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Description
African Regional Internet and Development Dialogue (RIDD 2017) in Kigali, Rwanda - May 8/9 2017
05 Transforming Africa’s education through ICTs
Moderator: Dr. Dawit Bekele, Director African Bureau, Internet Society.
07:09 Research and Education networks: Responding to the challenges of African Research - Dr. Pascal Hoba, CEO, UBUNTUNET;
19:34 Vision, achievements and challenges of MIT's OpenCourseWare initiative - Mrs. Roksi Freeman, Digital Publication Specialist, Massachusetts Institute of Technology (MIT);
27:28 Ajiradigital initiative to Digital Literacy Programme - Mr. Paul Ronoh, Director for Programmes and Standards, ICT Authority, Kenya;
45:42 Providing local content for Africa’s schools using Wikipedia - Mr. Tighe Flanagan, Senior Manager, Wikipedia Education Program, Wikimedia Foundation.
59:40 Q&A
ABOUT AFRICA RIDD 2017
Theme: Enhancing Entrepreneurship, Innovation and Education in Africa through the Internet - The main objective of the 2017 African Regional Internet Development Dialogue is to create a forum for all stakeholders to discuss the various opportunities and requirements for entrepreneurship and innovation as well as for education for this new age of the Internet. The conference is part of the global series of Internet Development conferences organized by the Internet Society with the aim of supporting the implementation of the United Nations’ Sustainable Development Goals (SDGs). Therefore, the conference will offer open high-level discussions addressing the following dimensions:
* Internet and SDGs
* Connecting the Next Billion
* African Internet Economy
* Opportunities for Africa’s education
http://www.internetsociety.org/ridd/africa/2017/
A
In
fact,
for
all
over
the
world
for
education,
it
is
not
possible
to
do
it
in
your
way,
because
we
will
not
be
able
to
achieve
those
growth
even
at
the
end
of
the
century,
and
we
only
have
until
2030.
So
we
have
to
come
with
innovative
solutions
always
want
be
sufficient.
So
here
I'm
happy
to
say
that
we
have
people
who
have
tried
to
do
things
differently
and
who
have
been
able
to.
A
You
know
succeed
in
educational
programs
that
use
innovative
solutions.
So
I
would
like
to
introduce
the
speakers
of
this
session.
The
first
speaker
is
mr.
Roxy
Freeman
for
with
digital
publication
specialist
as
Massachusetts
Institute
of
you
respect,
if
open,
sharing
or
who
helped
make
high
quality
education
available
to
everyone.
As
you
probably
know,
MIT
is
the
first
or
one
of
the
first
higher
education
organizations
around
the
world
who
has
been
providing
its
high
quality
in
our
educational
materials
available
freely
for
the
world
and
I.
Think
it's
very
interesting
to
hear
from
her.
A
The
second
speaker
is
dr.
Pascal
Koba,
who
is
he
over?
Who
donate
you
know?
Probably
Boonta
net?
Is
the
researcher
education
network
for
the
for
East
and
Southern
Africa,
so
Pascal,
a
previous
lingual
director
of
knowledge
management
and
ICT
services
at
the
association
of
African
universities
between
gun
I'm,
not
going
to
give
all
their
BIOS
you'll
have
them
online.
These
are
all
people
who
have
done
so
many
things
and
it
would
be
very
difficult
to
summarize.
A
The
third
speaker
will
be
mr.
Porter
owner
at
my
left
with
director
for
programs
estándares
at
ICT
authority
in
Kenya.
He
is
also
national
director
coordinating
the
digital
literacy
program
laptop
for
schools.
He
has
a
wealth
of
experience
in
implementation
of
huge
ICT
programs
for
government
and
at
my
right
we
have
mr.
Stein
Flanagan
who
senior
manager
at
Wikipedia
educational
education
program
for
weekly,
Wikimedia
Foundation.
A
A
Don't
think
that
anyone
who
has
confused
Wikipedia
in
this
room-
so
you
know
what
I'm
talking
about-
and
that
is
one
of
the
innovative
solutions
to
bring
knowledge
to
the
world.
So
I
think
it's
interesting
to
hear
how
they
have
come
to
this
and
what
are
their
successes
and
challenges
and
what
Africa
can
learn
from
this
experience.
So
without
taking
too
much
time.
I
would
like
to
invite
the
Roxy
to
the
podium
so
that
you
can
make
half
presentation
Roxy.
A
B
B
African
tradition,
African
investigations
level
met
in
an
in
Cape
Town
in
South
Africa,
whether
it's
the
consent
to
fund
the
solutions
of
the
challenges
of
connectivity.
So
what
we
are
doing
today
is
come
from
day
simply
because
the
dynastic
based
on
inadequate
infrastructure
in
terms
of
capacity
and
dedicated
higher
education
network,
this
network
for
higher
education
institutions
and,
of
course,
the
poor
quality
of
digital
infrastructure.
B
So
the
solution,
what
we
are
trying
to
provide
is
this
model
to
materialize.
