture, Education and Digital Skills and of their sustainability, scalability, size, verifiability, actual or potential impact, user-friendliness, openness.  Below are the 10 winning good practices in digital literacy and inclusion: check them out (IT only).

Digital literacy is the topic of the ongoing discussion on ICT4Society Café: join the debate and let us know about your experience and good practices!

The Benton Foundation’s Digital Inclusion and Meaningful Broadband Adoption Initiatives by Colin Rhinesmith, Ph.D.

benton

 

Digital Inclusion and Meaningful Broadband Adoption Initiatives

This report presents findings from a national study of digital inclusion organizations that help low-income individuals and families adopt high-speed Internet service. The study looked at eight digital inclusion organizations across the United States that are working at the important intersection between making high speed Internet available and strengthening digital skills—two essential and interrelated components of digital inclusion, which is focused on increasing digital access, skills, and relevant content.

The four digital inclusion activities highlighted in this report were reported as being necessary for helping low-income individuals and families adopt broadband in ways that were most appropriate to their personal needs and contexts:

1 Providing low-cost broadband: Cost continues to be a major barrier to broadband adoption. Successful interventions will need to address “ability to pay” rather than “willingness to pay.” While all low-income individuals and families who participated in this study understood the value of broadband connectivity, most explained that cost remained the most significant barrier to adoption. Successful digital inclusion efforts should recognize the role that persistent poverty plays in shaping people’s abilities to access and use computers and the Internet. The findings suggest that more research is needed to understand budgeting issues and other concerns related to people’s experiences living in poverty.

2 Connecting digital literacy training with relevant content and services: Many digital inclusion organizations have developed innovative digital literacy training strategies to assist those who do not feel the Internet is relevant to them as well as those who already understand the importance of the Internet to their everyday lives. Many organizations also provide mobile digital literacy training in which they go outside their physical walls to reach people in places that are convenient to them.

3 Making low-cost computers available: Low-cost or free computers are often just as important as having access to low-cost or free Internet options, particularly for people in low-income communities. Digital inclusion organizations have embraced this reality by refurbishing older computers and making them available to low-income people for free or at a reduced cost. Some digital inclusion organizations also provide ongoing technical support to residents who need the social and technical assistance to keep their computers up and running—and connected online—over time.

4 Operating public access computing centers: Many digital inclusion organizations also maintain public access computing facilities that allow residents to access technology in places in which they feel comfortable and supported. These spaces also complement the digital literacy classes that are often offered in the same location. Low-income individuals and families value public access computing centers because they are often in convenient locations and have helpful staff that provide them with one-on-one support with computers and broadband Internet access.

The goal of this report is to help policymakers at the local, state, and federal levels, as well as researchers, practitioners, and other key stakeholders, gain a deeper understanding of how digital inclusion organizations and their community partners can be successful in their efforts to promote meaningful broadband adoption. In addition to the activities highlighted above, this research also notes:

• The importance of citywide and regional initiatives: All of the organizations identified the importance of citywide and regional digital inclusion initiatives and indicated the strength in coming together with other community partners and collaborators to support digital inclusion activities and share best practices. However, funding remains an issue to support these broader digital inclusion coalitions.

• Concerns about program sustainability: No one or mix of commercial providers delivers the full suite of access, computing, and training that non-adopters need to take advantage of the content and services broadband has to offer. Moreover, most organizations that participated in this study expressed a concern that funding for organizations is limited. More funding and support are needed for all organizations in this study that are connecting low-income residents to low-cost Internet, digital literacy training, low-cost computers, and public access computing.

• The need for outcomes-based evaluation: Most of the digital inclusion organizations that participated in this study did not have outcomes-based evaluation frameworks. However, all recognized the importance of having them. One of the surprising findings from the study was the need for outcomes-based evaluation frameworks at both the organizational and citywide/regional levels. This remains a need in many of the organizations studied.

• Digital inclusion and broader policy goals: This report also joins other researchers who have argued that digital inclusion needs to be connected to broader policy issues in order to show the impacts of digital inclusion and meaningful broadband adoption initiatives.

