Finalizó exitosamente proyecto Transformando del municipio de Chía en Colombia

Del original publicado por ANSPE.

Captura de pantalla 2014-10-02 09.26.24

Transformando es un proyecto de innovación social que consistió en empoderar a los niños y a las niñas de  las familias de la Red Unidos de Chía como agentes de cambio social. Este objetivo se logró a través de una estrategia integral que incluyó la distribución de un computador portátil XO de OLPC (One Laptop per Child) a cada niño y/o niña participante, el uso de videojuegos para el cambio y la participación virtual y presencial en espacios de aprendizaje en los que los niños y las niñas aportaron al proceso de superación de la condición de pobreza extrema de sus familias.

Este proyecto se gestó entre la Agencia Nacional para la Superación de la Pobreza Extrema- ANSPE, a través de su Dirección deInnovación Social, One Laptop per Child -OLPC y la Alcaldía de Chía, quienes se aliaron para poner en marcha esta iniciativa orientada a generar un alto sentido de apropiación comunitaria por parte de los niños, las niñas y sus familias, pertenecientes a la Red Unidos del municipio de Chía.

El proceso inició con una etapa de ideación a partir de un reto de innovación: ¿Cómo empoderar a los niños y las niñas como agentes de cambio usando las herramientas tecnológicas para ayudar a sus familias a superar su condición de pobreza extrema?

Luego se avanzó en la etapa de los prototipos, donde se diseñó una metodología multiestrategia y se desarrollaron contenidos digitales a través de videojuegos con el enfoque de ”juegos para el cambio”[1].

Posteriormente se realizó la fase de pilotaje, a la que se unió Chía, un municipio de avanzada, cuyo lema en el Plan de Desarrollo es ser un territorio inteligente e innovador; además de una Zona Libre de Pobreza Extrema.

En este momento crucial se pusieron en marcha las estrategias planteadas con las familias de la Red Unidos del municipio, con el objetivo de empoderar a los niños y niñas de 7 a 13 años como agentes de cambio dentro del proceso de corresponsabilidad familiar para superar las trampas de la pobreza.

Fueron nueve (9) meses de trabajo con los niños, las niñas y sus familias en los cuales se desarrollaron múltiples encuentros presenciales que involucraron a todos los participantes en la estructuración de proyectos que harían realidad los aprendizajes adquiridos. Igualmente, durante la ejecución del proyecto, los niños y niñas jugaron los tres videojuegos diseñados especialmente para facilitar el aprendizaje de logros relacionados con las dimensiones de nutrición y dinámica familiar.

En este contexto también se incluyó el uso de mensajes de texto y de un portal web que permitió la participación y la interacción de los niños, las niñas y las familias. Otra de las actividades a destacar fue el desarrollo de cinco videojuegos por parte de los niños beneficiarios en el marco de los talleres de programación, realizados con el acompañamiento de expertos en el tema.

¿Qué logramos?

Gracias a este proyecto se logró generar una cultura de uso de las nuevas tecnologías al interior de cada hogar. De la misma manera, se obtuvieron importantes aprendizajes relacionados con la dinámica familiar: la importancia del diálogo,  no lastimar físicamente, compartir más tiempo en familia, comunicar lo que se siente y lo más relevante, las familias conocieron las rutas y estrategias para prevenir y enfrentar el abuso sexual infantil.

Respecto a la nutrición, los participantes adquirieron mejores hábitos de manipulación de alimentos y aumentaron el consumo de frutas y verduras.

Una vez finalizado el proyecto también se generó por parte de los beneficiarios, un mayor interés en acceder a la oferta cultural, recreativa y deportiva del municipio. En este contexto los niños y niñas actuaron como agentes de cambio, pues por primera vez en el municipio de Chía se desarrolló un Concejo de niños y niñas en el que presentaron sus propuestas, las cuales se materializaron, en cuatro (4) proyectos: 1. El gran día: espacio de juego e integración familiar, 2. Ruta temática en bicicleta: pedaleemos en contra del maltrato infantil; 3. Fútbol Convivencia: campeonato para promover la convivencia en el fútbol y 4. Nutriteatro: Títeres para la nutridiversión.