Our
sources
attribute
level
national
level
as
well
as
regional
level,
and
also
the
necessity
to
create
adequate
ICT
infrastructure,
which
is
in
stuck
at
country
level,
to
have
a
proper
national
fiber
infrastructure
and
also
the
necessity
to
create
a
dedicated
network
for
connectivity
and
again,
if
we
want
model
to
impact
an
on
research,
that
we
need
a
continuous
training.
B
And,
of
course,
when
you
have
a
flat
structure,
then
if
you
facilitate
the
collaboration
for
researcher
and
solve
the
problem
that
has
had
African
higher
education
institutions,
so
just
two
words
and
butyrate
are
else
we
are.
They
allowed
the
forum
by
16
members
and,
as
you
can
see,
this
is
the
group
institutions
are
entering
that
a
member
of
infinite
Alliance-
and
it
is
our
current
network.
I,
don't
think,
is
irrelevant
for
this
for
this
platform.
B
So,
yes,
just
to
give
you
an
idea
what
where
we
are
today
so
and
rain.
Our
national
research
education
network
typically
will
provide
advanced,
relational
free,
Internet
connectivity
and
services
dedicated
to
support
the
work
of
the
University
and
research
institution
vacant.
It's
vital
progress,
local
and
global
education
and
research
by
providing
a
learning
and
sciences
application,
for
example,
telemedicine.
B
B
B
So,
as
you
can
see,
if
you
have
an
infrastructure
and
suppose
the
engine,
one
is
a
network
with
National
Education
data
for
Kenya
ap
is
Uganda
and
the
P
is
Rwanda.
So
is
those
enron's
are
connected
to
the
original
one
and
the
region
I
want
to
be
worldwide?
Then
we
should
be
able
to
share
resources.
So
if
we
want
something
new
that
effect,
then
the
annual
researcher
in
those
countries
or
institution
that
on
the
network
should
provide
something
more
and
the
connectivity
the
correct
it
could
be
a
Content.
B
We
were
a
principal
at
each
University
provides
produce
knowledge,
so
it
was
knowledge,
hold
it
by
the
invested,
imperfect
packaging
as
part
of
the
connectivity
service
that
we
have.
When
we
are
now
solve
a
problem,
then
we
are
now
proposed
not
only
aspects
of
research,
our
capacity
of
asset
within
it.
But
in
addition,
the
researcher
in
one
country
can
collaborate
from
one
country
to
the
Democrats.
B
What
we
did
this
with
some
funding
from
European
Union,
who
helped
us
to
to
put
that
we
have
a
structure
that
we
are
using
today
and
globally.
We
have
this
routing
at
Alliance,
work,
rain
and
action
in
the
north,
and
why
do
we
need
it?
We
still
need
because
we
still
have
in
terms
of
connectivity.
We
have
a
big
and
we
need
a
support
to
cover
this
gap.
B
Africa
still
the
least
connected
the
continent,
the
planet,
even
if
in
term
of
penetrations
the
rate
and
evolution
is
quite
higher,
but
we
still,
we
still
need
more
connectivity
in
the
region.
The
capacity
go
is
higher,
but
is
because
we
haven't,
we
started
from
very
late
and
how
this
can
impact
globally.
B
What
do
you
see
when
we
are
providing
connectivity
to
institutions
and
when
we
are
so
those
figures
which,
in
fragile
ego,
when
investor
of
Zambia
within
megabox
a
second
up
around
300-400
US
dollar,
megabyte
per
second,
be
on
the
regional
Network,
which
is
mutual
as
our
resources?
Today
we
have
a
$30
megabyte
ethical,
so
this
is
a
huge
change
that
provides
the
connectivity
to
our
higher
education
institution
in
Zambia,
as
well
as
in
Uganda,
any
health
of
collaborations
oddities.
B
Of
course,
how
are
we
quickly
impact
we
are
using?
This
is
a
video
but
our
past,
the
video,
it's
a
researcher
he's
working
in
Zambia,
and
she
said
four
years
ago,
once
you
were
doing
on
research
on
agriculture,
she
has
to
do
some
modeling
and
download
some
it.
She
say
it
took
her
two
full
days
when
she
connected
to
use
a
laptop.
You
have
to
see
Chris
somewhere
and
she
should
be
very
lucky.
There
is
no
power
fluctuations.
B
This
is
a
wake.
However,
she
can
do
a
wake.
N,
Zambia,
Zambia
University
were
connected.
Who
is
a
marine
which
is
the
national
research
education
of
of
Zambia
immediately,
the
capacity
to
have
access
to
antenna
has
changed
completely.
What
she
was
picking
for
her
two
days
to
download
now
is
about
an
hour,
if
huge
huge.
So
we
think
this
is
very
individual
to
address
the
challenges
that
affect
research.
B
When
you
travel
in
the
same
country
to
another
campuses,
you
have
internet
access
directly
when
you
travel
abroad,
another
country
or
in
Europe,
when
a
tradition
with
the
register
on
a
theorem,
you
have
automatic
access
to
maintain
using
your
same
email
address
and
the
same
password
that
you
have
the
old
country,
but
it
is
really
possible
to
map
with
who
facilities
the
record
of
researcher
some
recommendation
that
I
don't
think
it
is
essential
here,
but
it
is
mostly
recommendation
term
of
resource
allocations
to
help
and
learn
at
a
country
level.