Rhinesmith, Colin. “Digital Inclusion and Meaningful Broadband Adoption Initiatives.” Evanston, IL: Benton Foundation, January 2016. benton.org/broadband-inclusion-adoption-report

 

 

Digital Badges and Certificates – do they have value in your “Do It Yourself” Learning Ledger?

digital-badges

The Woman’s Learning Studio

Digital Badges and Certificates – do they have value in your DIY Learning Ledger?

Jane Hart, whom I follow, had some intriguing quotes from her favorite April blogs in her blog this week. One of them was by Ralph Thomas from the  EreMedia blog entitled When It Comes To Career, It’s Up To Every Employee To Stay Relevant. I clicked on the link and read the blog. In it Thomas chronicled the rise and demise of various companies, and their workers, who did not keep pace with changing moires and trends in their industries. Here is an excerpt:

The workplace of today is changing, and workers’ skill sets must keep pace with employers’ expectations. However, who determines that expectation if your livelihood is dependent on some employer to make the right strategic moves? They lose, and ultimately, you lose.

For this reason, every one of us must have a career strategy, and that strategy should be guided by your industry’s trajectory. You should be fine-tuned to the intricacies of your profession.

You have no choice. You have to self-develop to stay relevant. Always remember that YOUare in charge of your career  Never get sucked into the “company knows best” approach to your career.

Doris and I have been “preaching” the DIY lifelong learning philosophy in this blog since we began in 2013. Keeping up with your career industry, changing to a new career, or seeking volunteer opportunities all require updating existing skills, acquiring new skills, and exploring what skills are needed to succeed.

Last week’s blog, New World of Work, PKM, and Learning Ledger of the Future, introduced the digital Learning Ledger as a wave of the future that will capture and document all of  your learning in one place, open to employers, your learning networks, work teams, and others that might be interested. Although the digital Learning Ledger is still on the horizon, we can start collecting our learning experiences now to show what we know and are able to do.

Many digital learning opportunities (such as MOOCs from major universities, online courses, private learning companies such as page-1111441_640Lynda.comKahnacademy.org, or Treehouse for learning how to code) offer certificates of completion and digital badges for specific tasks along the way. You may have seen these displayed on websites, LinkedIn profiles, blogs, or digital portfolios. They are becoming more prevalent.

What are Digital Certificates and Badges?

Brad Zomick identifies 5 classes of online credentials in Prove Your Skills: Test-Based Online Credentials from SkilledUp.com by Brad Zomick from 2013:

  1. College degrees: Online, blended, or on site BA, BS, MA, MS, PhD from an accredited college or university. These degrees still have the greatest value.
  2. Test-based credentials: earned by taking multiple project-based or multiple-choice tests in various skill areas.
  3. Online badges: individuals can demonstrate job skills, educational accomplishments, online course completion, specific tasks along the way, or just about anything else that a badge creator decides.  A ‘badge’ can mean almost anything.
  4. Completion certificates: Documentation of completing all the segments of a course. Like badges, completion certificates can mean anything from passing tests to viewing all the video components without documentation of learning.
  5. Online certificates: Earning an online certificate from an online college, a company or an industry-specific organization is typically much more  involved than the other credentials, and are often connected to specific job functions.

Zomick states: Among alternative credentials, online certificates currently command the highest value and are nearly comparable to a traditional degree.

He believes that alternative credentials are going to gain more prominence as time goes on. He says:

The future of education is free — free content, courses and textbooks. However, without a way for students to validate their knowledge and prove their skills, this is only one step (albeit a significant one) towards reforming higher education. Many are now beginning to attack the problem of accreditation — helping develop the next generation of certificates, badges and credentials that will allow self-learners to prove their knowledge in order to get employment and advance in their careers. The race is on to (slowly) replace the college degree as the primary way for companies to evaluate and validate talent.

