- Mikko Ruohonen (mikko.j.ruohonen[at]uta.fi, University of Tampere, Finland)
- Nicholas Mavengere (nicholas.mavengere[at]uta.fi, University of Tampere, Finland)
- Faraja Igira (farajateddy[at]gmail.com, Institute of Finance Management, Tanzania)
Overview of the Research area
Large number of organizations rely on the local education system to provide practice-oriented professionals. In this regard, the education system goals and training should be positioned to produce professionals who are competent in ICT related fields. In addition to that workplaces are informal learning environments, it is important that strategies to support workplace learning are vital for improving business processes and usage of informatics related applications in organizational settings.
While the current literature offers discussions related to the need for informatics education to support implementation of IT/ICT projects (e.g. Seebergts et al, 2010; Bhebe and de la Harpe, 2014; etc.), little is known on its design and implementation in practice. Because of the historical reasons, local education systems often focus on traditional subjects, while only set up a small proportion in emerging disciplines establishment and training. However, with the emerging Southern driven cooperation on ICT4D projects, the local education system need to promptly seize the opportunities to accelerate provision of required skills to support these projects. Education is an essential tool for achieving sustainability.
The track therefore, invites researchers to reflect and submit their research on case studies, technologies, teaching arrangements and practice on ICT4D, education, learning and sustainable development. Specifically, the track is interested in flexible, open and agile arrangements in the developing countries, but also cases and examples in developed countries for special groups, such as disabled people or refugees. This emerging approach is coined as “the safari way” which describes the situation in the current world where many unexpected changes, interruptions, dangers and severe challenges are faced, also in education and learning.
Exemplar topics and types of contributions looked-for
Topics of interest to the track include, but are not limited to:
- Theoretical or methodological approaches for understanding informatics education design and implementation.
- Design of IS curriculum
- Peer and collaborative learning in informatics
- Pedagogical approaches to teaching specific informatics courses
- Case studies of workplace learning related to information systems
- Information systems competencies in workplace settings
- Case studies of E-learning related to information systems
- The importance of human-computer interaction in ICT education
- Human-centered design and evaluation in ICT education
- Usability and User Experience in E-learning
- Ecosystem approach to ICT4D and education
- Identifying limitations in I, C & T skills and finding capacities
- Intersections between ICT4D and information intensive areas (health care, services etc)
- Best practices in multisector/discipline approaches in capacity building
- Exploring buy-in and sourcing to use information and ICT
- ICT4D and data utilization in decision-making
- Regional and local educational policies to promote IT adoption at schools"
- Alternatives for school managers to promote IT in administrative and teaching tasks
- Digital technologies and social inclusion
- Mobile technologies and social networks
- Case studies of communities of practice powered by technologies
- Digital Literacies for the mobility of labor and capital
- Closing the gap: women and girls in ICT
- Case studies of ICT contributing to sustainable social futures
References and Bibliography
Bhebe S. V. and de la Harpe R. (2014). Nursing Informatics Education Stakeholder Analysis in South Africa. Position paper presented at the workshop 'Participation for Development' at the PDC’14, 05-OCT-2014, Windhoek, Namibia
Seebregts C. J, Mamlin, B. W. and Biondich, P. G. (2010). Human factors for capacity building. Lessons learned from the OpenMRS implementers network. Yearb Med Inform. (5):13–20.