To
200.
B
A
A
C
Okay,
hi
everybody
thank
you
for
inviting
me
to
participate
in
these
discussions.
This
is
all
really
cool
and
daunting
on
me.
How
much
there
is
to
do
I
I
work
at
OpenCourseWare
at
MIT,
Massachusetts,
Institute
of
Technology
and
I'm,
going
to
be
talking
today
about
how
we
make
high
quality
educational
materials
available
to
everybody,
and
our
goal
is
to
do
it
at
scale.
C
C
Cw
doesn't
require
any
credentials
or
registration.
You
would
early
just
go
to
the
site,
click
the
button
and
access
the
materials.
So
it's
very
self-paced
and
it's
totally
free.
It
was
that
we
were
founded
about
16
years
ago
at
the
height
of
the
dot-com
era,
that
was
before
Facebook
or
YouTube.
Was
there
and
MIT
faculty
thought
that
this
would
would
help
further
mi
t--'s
mission
of
bringing
knowledge
to
bear
on
the
world.
C
We
also
have
the
educator
page,
which
is
about
instructional
approach,
and
you
can
watch
videos
of
teachers
talking
about
their
class,
which
is
really
good
for
getting
people
excited
about
learning,
because
there's
such
an
issue
with
motivation
for
using
this
material
but
OCW
educator
is
trying
to
get
people
excited
by
watching
dynamic
discussions
with
professors
and
their
students
and
educators
can
use
it
to
search
for
the
kind
of
material
they
want.
They
can
look
for
specifically
audio
little
video
lectures
or
exams,
for
instance,
here's
an
example
of
one
of
our
sites.
C
C
C
C
There
are
over
5
million
registrants
so
far
you
can
go
through
the
material
for
free,
which
is
great,
but
in
order,
as
was
mentioned
in
order
to
get
a
certificate,
you
need
to
pay,
but
it
is
done
on
a
sliding
scale
based
on
income,
but
there
have
been
from
MIT
over
150,000
certificates
awarded
and
there
are
currently
195
active
courses
from
MIT
and
MIT.
X
is
run
through
EDX
as
the
platform,
so
you
can
think
of
EDX
as
the
stage
and
MIT
X
as
the
play.
C
So,
digital
learning-
it's
really
skyrocketed
since
16
years
ago
and
OCW
came
into
the
picture.
These
statistics
are
from
OCW,
but
as
I
mentioned,
there's
2,300
courses
and
MIT
X
is
really
really
popular
and
EDX
has
110
different
schools
and
that's
crazy
for
five
years.
That's
a
lot!
That's
a
lot
of
informations
that
people
have
access
to
we're.
A
D
I'm
going
to
take
you
through
the
Kenya
case
study
in
terms
of
integration
of
ICT
in
education.
I
know
we
have
gone
through
a
lot
of
research,
our
staff.
We
have
learned
a
lot
this
time
to
roll
our
sleeves
and
try
implement
this
particular
program.
So
I'm
connected
to
the
Kenya
case
in
terms
of
how
far
we've
gone
in
the
bloomin
tation
of
ICT
and
equation
in
education.
D
The
scope
of
the
program
was
throughout
the
first
phase
in
twenty
four
thousand
primary
schools
across
across
the
country.
We
had
public
distribution
of
122
million
devices,
powerful
nation
to
twenty
four
thousand
primary
schools,
distribution
of
digital
content
to
all
the
schools
claim
of
over
three
hundred
thousand
teachers.
Professional
teacher
support
the
program
settable
through
local
assembly
plans
in
Kenya,
employment
of
over
300,000
jobs,
direct
and
indirect,
and
full
engagement
of
stakeholders
achievement.
So
far
before
I
took
up
over
the
challenges.
D
The
many
also
may
need
to
train
over
100,000
teachers
in
11,000
primary
schools
and
also
content
for
class
1
class
2
and
class
3
is
now
a
valuable
offline
and
online
in
terms
of
school
readiness.
Through
this
program,
the
government
has
managed
to
connect
to
over
22,000
primary
schools
with
with
power
that
also
spill
to
the
community
in
terms
of
connectivity
to
power
to
the
community
when
it
comes
to
reaching
the
poor
of
the
poorest
in
the
rural
village
within
that
period.
D
Ladies
and
gentlemen,
the
government
has
also
set
up
two
factories
in
Kenya
to
manufacture
and
assemble
the
the
ICT
devices
and
also
support
the
program.
What
you
can
see
there
is
one
of
the
universities
in
Kenya.
Simple
devices
is
no
longer
than
in
China,
but
we
do
it
in
Kenya.
Item
number
two
is
that
you
can
see
the
learning
environment
is
improved,
the
children
are
using
the
devices
and
then
there's
a
support
center
to
support
the
program
across
the
country.
D
There
is
the
achievement
so
far
within
a
period
of
one
year
when
it
comes
to
full
rollout
what
happened?
Of
course,
we
failed
four
times
faster
him.
We
realized
that
we
didn't
plan
for
when
it
comes
to
funding,
because
this
a
huge
program
carrying
a
lot
of
money.