Mozilla, the open source company that powers the internet browser Firefox among other initiatives, created a badge backpack in 2012 in concert with the MacArthur Foundation to house digital badges you acquire. Since they are an open source company (no proprietary copyright or use fee – their code and products are free), they believe in open source badges. Their wiki describes open source badges this way:

A digital badge is an online representation of a skill you’ve earned. Open Badges take that concept one step further, and allows you to verify your skills, interests and achievements through credible organizations and attaches that information to the badge image file, hard-coding the metadata for future access and review. Because the system is based on an open standard, earners can combine multiple badges from different issuers to tell the complete story of their achievements — both online and off. Badges can be displayed wherever earners want them on the web, and share them for employment, education or lifelong learning.

Their backpack houses your badges in one place ( a beginning ledger). Here is the infographic of their open badge and backpack concept:

The Open Badge and Backpack from Mozilla: https://wiki.mozilla.org/Badges

These badges have set criteria associated with them, so each badge has requirements for being awarded. The requirements or skills associated with the badge are visible. In other words, each badge gives you the information of what was achieved and accomplished to be awarded. Unlike the casual badges that can mean anything, these badges have gained some traction and are now awarded in conjunction with IMS Global Learning Consortium that uses them for credentialing, learning management systems such as Canvas, and the MOOC company edX. The badges are now under the auspices of edX (a MOOC conglomerate of Harvard, MIT, and Stanford among others) and Concentric Sky, and the open badging system is now called Badgr.

 

Does Displaying Digital Certificates and Badges Matter?

In a follow up article on Skilledup.com, What’s It Worth? Certificates, Badges and Online Portfolios, Brad Zomick has this to say about the impact and usefulness of displaying digital certificates and badges:

A certificate of completion doesn’t mean very much. It’s a bit like when you got a trophy in 3rd grade soccer simply for showing up. Many online course providers dole them out to students who have simply sat through the entire video, including learning libraries like lynda.com. There is also a “badge of completion”, which is nearly identical except that a badge is a bit more digital.

…there is anecdotal evidence to support that a certificate alone is not enough to land you a job.

The perceived value of certificates of completion and badges will vary in value from employer to employer. Employers who have actually taken online courses and even learned their trade via an online learning platforms will have a better appreciation for the time you spent and the badges you earned. The majority of traditional employers, however, will not be intimately familiar … and will look upon these badges and certificates with skepticism.

Badges awarded by Badgr have more validity as they are associated with edX’s prestigious universities and have criteria associated with them. Displaying certificates and badges on your LinkedIn profile or other professional profile next to the corresponding job or project description adds validity to all badges and certificates. It does not hurt to display them, but putting them in context with your work elevates their importance.

Zomick suggests using an ePortfolio of your work with badges and certificates embedded in the appropriate places next to your work. Actual examples of what you have done with the skills you have acquired to do the work have the most validity to employers. Sounds like a Learning Ledger, doesn’t it?

Have you acquired digital credentials? Do you display them on your professional sites? What has your experience been with displaying them?

Resources used for this blog:

Wikipedia: Open Badges: https://en.wikipedia.org/wiki/Mozilla_Open_Badges

Skilled Up: Prove Your Skills: Test-based Online Credentials

Skilled Up: What’s It Worth? Certificates, Badges, and Online Portfolios

Mozilla Wiki: Open Source Badges

EreMedia: When It Comes To Career, It’s Up To Every Employee To Stay Relevant

Featured image of badges and certificates from the talented artists at Pixabay

Mozilla Backpack infographic from the Mozilla wiki

To learn more about the author, click on the link: Lisa 

 

Spam can include bogus offers that could cost you time and money. The USA’s Federal Trade Commission challenges teens to a digital literacy “game” of SPAM SLAM SCAM!

spam-scam-slam

Three rounds. Three strikes. Make it through this game, and it’s clear — you’re on to spam scams and not likely to get slammed by the next one.

Unwanted commercial email – also known as “spam” – can be annoying. Worse, it can include bogus offers that could cost you time and money. Take steps to limit the amount of spam you get, and treat spam offers the same way you would treat an uninvited telemarketing sales call. Don’t believe promises from strangers. Learn to recognize the most common online scams.