Sin embargo, para las familias el resultado más importante fue la  Unión Familiar que se generó a través de estrategias que mejoraron la comunicación y la resolución de conflictos en el interior del hogar. Este proceso fue facilitado por el uso de las tecnologías que aumentaron las posibilidades para compartir y aprender en familia.

Cabe resaltar que se logró un nivel de participación en los encuentros presenciales, del 73% en niños y niñas, y del 64% en los padres de familia, con un 94% de permanencia de las familias en el proyecto.

¿Qué aprendimos?

Hay muchos aprendizajes por retomar y difundiruno de ellos es la apropiación comunitaria como clave para la sostenibilidad de los proyectos sociales. No solamente se trata del importante impacto que tiene el trabajo con los niños y las niñas para el proceso de superación de la pobreza extrema, sino también la incidencia que genera el uso de las tecnologías para democratizar el acceso al aprendizaje.  Un ejemplo de ello es que los niños se convirtieron en maestros de los adultos para el acercamiento a la tecnología.

El juego desde un entorno digital (videojuegos), y un entorno físico (la lúdica en los encuentros de aprendizaje), conectó a los participantes de todas las edades con los objetivos del proyecto generando co-responsabilidad y apropiación comunitaria, aspectos claves para la sostenibilidad de los proyectos sociales.

¿Qué sigue?

La Alcaldía de Chía, a través de la Secretaría de Desarrollo Social, decidió dar continuidad al proyecto como una estrategia que permite promover la participación de los niños, las niñas y las familias Unidos.

Finalmente, pensar en el escalamiento como fase siguiente, implica retomar las lecciones aprendidas de esta experiencia, llevarlas a otros contextos que estén en el camino de convertirse en Zonas Libres de Pobreza Extrema y potenciar estrategias que rompan círculos viciosos de la pobreza desde la participación de los niños y las niñas.

PARA MAYOR INFORMACIÓN

Video documental del proyecto:

Página Web: http://www.transformando.gov.co/

Facebook: https://www.facebook.com/ChiaTransformando

Casos de éxito (blog): http://transformandoxo.wordpress.com/

SugarCamp Chía: http://app.eltiempo.com/#colombia/otras-ciudades/en-chia-crean-videojuegos-para-superar-la-pobreza/14263236

CONTACTOS:

AURA ESTELA MORA MONTERO

aura@laptop.org

Tel: 3123215851

One Laptop per Child

JUAN FELIPE YEPES

juan.yepes@anspe.gov.co

Tel: 3102541339

ANSPE- Centro de Innovación Social

 

Ghana Together: building networks of teachers

The non-profit Ghana Together has been repairing and deploying donated XOs in Axim, Ghana for years – now providing over 50 XOs in their Children’s Home. They and work with local techs and a student repair center at the Arts and Technology High School in Marysville, WA. They recently wrote about helping a nearby school that suddenly received XOs.

What about Those One Laptop Per Child (OLPC) Computers?

In 2011 the Methodist School was suddenly given 30 OLPCs from the government of Ghana.. .They thought they looked liked toys, not realizing that they are actually very sophisticated “learning machines” for primary school children. The headmistress found out that I was coming to Axim, and asked me to come and do an impromptu two-hour workshop.

Consequently, two teachers worked with me to test and update laptops. I engaged Peter Asuah, one of the original WHH scholars, to help test all the OLPCs, chargers, etc. I left a very complete manual… These guys are computer sophisticated, and I’m sure they will do a good job orienting the children.



Since the machines are designed to be “self-exploratory”, it’s been my experience that once children understand the basic way the computer functions, they do very well on their own. In fact, this hands-on, exploration approach is perfect for these children, because they have been so immersed in rote learning from blackboard and exercise books. The science teachers told me they are trying to get away from that kind of teaching, but up to now, they didn’t have materials to work with… now they have materials and machines.

Later in my visit, when the science teachers came up for the brainstorming session, I spent the first hour on another impromptu workshop, introducing them to the basic workings of the OLPC. They were fascinated…

Meanwhile, if anyone reading this has an OLPC you’d like to donate, we’d like to have it, in working condition or not. The Marysville Club is very skilled — they repair them, or if need be cannibalize them.