So
when
we
talk
about
ICT
in
education,
people
of
Africa,
it
is
not
cheap,
it
carries
a
lot
of
resources
and
there
is
need
for
proper
planning
as
government,
so
that
you
can
take
up
this
challenge.
Number
two.
We
had
issues
with
the
bigges.
D
The
Tata
team
was
the
complex
complexity
of
the
program
because
it
was
being
run
and
at
the
Minister
of
Education
ICT
in
education,
in
the
creation
of
ICT
in
education,
is
not
authentic,
watches
the
not
important
teacher
alone,
but
it
requires
a
different
mind
to
understand
how
this
integration
is
done
in
education.
It
is
not
leaving.
The
teacher
won't
run
the
program.
Now
what
happened
when
we
failed
three
times
we
went
into
what
is
called
prime
preparation,
because
it
is
not
a
simple
task.
People
of
Africa
we
had
to
do.
D
One
is
called
proper
packaging
for
the
program,
because
the
program
is
running
is:
is
over
200
million
u.s.
dollars
for
only
phase
one
I
am
leadership,
told
from
the
top.
The
head
of
state
had
run
the
program
from
the
top,
as
the
chairman
in
the
project
covenant
their
only
prime
engagement
to
make
sure
that
all
stakeholders,
including
the
parents,
the
religious
community,
the
union
of
teachers
it
to
Eternity,
are
all
in
cage
in
this
particular
program.
The
other
one
is
education
and
prime
ma
name
and
the
policy
guideline
from
the
government.
D
What
happen
in
terms
of
management,
because
we
are
directly
developed,
also
the
power
of
Internet
in
the
deployment
of
the
program
and
we
use
Internet.
As
you
know,
Kenya
is
leading
in
Internet
connectivity
in
Africa.
As
you
know,
ken
is
also
leading
the
wall
in
what
is
called
open
data.
We
use
that
infrastructure
and
a
framework
to
deploy
is
a
program
whereby
we
had
patrol
for
all
the
schools
across
the
public
in
terms
of
accessibility
and
checking
on
how
ready
they
are
and
responding
to
any
issue
affecting
the
implementation.
D
We
approach
oral
communication
to
the
project
managers,
a
proton.
What
is
the
cold
as
when
we
were
what
you
can
see
there,
because
this
project
cars
a
lot
of
money.
There
was
need
for
citizen
to
be
updated
any
other
time
on
how
far
the
program
has
gone
in
their
local
villages
and
the
crab.
You
see
a
crowd
for
every
county
in
kenya,
and
this
is
sensible
to
monitor
the
progress
on
the
ground
and
support
the
program,
the
power
of
internet
in
digital
content.
Ladies
and
gentlemen,
this
is
a
very
important
item
in
this
debate.
D
Distribution
of
content
and
availability
of
content
of
this
program
is
the
life
plan
all
right
between
equations
in
education.
It
is
not
about
the
prices
distribution,
but
is
about
the
content
and
the
politic
content
and
accessibility
of
content
and
connect
government
adopted
what
is
called
cloud
platform
whereby
this
is
created.
What
is
called
a
kinetic,
rigid
cloud?
We
are
all
that
content
are
posted
and
people
move
away
from
devices
to
talking
about
accessibility.
You
can
use
any
device
you
have,
and
those
are
question
on
what
I
will
continue.
You
should
place
the
content.
D
This
is
of
content.
After
we
have
deployed
this
program,
the
biggest
challenge
we
had
was
content
with
a
valuable
foyer
for
the
land.
The
devices
are
in
the
school.
The
connectivities
in
the
Squealer
is
now
in
the
school,
but
the
content
deployed
to
the
devices
s
offline
content
was
exhausted
within
a
virtual
time
by
the
llamas
and
the
pita
challenge
is
when
we
get
the
content
to
this
particular
row
and
we
came
up
with
a
platform
whereby
all
content
developers
will
edit
content.
D
Anybody
in
the
world
can
develop
content
and
post
the
cloud,
and
we
have
originally
the
cool
Kenya
Instituto
curriculum
education,
with
curriculum
development,
normally
regulated
content,
and
once
the
contents
are
approved,
it
goes
to
the
llamas
and
Alana's
can
buy
and
the
content
of
rubber
wherever
is
in
this
wall
through
the
Internet,
can
get
paid
and
the
other
man
it
go
to
the
regulator.
That
is
the
control
platform
for
us
to
address
the
issue
of
shortage
of
content
to
be
used
for
the
program,
the
content
interest
itself
in
Kenya.
Well,
it's
what
u.s.
D
D
The
other
issue
was
the
issues
of
internet,
which
was
a
challenge
and
will
experience.
This
Internet
is
very
sweet,
but
there
were
a
lot
of
sort
of
complaints
among
the
religious
community
and
some
others
fought
us
on
the
whole
on
what
our
children
are
accessing,
whatever
controls
in
place
so
that
our
children
can
access
any
stuff
from
the
internet,
the
other
one
is
power
to
schools.