How Can I Reduce the Amount of Spam I Get?

Use an email filter.

Check your email account to see if it provides a tool to filter out potential spam or to channel spam into a bulk email folder. You might want to consider these options when you’re choosing which Internet Service Provider (ISP) or email service to use.

Limit your exposure.

You might decide to use two email addresses — one for personal messages and one for shopping, newsletters, chat rooms, coupons and other services. You also might consider using a disposable email address service that forwards messages to your permanent account. If one of the disposable addresses begins to receive spam, you can shut it off without affecting your permanent address.

Also, try not to display your email address in public. That includes on blog posts, in chat rooms, on social networking sites, or in online membership directories. Spammers use the web to harvest email addresses.

Check privacy policies and uncheck boxes.

Check the privacy policy before you submit your email address to a website. See if it allows the company to sell your email to others. You might decide not to submit your email address to websites that won’t protect it.

When submitting your email address to a website, look for pre-checked boxes that sign you up for email updates from the company and its partners. Some websites allow you to opt out of receiving these mass emails.

Choose a unique email address.

Your choice of email addresses may affect the amount of spam you receive. Spammers send out millions of messages to probable name combinations at large ISPs and email services, hoping to find a valid address. Thus, a common name such as jdoe may get more spam than a more unique name like j26d0e34. Of course, there is a downside – it’s harder to remember an unusual email address.

How Can I Help Reduce Spam for Everyone?

Hackers and spammers troll the internet looking for computers that aren’t protected by up-to-date security software. When they find unprotected computers, they try to install hidden software – called malware – that allows them to control the computers remotely.

Many thousands of these computers linked together make up a “botnet ,“ a network used by spammers to send millions of emails at once. Millions of home computers are part of botnets. In fact, most spam is sent this way.

Don’t let spammers use your computer.

You can help reduce the chances that your computer will become part of a botnet:

  • Use good computer security practices and disconnect from the internet when you’re away from your computer. Hackers can’t get to your computer when it’s not connected to the internet.
  • Be cautious about opening any attachments or downloading files from emails you receive. Don’t open an email attachment — even if it looks like it’s from a friend or coworker — unless you are expecting it or you know what it is. If you send an email with an attached file, include a message explaining what it is.
  • Download free software only from sites you know and trust. It can be appealing to download free software – like games, file-sharing programs, and customized toolbars. But remember that free software programs may contain malware.

Detect and get rid of malware.

It can be difficult to tell if a spammer has installed malware on your computer, but there are some warning signs:

  • Your friends may tell you about weird email messages they’ve received from you.
  • Your computer may operate more slowly or sluggishly.
  • You may find email messages in your sent folder that you didn’t send.

If your computer has been hacked or infected by a virus, disconnect from the internet right away. Then take steps to remove malware.

Report Spam (if in the United States)

Forward unwanted or deceptive messages to:

  • the Federal Trade Commission at spam@uce.gov. Be sure to include the complete spam email.
  • your email provider. At the top of the message, state that you’re complaining about being spammed. Some email services have buttons that allow you to mark messages as junk mail or report them spam.
  • the sender’s email provider, if you can tell who it is. Most web mail providers and ISPs want to cut off spammers who abuse their system. Again, make sure to include the entire spam email and say that you’re complaining about spam.

If you try to unsubscribe from an email list and your request is not honored, file a complaint with the FTC

In the UK, Digital Champions are at the center of One Digital and are delivering sustainable digital skills to people right across society.

The Digital Champion Network

The Digital Champions Network (DCN) is a unique and comprehensive online platform that provides Digital Champion training and a support community for people who go through that training.

Shared with housing providers, local authorities and other regional and national organisations it is successfully turning hundreds of volunteers into Digital Champions who can provide effective digital skills support.