Read the full post on the Ghana Together blog.

South Africa: Building grassroots support for access to a modern education

As noted last week, Jackie Lustig has compiled a report from our South African projects. It draws on background data from the country, and highlights work done there over the past four years.

Starting with a gift of 100 laptops from donors on Boston, and expanding through the interest of a number of OLPCorps projects in 2008, South Africa has expanded its OLPC community to almost 1500 students and teachers today.


OLPC South Africa case study, 2008-2012

(This is an 8MB pdf, so may take a moment to load)

Whoa! Go: check out this year’s Win One Give One site

General Mills has rolled out their new gorgeous WinOneGiveOne campaign for their ongoing partnership with OLPC, this year supporting programs in Rwanda and Nicaragua.  They’ve designed some fine art for participating food packages, and their ad firm Saatchi & Saatchi put together great commercials and PR interviews for the program.

 

Health activity updates from Nepal

OLE Nepal has focused on health activities for some years now. Recently they undertook a project to develop a suite of them with educators from the UN’s World Food Program. In their August newsletter they announced that project’s successful conclusion:

OLE Nepal has completed the development of interactive digital learning activities designed to promote awareness in agriculture, food security and nutrition amongst school children. This set of thirty activities were developed with support from [the WFP] and are correlated with the Grade 5 “Science, Health and Physical Education” subject prescribed by the national curriculum.

OLE Nepal developed the activities in both Nepali and English. [They] have already been integrated in OLE Nepal’s larger E-Paath activity suite, and distributed to all OLPC program schools.

This is great news. Now we just need to upload them to the Sugarlabs Activities Hub and help get them localized into more languages. The E-Paath bundle and wiki pages could use updates as well.

Thanks for making the San Francisco summit great

I join the SF summit organizers in thanking everyone who helped make this year’s event possible, including the amazing attendees, Mayor Lee and SFSU graduate program director Aaron Anderson.  Special thanks to Sameer for pulling it all together, and to the attendees from all corners of the globe.  It is nice to see “One Laptop per Child Day” becoming a tradition in the city.

Please post your favorite photos or recollections of the summit and from your travels home; we hope to hear from you all soon.

 

Digital citizenship and hacking: Sugar Camp Lima, Nov 18-19

Somos Azucar, Activity Central, and escuelab are organizing Sugar Camp Lima on November 18-19, to build a new Sugar image for Peru: complete with Aymara and Quechua localizations, and activities focused on engagement online and “digital citizenship”.  An invitation to the event can be found here, and Sugar enthusiast Yannick Warnier explains why he finds this so exciting in a call for others to join him.

The event has international support, including the Municipality of Lima, Ciudadano Inteligente, and the World Bank.  The XO image developed will be proposed to the national team as a basis for the next update implemented across the country.

If you have an activity you’re hoping to polish up and get into the next Peru image — or are interested in localization, testing, or general Sugar development, this promises to be a great event.  I hope the camp attendees will review and add to the Feedback Actividades page that Claudia recently set up, a place to gather requests and suggestions from students and teachers in the field.

 

To RSVP, or for more information, contact escuelab: contacto@escuelab.org

 

Rwanda plans international conference on technology in education

OLPC Rwanda has been named to the scientific subcommittee of the International Conference on Technology in Education, organized by the Rwandan Education Ministry and Education Board. The conference will take place in early 2012. Great to hear; let us know when the call for papers is out!

Kenyan teachers on strike, XOs and volunteers take over

In rural Eshibinga, Kenya, teacher Peter Omunga has at the Eshibinga Primary School, Kenya, been doing an amazing job sharing his experiences with Sugar and OLPC over the summer. Peter maintains the Eshibinga Digital Village blog, documenting the introduction of IT and electricity in their community. They recently received 2 XO laptops, which he has used to interest his primary students in reading, writing, math, and making videos. He has had help from Fred Juma at the nearby Bungoma pilot school and from global volunteer Sandra Thaxter.

Eshibinga is a rural part of the country that is starting to benefit from solar power centers, but that has very limited access to water, electricity, and healthcare.