Ladies
and
gentlemen,
this
program
requires
money
and
when
we
talk
of
power
to
school,
we
are
talking
about
huge
bills
because
for
schools
to
sustain
the
u.s.
D
bills
because
of
connect,
because
when
you
connect
schools
to
internet
and
power,
there
are
other
in
the
school
community.
People
started
using
the
same
environment
for
chatting
Falls
toward
ceramics,
more
small
businesses
in
the
school,
and
then
the
piece
goes
very
high,
because
that
is
the
only
place
you
can
get
power.
D
D
The
other
thing
is
the
buy-in
from
this
the
corners,
because
some
people
realize
that
this
program
is
huge
and
other
people
like
teachers
are
complaining
about
additional
work
to
the
teacher.
Yes,
I
learn
pedagogy
in
the
college.
What
is
this
additional
programming
protein
which
look
like,
hopefully
to
understand
technology?
We
should
know
by
left
one
guy
Marco.
As
you
know,
technology
is
changing.
Some
people
don't
wanting
to
change
the
one
status
quo
regulation
with
badge
from
Kenya.
We
had
the
National
ICT
master
plan.
D
D
For
example,
122
million
devices
will
attract
a
lot
of
attention
when
it
comes
to
us
and
the
government
of
Kenya
with
the
stickleton
NEMA
natural
National,
Environmental
Management
Authority
was
in
cake
and
because
it
was
not
enough,
it
was
agreed
that
a
maybe
in
every
device
use
you
take
to
school.
You
plant
a
tree
as
you
can
see,
people
are
very
busy
planting
trees
can
to
a
train
source
of
the
issue
of
us.
D
The
real
problems
on
the
ground,
the
other
one
is
which
sector
to
run
this
program.
Ladies
and
gentlemen,
don't
forget
leadership
in
this
program
is
very
critical
and
when
you
see
ICT
in
education,
you
ask
yourself:
should
it
be
run
by
Minister
of
Education
if
the
digit
right,
paddle
granny's
program,
if
I
simply
trade,
part
of
Brandis
problem,
the
technocrats
in
ICT?
Who
is
the
right
person
to
run
this
program,
and
this
program
fail?
D
The
third
failure,
because
the
education
is
cannot
understand,
our
ICT
is
integrated
education
and
it
was
until
the
program
was
put
into
a
pics,
the
cooldown
forum,
when
I
seek
the
authority
really
now
the
leader
in
terms
of
champion.
But
apart
from
ICT
learning
the
program,
you
need
proper
project
managers.
You
understand,
running
tech
programs,
you
can
see
the
challenges
we
have
challenges,
even
in
crossings
of
rivers
where
they
are
crocodile.
You
can
see
people
using
donkeys
to
carry
computers
across
on
River.
D
D
A
A
F
Alright,
let
me
keep
a
clock
out,
so
thank
you
for
having
me.
I've
really
enjoyed
our
discussion
so
far.
My
name
is
ty
Flanagan
I'm,
with
the
Wikimedia
Foundation
and
I'm
a
senior
manager
on
our
education
team,
so
who
here
has
heard
of
Wikipedia
I'm,
assuming
it's
pretty
much
everyone
who
so
who
who's
used
Wikipedia
this
week,
who
uses
Wikipedia
in
more
than
one
language?
F
Okay,
who's
ever
edited
Wikipedia
more
hands
than
I
was
expecting.
Okay.
That's
that's
really
good
to
hear
so
I'm
going
to
talk
to
you
today
about
something
we
call
the
Wikipedia
education
program.
It's
a
program
that
is
supported
by
the
Wikimedia
Foundation.
The
Wikimedia
Foundation
is
a
non-profit
based
in
in
the
Bay
Area
in
California
that
supports
Wikipedia,
but
there's
also
a
dozen
different
knowledge
projects.
There's
Wikimedia
Commons
Wiktionary
wiki
source.
F
So
you,
some
of
you,
may
be
familiar
with
some
of
the
other
wiki's
out
there
we're
not
all
wiki's
but
we're
just
where
the
knowledge
based
ones
the
Wikipedia
education
program.
Today,
I'm
going
to
focus
on
two
aspects
of
it.
I
could
probably
talk
to
you
for
hours
about
it.
I've
been
involved
in
the
program
for
over
three
and
a
half
years,
initially
just
focused
on
middle
east
and
now
Middle,
East
and
Africa,
some
more
of
my
experiences
with
Arabic
Wikipedia,
but
we're
also
seeing
more
programmatic
activity
in
sub-saharan
Africa
too.
F
So
I'm
just
calling
out
two
aspects:
open
knowledge
and
practical
skills,
I'm
going
to
be
referring
to
a
mutual
benefit,
a
win-win
where
students,
teachers,
institutions
and
places
like
Wikipedia
can
all
benefit
from
an
assignment
that
is
designed
with
that
in
mind.
We're
also
focused
on
entrepreneurship
and
economy.
In
this.
In
this
dialogue
and
I
think
there
are
some
practical
skills
that
students
get
by
participating
in
a
space
like
Wikipedia,
so
it's
win-win
or
the
win-win-win.