With courses, resources and forums specifically designed to develop the critical skills needed for a successful Digital Champion, the DCN is a unique and low-cost way to help people to get and stay online.The Digital Champions Network (DCN) is a supported online solution to create, train and support Digital Champions in your community.  Click on the image below to view the info-graphic.

digital-champions-infographic

 

What are Basic Digital Skills?

Basic Digital Skills have been defined by digital skills charity Go ON UK in consultation with a range of expert organisations. Basic Digital Skills empower the individual to use digital technologies to: manage information; communicate; transact; problem solve, and, create.

Why is it important to have Basic Digital Skills?

Today’s world is a digital world and those without the skills to participate in it are disadvantaged. Over 12 million people (around 1 in 5 UK adults) don’t have basic digital skills (Go ON) and as a result they have less opportunity to realise the individual, social, economic and health related benefits that having digital skills provides.

It has been estimated that the annual social value of every individual getting online for the first time is £1,064 (BT Valuing Digital Inclusion, 2014).  The ability for individuals to use digital also results in them:

  • Having more confidence.
  • Making financial savings online.
  • Feeling less bored.
  • Having more opportunities to pursue hobbies.
  • Developing new job-seeking skills.
  • Reducing their social isolation.

What is a Digital Champion?

Digital Champions are people, such as staff, volunteers, friends and family members, who already interact with those who need better digital skills. Digital Champions are not technical wizards but have passion and confidence with using digital technology and a willingness to help others.

What difference can a Digital Champion make to helping people online?

When there is an existing relationship between a potential Digital Champion and an end beneficiary, there is an opportunity to add digital skills support into it. That digital skills support – whether it is signposting, advice or hands on tuition – is much more impactful because it is relevant and personalised for that engaged individual. Digital Champions can also provide accessible and regular support, giving that long term help that many internet beginners need.

This One Digital infographic shows exactly how Digital Champions can make a difference.

How are the Digital Champions being trained and supported?

At the heart of One Digital, is Digital Unite’s Digital Champions Network, an e-learning platform and support network. It provides courses, resources and Mentor support to hone and develop personal skills and the essential teaching techniques. It is also the central area where data about Champion and end learner activities is collated. Digital Champions also receive Mozilla Open Badges, the emerging online approach to professional verification, for every course they complete. Open Badges are shareable and transferable and Digital Champions can use them on CVs and on LinkedIn as a recognition of the skills and aptitudes they have gained via the Network

Getting in touch:

  • If you would like to know more about the One Digital programme and its partners please contact Emma Weston, One Digital Programme Director and Chief Executive of Digital Unite at emma.weston@digitalunite.com.
  • If you are interested in becoming a Digital Champion please email du@digitalunite.com or call 0800 228 9272.
  • For all media enquiries about One Digital please contact Katharine Teed, Communications Manager at Digital Unite katharine.teed@digitalunite.com / 0800 228 9272.

 

 

 

 

 

 

 

Whether you’re a parent, a teacher, a teen, or just curious about digital literacy and citizenship, Google and its partners have a list of resources to help you get to know the web.

google-online-safety-road-show

Google Safety Center

Learn more

Whether you’re a parent, a teacher, a teen, or just curious about digital literacy and citizenship, you’ve come to the right place. Google and our partners have compiled a short list of helpful resources for getting to know the web. Read on, and continue to explore the wonders of the web with us.