The school had been keeping laptops in the principal’s office at night at first, but over the past weeks as a national teacher’s strike has emerged, the students were given the laptops to take care of, and received another two laptops from donors.

Sydney from the school’s IT Club has been writing about what it’s like to study on their own when the teachers are away:

Robert arrived carrying our usual [XO] laptops. They are normally stored at the school office. The principal had sent Robert to pick them from his office. He also had left a note for us. We opened it and read it out aloud. “Make good use of these xo laptops and take good care of them. They may be the only teachers you may see in this school until the government ends the ongoing teachers strike”

Students have been meeting at school on their own with their XOs to study computers and practice writing and videotaping their own stories (and considering what it means to share a personal journal with others). And one of their teachers has been maintaining a blog about their work this summer, and is with them at school, helping them learn despite the strike.

Nickelodeon partners with OLPC on multimedia contest

From the Very Exciting dept. : Nickelodeon Latin America (part of MTV Latin America) is partnering with OLPC to run an international contest to design multimedia about improving the environment.

Elementary school children in OLPC schools will be challenged to develop multimedia content in an international contest focused on creating a better environment. The winner will be awarded with a trip to the Teen Nick Halo Awards, a show where celebrities give awards to amazing, accomplished and inspiring kids who work hard to make the world a better place. From our joint press release:

This initiative is in line with OLPC’s desire to enable a generation of children to think critically, connect to each other and the world’s body of knowledge, and to create conditions for real and substantial economic and social development. Nickelodeon and OLPC will work together to leverage the advantages of the XO laptop in elementary school education and promote strategies for increased access to laptops and connectivity in Latin America.

“We are delighted to partner with One Laptop per Child for this important initiative,” commented Mario Cader-Frech, Vice President of Public affairs and Corporate Social Responsibility for MTV Networks Latin America and Tr3s: MTV, Música y Mas. “OLPC has done an outstanding job of bringing technology and computer-assisted learning to kids around the world. This contest not only inspires children in the region to make a difference in their communities but also helps them to develop new skills that will prepare them to become productive members of tomorrow’s workforce.”

“OLPC is constantly looking to engage with private sector companies to achieve mutual objectives for children and education,” said Rodrigo Arboleda, CEO of OLPC – “Nickelodeon joins a distinguished group of OLPC partners that includes General Mills, Marvell, Procter & Gamble and BHP Billiton, all devoted to bringing quality education worldwide”.

Children will be welcome to participate across Latin America.  We can’t wait to see the first submissions come in — and to seeing similar storytelling projects start in other parts of the world.


Press contacts at MTV Networks Latin America:

International
Axel Escudero
(5411) 5295-5270
axel.escudero@mtvstaff.com

Miami & Colombia                    Argentina & Chile
Marimar Rivé                        Vanina Rodríguez
(305) 938-4910                      (5411) 5295-5272
marimar.rive@mtvstaff.com           vanina.rodriguez@mtvstaff.com

Mexico
Erick Zermeño                       Guillermo Reyna
(5255) 5080-1729                    (5255) 5080-1766
Erick.zermeno@mtvstaff.com          guillermo.reyna@mtvstaff.com

 

Computers as reading prostheses

by Antonio M. Battro, Chief Education Officer, OLPC

Children can learn a new common and universal language that we may call “digitalese”. Even before speaking, infants can perform with the computer many interesting actions by pressing a key. This elementary action, the “click option” – to click or not to click- is the consequence of a conscious choice made at the cortical level of the brain. The remarkable ability of our brain to make simple choices and make predictions about the outcomes of an action is the basis of the acquisition of a universal “second language” by any kid in the world with access to a computer, the so-called “digital natives”. In a sense we are witnessing the unfolding of a new “digital intelligence” (Battro & Denham, 2007).

Children learn to speak any language without the help of a grammar, just by hearing how others speak in their community, and they also learn to communicate with a computer -and via the computer with other people- when they share the same digital environment just by peer-to-peer interaction. This is why “saturation” is a central principle of the OLPC program. It is a matter of scale. We need a large numbers of participants in different cultures to enhance the diversity of strategies for teaching and learning.