F
Depending
on
how
many
people
you
factors
you
put
into
it,
there's
always
a
way
to
design
for
a
mutual
benefit
and
I'm
really
pleased
that
this
morning
we
already
heard
about
potentials
for
partnerships,
I
hope
to
have
more
conversations
with
you
that
I've
started
with
many
of
you
individually
and
for
those
who
are
here
Wednesday.
We
can
talk
bit
more
practically
about
how
some
of
the
country
based
chapters
might
take
aspects
of
these
programs
if
they
align
with
your
goals.
So
we're
going
to
take
a
big
question:
why
does
it
matter
I?
F
Think
we
title
the
session
providing
local
content
I,
also
liked
the
framing
of
reacting
proactive
reactions.
So
it's
not
knitting,
it's
reducing,
creating
collaborating
on
local
content,
I
think
so,
I'm,
not
sure.
If
you
can
see
the
red
circle,
it's
basically
around
Western
Europe.
This
is
a
few
years
old,
but
it's
still
fairly
accurate.
There's
more
information,
that's
geotagged
on
English
Wikipedia
inside
that
red
circles
and
outside
the
red
circle.
So.
F
This
shows
this
is
also
a
few
years
old,
but
the
trend
is
still
fairly
accurate,
who's,
editing,
Wikipedia
on
the
continent
of
Africa.
It
probably
a
Maps
pretty
closely
to
bandwidth
access
costs.
Things
like
that,
but
we
see
the
most
participation
in
Egypt.
Then
we
see
some
participation
in
South
Africa,
but
it's
mostly
North
Africa
and
South
Africa,
and
not
a
lot
in
the
middle.
So
when
you
look
up
an
article
about
quick
Eagle,
the
airport
who
wrote
it,
it
could
be
someone
in
Canada.
What
do
they
know
about
the
Kigali
Airport?
F
So
Wikipedia
Wikipedia
is
the
Encyclopedia
that
anyone
can
edit,
but
most
people
don't
I'm
happy
to
see.
There
are
almost
10
hands
in
the
audience.
That
was,
that
was
more
than
I
usually
get,
but
was
anything
that
humans
make
is
fallible,
so
it
it's
only
as
good
as
the
people
who
make
it
and
the
sources
we
use.
F
The
people
who
are
writing
Wikipedia.
Do
not
look
like
the
people
in
this
room
by
and
large.
So
if
you're
consuming
Wikipedia,
it's
about
80%
euro-american
males
who
are
writing
Wikipedia,
and
so
they
are
writing
from
that
perspective
and
so
you're,
seeing
less
content
about
women
less
content
about
what
we
might
call
global,
South
or
emerging
communities,
and
so
there
are
huge
gaps
in
knowledge.
F
Another
thing
to
think
about
is
Wikipedia
is
not
a
project
that
has
an
end
date.
It's
a
constant
knowledge
project,
so
we
want
people
to
contribute
and
if
you
start
with
a
sentence,
you
start
with
a
sentence:
it's
a
wiki,
it's
iterative,
it
has
to
start
somewhere.
It
doesn't
have
to
be
perfect
today
and
it
will
never
be
perfect,
but
you
have
to
iterate.
F
We've
learned
from
some
of
our
awareness
research
that
most
people,
you
can't
walk
into
a
room
and
assume
everyone
knows
what
Wikipedia
is.
This
is
obviously
a
crowd
that
knows
the
internet
state
so
knows
Wikipedia,
but
we
had
colleagues
who
did
research
that
show
that
less
than
a
quarter
of
people
in
Nigeria
know
what
Wikipedia
is
off
the
their
heads.
Less
than
a
quarter
of
people
in
India
know
what
Wikipedia
is
less
than
50%
of
Mexico
know
of
Wikipedia
is
so
there's
huge
awareness
gaps,
and
that
also
includes
what
is
an
encyclopedia.
F
What's
the
role
of
an
encyclopedia?
Is
it
for
all
the
educators
in
the
room?
You've
probably
told
your
students
don't
use
Wikipedia,
don't
cite
Wikipedia
and
I
can't
say:
I
disagree
with
you
there,
because
we've
forgotten
what
the
role
of
encyclopedia
is.
You
don't
fight
for
tanyka
in
your
paper,
and
you
don't
cite
Wikipedia
in
your
paper.
It's
not
a
double
standard,
you
just
you
go
to
primary
and
secondary
sources,
not
tertiary
sources
of
knowledge.
F
So
that's
that's
an
example
of
what
one
a
student
could
take
away
from
a
Wikipedia
assignment
is
knowing
what's
the
role
of
Wikipedia,
it's
a
collaborative
thing:
it's
fallible!
You
should
look
at
the
Suttons,
the
sources,
the
references
and
see
if
it
makes
sense
and
it's
a
practical
application
of
skills.
We
see
a
lot
of
students
who
do
who
are
in
translation
faculties.
F
Our
biggest
program
in
Africa
would
be
in
Egypt
and
with
there's
hundreds
of
students,
every
semester
who
are
translating
articles
from
English
and
French,
even
Chinese,
into
the
Arabic
Wikipedia,
and
they
say
that
it's
it's
gotten
them
jobs
before,
because
they
can
say
I'm
a
Content
producer
and
I
can
prove
it.