Resources for everyone

  • Bust those technical termsThe web can be confusing, and even the savviest Internet user has come across terms that don’t make sense. Like “WPA2.” Or “IP address.” Or “spyware.” We’ve made a list of some common technical words and explained them here as simply and accurately as we can.
  • Becoming tech-savvyExplore Internet 101 and learn more about the web and beyond.
  • Good to Know YouTube channelWant to see more videos about privacy and security? Take a look through our YouTube channel.
  • Inside SearchDiscover all the features and tricks to master Google search. Get information on Google’s newest search features and learn tips for beginners, pros, and everyone in between.
  • YouTube Safety CenterLearn how to flag videos that violate our Community Guidelines, keep personal videos private, and block users whose comments or messages bother you.
  • 20 Things I LearnedDo you have questions about web but were too afraid to ask? We have the book for you. Learn about the web and browsers in this interactive experience created by Google.
  • OnGuardOnline.gov safety videosThe Federal Trade Commission has released a series of video tips to help you protect your personal information online. The videos are available at OnGuardOnline.gov, the federal government’s site to help computer users be safe, secure, and responsible. Here are some examples:
    • Computer Security provides simple steps to help you protect yourself and your computer from scammers, hackers, and identity thieves.
    • Online Shopping Tips can help you get the best deal and avoid unnecessary hassles.
    • Protect Your Computer from Malware provides tips on how to avoid, detect, and remove viruses and spyware that were installed on your computer without your consent.
  • Digital Literacy Portal for the entire familyAs more of our life happens online, Internet skills are becoming crucial to living responsibly. What skills do you need to navigate Internet society? How can parents and educators teach themselves, their families, and their communities about important topics like identity protection, fraud detection, and digital citizenship?ThinkB4U is a collaboration between Google and safety experts Common Sense Media, ConnectSafely, and the National Consumers League. Together, we are tackling some of the biggest learning curves thrown at the average user in a fun and interactive way.There’s still a long way to go to achieve digital literacy for everyone, but we hope that projects like ThinkB4U will boost advocacy for online safety education, the importance of which is invaluable in our deeply connected world.
  • Download our Safety Center bookletOur top tips for staying safe and secure online in a format that you can print and keep.

Resources for parents

  • Now You KnowCheck out videos created for youth, by youth on topics like cyber-wellness, security, and privacy.
  • A Good Digital ParentingA Good Digital Parenting is a project of the Family Online Safety Institute (FOSI) designed to help parents, teachers, and teens connect, share, and do good online.
  • Teach Parents TechTeach Parents Tech lets you select from more than 50 basic how-to videos to send to Mom, Dad, your old college roommate, your neighbor, and anyone else who could use a little help with tech tasks—whether it’s how to copy and paste or how to share a big file.
  • Get Your Folks OnlineGet Your Folks Online, a partnership between Age Action and Google, provides several interactive courses on the basics of the Internet.

Resources for students

  • Online Safety RoadshowLike Drivers Ed for the web, the Online Safety Roadshow is a 45-minute digital citizenship assembly for teens that shares tips and tricks for being safe and smart online.

Resources for educators

  • Google Digital Literacy and Citizenship CurriculumTeach your students to be safe and smart online. We’ve teamed up with online safety experts iKeepSafe to develop a curriculum that educators can use in the classroom to teach what it means to be a responsible online citizen.The curriculum is designed to be interactive and discussion-filled, and to allow students to learn through hands-on and scenario-based activities. On this site, you’ll find a resource booklet for both educators and students that can be downloaded in PDF form, presentations to accompany the lesson, and animated videos to help frame the conversation.
  • Online Safety Roadshow ActivityThese handouts complement our Online Safety Roadshow to continue the conversation in the classroom.

 

 

 

 

 

Gov.uk: A checklist for digital inclusion – if we do these things, we’re doing digital inclusion

checklist-for-digital-inclusion

Or visit this link directly: https://gds.blog.gov.uk/2014/01/13/a-checklist-for-digital-inclusion-if-we-do-these-things-were-doing-digital-inclusion/

As with most of our work at the Government Digital Service, we release things early for review and comment. The digital inclusion team, set up last year,would like to share and get your feedback on an alpha version of a checklist for digital inclusion.

We first mentioned a set of principles (we’re now calling it a checklist) when we published action 15 of the Government Digital Strategy. Over the last three months, this checklist has been developed in collaboration with partners from across government, private, voluntary and public sectors.

The intention is for the checklist to act as a guide for any organisation involved in helping people go online. In other words, if you do these things, you’re doing digital inclusion. Alongside each of the six checklist items, we have included an illustrative example of what works and a potential action that could be included in the upcoming digital inclusion strategy.