It may take some time to find the best spontaneous strategies to learn how to read and write with the help of a computer but we already have some hints about successful prosthetic devices in education. For instance, nobody will deny that the cochlear implants have changed the life of a deaf person. Today the implanted deaf person can hear not only environmental sounds but understand language as well and early implants in deaf infants is increasing the formidable success of those neuro-prostheses. We can expect similar neurocognitive breakthroughs in reading and writing soon thanks to the “prosthetic” use of a computer at a very large scale.

As a matter of fact, many children using the OLPC platform since early ages (another basic OLPC principle) learn to type before they learn to write with paper and pen! In a sense we are witnessing something that educators didn’t predict. In most schools the explicit or implicit rule is to learn handwriting before typing and children start with the difficult analog skills needed to draw a letter, a word or a sentence (by a continuous and precise hand movement) before they are allowed to use a keyboard, a much simpler digital skill (a simple discrete action). The alternative is to start with the digital skills before “going analog” but for many educators and parents this strategy is considered a “forbidden experiment”. However it happens that nowadays in many places children enjoy the right to use a laptop not only at school but at home, and the once forbidden experiment is happily and spontaneously performed. In the “expanded school” of a digital environment children don’t need a pen and paper to write.

In this sense, we should also experiment with spontaneous reading using a computer. OLPC will start now to deliver XO laptops with special software to remote communities with no schools where children and adults are lacking reading, writing or number skills. An inspiration was the famous “hole in the wall” experiment done in India with illiterate children who spontaneously started to read while sharing an unsupervised computer, what Sugata Mitra calls “minimally invasive education”.
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Rasha Hussein shares her journey with OLPC in Ramallah

Rasha Hussein writes on the TEDx Ramallah blog about her journey with OLPC and PaleXO over the past year in Ramallah, and how she was welcomed to the group by Noura Salhi and found friends and collaborators, and inspiration to join a new startup (Bazinga) with others from that group.

I learned the true meaning of voluntary work, and I felt awesome about what I do. It’s been a year now, and it was the best year of my life!

Kudos to her for sharing this experience.  For more about the Bazinga technology hub, you can also follow them on twitter.

If you have been involved with an olpc project in your community, let us know what it was like —  we would love to hear from you.

 

OLPC Canada reaches Maaqtusiis School in Ahousat

Maaqtusiis School in Ahousat yesterday distributed XOs to every student and teacher, and hired a community “champion” to assist with any technical difficulties throughout the school year. This is a model I hope to see other schools follow – and hopefully we will hear more directly from those champions as the year goes by.

Ahousat is one of the 12 communities selected for the First Nations pilot project in Canada.  It aims to distribute 5,000 XOs to aboriginal children and teachers in Canada this year.

 

 

A Nepali hacker’s wishes for the School Server

Abhishek Singh from OLE Nepal published his long and excellent XS wishlist, generating a long discussion on the server-devel mailing list (1, 2) and other discussion online.   He discusses some specific use cases for current and requested-future features, including:

  • Porting XS to new version of Fedora
  • Support for more architectures
  • Self-tests
  • Web content filtering
  • Shared Journal Backup
  • A platform for socializing
  • Some specific packages needed for the above.

On the list, Martin comments on the package requests, Mokurai weighs in, and Sridhar points out what OLPC-AU has been doing with their XS builds.

 

Havergal Institute girls work with Molweni orphanage in South Africa

A team of high-school students at the Institute at Havergal is helping to implement an XO program this August at the NOAH’s Ark orphanage (Nurturing Orphans of AIDS for Humanity) in Molweni, South Africa, near Durban.  A group of students taking part in the Havergal South Africa Global Experience Program will take XOs with them, which they are currently learning how to introduce to students.

Using these laptops, they will continue conversations with the NOAH youth all year long.  They have a standing relationship with the orphanage and are being mentored by Mark Battley and a team in Ntugi.

Laura Hosman on her Haiti site visit

Laura Hosman has been sharing a series of reports from her Haiti site visit to a school she is working with in Port-au-Prince. This and Bruce Baikie’s empowering Haiti blog provide two great views of how the Illinois Institute of Technology has approached engaging a class of students in helping the OLPC Haiti project.