We
talked
about
certification
and
that's
also
an
issue,
so
we
don't
necessarily
issue
certificates,
but
it's
something
where
a
local
program
influencer
could
certainly
issue
a
certificate
of
completion
that
could
accompany
someone's
DV.
F
So
I'll
talk
a
bit
about
how
it
works.
I
might
be
a
bit
bang
on
some
things
in
big-picture,
but
I'm
happy
to
have
many
follow-up
conversations.
The
main
idea
is
that
it's
it's
a
flexible
model,
so
you're
trying
to
find
the
mutual
benefit
for
a
student
and
for
open
knowledge.
So
if
you're
teaching
cell
biology,
you
look
at
the
cell
biology
articles
on
Wikipedia,
are
they
good?
Where
can
they
be
improved
and
get
your
students
to
improve
them
and
your
students
will
have
better
writing
skills?
F
They'll,
have
better
research
skills,
they'll
have
digital
music
and
media
literacy.
You
can
also
be
a
graphic
arts
teacher
and
get
your
students
to
illustrate
a
concepts
Wikipedia.
If
you,
when
you
look
at
it,
it's
not
the
most
beautiful
website.
There's
not
many
pictures,
there's
not
many
animations,
there's
not
many
videos,
so
there's
a
huge
opportunity
for
improvement
and
we've
seen
visual
arts
classes
make
a
huge
improvement.
We've
also
seen
students
add
audio
recordings.
F
We
have
classes
in
Mexico
that
insert
local
language
pronunciations
of
place
names
because
they're,
not
Spanish
they're
from
the
local
language,
and
so
no
one.
If
you're
not
from
there,
you
don't
know
how
to
pronounce
it.
The
similar
activities
could
be
done
anywhere
and
one
important
aspect
that
I'll
probably
touch
on
a
bit
more
is
that
connecting
with
the
local
community
and
by
that
I
mean
whoever
is
editing.
That
Wikipedia
is
that
community.
We
call
them
Wikipedians
or
wicked
medians
and
because
there's
not
a
lot
of
editing
happening
in
sub-saharan
Africa.
F
What
else
can
I
call
out
we're
seeing
some
student
clubs
getting
formed
in
Nigeria
and
Ghana?
We
have
seen
people
focusing
on
cultural
heritage
in
Tunisia,
there's
actually
ISOC
funded
initiative
in
Uganda,
which
I
learned
about
recently
and
just
met
the
implementer
this
morning.
I
don't
know
as
it
Lilliana
is
here.
F
So
briefly,
I'm
going
to
say
how
you
might
get
involved.
If
you,
if
you're
an
educator,
you
can
include
Wikipedia
in
your
classroom
in
a
big
way
or
a
small
way.
You
could
have
a
day
on
Wikipedia
or
you
could
have
a
semester
assignment
based
on
Wikipedia.
Typically,
we
see
people
using
at
the
university
level
because
writing
for
Wikipedia
usually
takes
writing
a
certain
writing
skill,
certain
fluency
certain
research
skills,
but
you
can
obviously
you
could
work
with
5th
graders
in
a
group
and
think
critically,
like
that,
that's
an
assignment!
F
You
can
do
it's
important
to
design
the
assignment
that
works
for
both
the
student
level
and
for
Wikipedia.
Don't
expect
writing
a
writing.
A
Wikipedia
article
is
hard.
I,
don't
know
about
the
ten
people
who
had
it
edited
here,
I
make
very
small
edits:
I,
don't
write.
Full-Length
articles,
I,
correct,
typos,
I,
add
a
sentence
asking
your
students
to
write
two
paragraphs
as
a
huge
assignment,
so
asking
them
to
write
a
featured
articles,
even
bigger
assignment,
so
think
about
manage
the
expectations
of
the
learner
you.
F
There
are
aspects
of
a
MOOC
that
come
to
mind.
You
do
get
instant
feedback
from
community,
but
we
also
have
it's
an
online
community
of
where
people
are
anonymous,
so
you
might
have
some
nasty
feedback,
so
you
could
prepare
so
students
for
that
as
well,
and
that's
where
the
community
aspect
is
really
important
and
the
main
thing
I
always
tell
everyone
is
to
start
small
and
iterate.
F
If
you
have
an
idea,
even
if
it's
a
crazy
idea,
let's,
let's
try
it
it's
important
to
make
mistakes
in
the
pilot
phase,
but
not
to
make
mistakes
at
scale,
let's
find
what
works
and
then
scale
it
up
from
there
and
I'm.
Also
just
calling
out.
We
have
a
regional
group
of
wicked
medians.
We
gather
about
once
a
year.
The
last
conference
with
ecology
and
Dava
was
in
Ghana
in
January,
and
the
next
one
will
probably
be
in
Tunis
in
2018.
F
So
if
that's
the
space
to
your
interest
in
learning
more
about
just
watch
for
it,
you
have
a
picture
of
them
somewhere.