Checklist Overview

1.  Start with user needs – not our own
2.  Improve access – stop making things difficult
3.  Motivate people – find something they care about
4.  Keep it safe – build trust
5.  Work with others – don’t do it alone
6.  Focus on wider outcomes – measure performance

We want to hear from you

We are looking for feedback on the checklist from organisations and individuals who are involved in helping people, small businesses and small charities go online. We are keen to hear other examples from you  that illustrate great digital inclusion in action. We also want to know what actions we should be taking. Like those we have identified from the examples here, please let us know what you would do.

 

 

Throughout Africa – business analytics toolkit for tech hubs: lessons learned from infoDev’s mLabs and mHubs.

infodev

 

About infoDev:  infoDev is a multi-donor program in the World Bank Group that supports entrepreneurs in developing economies. We oversee a global network of business incubators and innovation hubs for climate technology, agribusiness, and digital entrepreneurs. We also publish educational resources on topics like crowdfunding, angel investing, and business incubator management.

Business analytics toolkit

The toolkit is especially useful for current and future mLab and mHub managers. mLabs and mHubs are tech hubs established through grants administered by the infoDev Digital Entrepreneurship Program infoDev is committed to supporting the analytical capacities of mLabs and mHubs. This toolkit is part of that agenda. It will help grantees to improve local implementation while setting a common framework on how to collaborate with infoDev on business analytics and performance measurements.

The third target audience is mobile innovation specialists at other World Bank units and other development organizations, who design impact and measurement frameworks for tech hubs. Given the recent rise in numbers of tech hubs, international development organizations are exploring if and how they can be employed to achieve socio-economic development impact goals. In particular, tech hubs’ flexibility and diverse potential effects have sparked interest but have also caused problems for specific and concrete analysis and projection of hubs’ effects and impact. This toolkit addresses this complication. All elements of the toolkit that speak of infoDev’s role in facilitating and coordinating with mLabs or mHubs on business analytics processes can be seen as use cases with potential for replication and adaptation by practitioners and decision makers of other development organizations, including relevant units of the World Bank.

What led infoDev to develop this Toolkit?

Tech hub numbers are burgeoning in developing countries, helping information and communication technology (ICT) developers and entrepreneurs to network, innovate, and start businesses. Set foot into a top-tier hub and you will be struck by the buzz and excitement that have infused local entrepreneurial communities within just a few years.

infoDev was at the forefront of the movement when, in 2011, it launched two different kinds of tech hubs to enable entrepreneurship in local mobile application and software markets: mobile application labs (mLabs) and mobile social networking hubs (mHubs). mLabs and mHubs were pilot mobile innovation support programs. The immediate goal was to help infoDev learn from experimentation how the innovation pioneer gap could be bridged through tech hubs. infoDev has since made great strides learning lessons, making evaluations and publishing knowledge products. Each mLab and mHub operated on different business models tailored to the needs of local markets, which increased the number of real-world experiments that infoDev could learn from.

This Business Analytics Toolkit will help you:

1)      Understand how to conduct performance measurement for an mLab or mHub, or other tech hubs

2)      Improve your planning, lesson learning, and delivery over time

3)      Collect data needed to communicate to potential investors and partners.

The Toolkit:

  • Is oriented towards tech hub managers but is also useful for others interested in the design of tech hubs
  • Provides a brief description of what led infoDev to put together this toolkit
  • Makes the case for the relevance of rigorous business analytics
  • Categorizes tech hub business models and outlines the consequences of business model selection for business analytics strategies
  • Highlights important considerations for tech hubs that are funded by governments and donors, including international development organizations such as infoDev
  • Gives detailed guidance on how a good business analytics approach can be developed and indicators selected in a performance measurement system
  • Provides instructions on how tech hubs can use business analytics and performance measurement in a continuous process
  • Briefly outlines how mLabs and mHubs can engage with infoDev once they have a sound business analytics approach in place

This is version 1.0 of this toolkit, and you are encouraged to help improve future versions by submitting your feedback to infoDev.