So
if
this
is
something
that
you're
interested
in
I'm
going
to
talk
more
about
it
on
Wednesday
kind
of
a
more
practical
implementer
frame,
but
if
you
go
to
education
that
Wikimedia
org,
we
have
lots
of
documentation,
we
have
lots
of
case
studies.
We
have
a
step-by-step
guide
for
planning
a
program
so
starting
with
your
goal,
what
what
is
your
goal?
And
why
is
that
your
goal
to
what
is
the
classroom?
F
Look
like
to?
How
do
you
evaluate
to
how
do
you
iterate
so
that
that's
the
main
gist
of
it
and
I
wanted
to
leave
you
with
a
picture
of
some
of
our
community
from
Africa?
So
this
is
from
January
from
our
wiki
in
Java
in
2017,
and
maybe
we'll
see
you
at
the
next
one
in
2018,
I
don't
have
business
cards
on
me,
I'm
apologize.
So
if
you
do
want
feel
free
to
take
a
picture
of
this
and
talk
to
me,
online
I'm,
usually
pretty
easy
to
find
I
have
a
very
unique
name.
Alright.
A
Don't
you
try
again
for
a
very
interesting
presentation,
I
think
you
are
well
served
by
the
decision
we
had
for
inspiring
presentation.
I
think
they
give
us
a
lot
of
food
of
thought
for
the
next
round
table
discussion,
but
before
we
go
to
the
next
one,
let's
have
a
few
minutes.
I
think
15
minutes
of
questions
and
answers.
So
there
any
question:
okay,
Boubacar
and
let
me
identify
a
few
of
you
and
then
yes,
I
think
you
from
a
career
if
it's
from
Uganda,
yeah
and
okay,
the
queue
okay,
Boubacar
and
KITT-
introduce
yourself.
G
Thank
you,
david
Boubacar,
bye,
Warren,
I
have
a
question
to
mrs.
Freeman
about
the
Mikey
OpenCourseWare.
You
mentioned
that
you
are
providing
the
contents,
you
know
to
be
stored
locally.
You
know
for
institutions
that
are
educational
institution
for
not-for-profit,
and
you
said
that
the
cotton
is
updated.
So
how
often
is
it
updated?
And
you
say
that
it
is
on
on
hard
disk?
What
is
the
volume
of
the
content
and
we
also
have
a
process
whereby
you
know
it's
transferred?
You
know
to
pipes.
C
Yeah,
so
the
content
is
static.
It's
meant
for
schools
who
have
trouble
getting
access
to
Internet,
but
a
hard
drive.
All
you
have
to
do
is
you
know,
OCW
and
ask
for
it
yeah
and
it's
the
entire
website.
It's
everything
on
the
website,
including
our
companion
websites.
Oh
yeah,
does
that
answer
your
question
and.
C
H
Like
asana
from
Uganda
Rennick,
Uganda
I
was
very
interested
in
that
presentation
of
Paul
from
Kenya
I
just
had
a
few
questions
to
be
clarified
when
you
say
you
had
several
stages
of
prime.
Is
that
prime,
like
prime
time
or
priming
like
priming
a
pump,
because
we
just
used
the
word
prime,
so
I
was
not
sure
whether
you
went
reference
of
fine-tuning
what
you
had
done
in
the
first
stage
then.
Secondly,
you
mentioned
the
figure
of
200
million.
U.S.
dollars
is
that
for
a
particular
phase
or
for
the
whole
project
so
far,.
D
In
the
implementation
of
the
program
by
Kenya,
the
first
thing
we
did
was
a
pilot
taste
of
the
program.
We
did
it
in
around
150
school,
the
place
where
that
the
solution
works
for
a
period
of
six
months
within
that
three
earth,
when
the
tradition
was
going
to
be
walk
in
Latin,
we
were
loud,
so
we
cool
it.
Prime
planning
that
was
prime
planning.
They
have
the
last
part
of
the
success
of
the
program
on
the
issue:
the
200
million
u.s.
dollars
that
is
phase
1
of
the
program,
4
+
1,
+,
2,
+
3.
I
Hi
everyone,
my
name,
is
Ida
and
I'm,
a
director
for
the
regional
consortium
of
experts
and
chair
for
outreach
for
the
internet
society
Kenya
chapter.
My
question
is
to
MIT
and
definitely
yes,
the
lovely
lady
intelligent
lady,
because
and
the
question
would
be-
it's
really
exciting-
to
hear
that
you're
actually
rolling
out
eLearning
and
integrating
it
or
sharing
this
resources
that
you
have
non-governmental
organizations
I
think
it's
very
exciting.
Thus
the
features
of
the
which
should
be
done
we've
been
advocating
for
this
for
a
long
time.
I
C
I
think
one
of
the
issues
is
proprietary
technology
and
a
lot
of
professors.
A
lot
of
professors
feel
that
they're
engaging
in
novel
research
that
they're
the
might
get
stolen
or
I've
also
I've
been
told
by
professors
that
they
feel
that
it
cheapens
the
experience
for
students
there,
which
I
have
talked
to
so
many
students
at
MIT,
who
none
of
them
feel
that
way
and
I
think
that
we
just
need
to
spread
that
message.
A
And
maybe
I
can
I
can
say
something
here,
I
think,
and
that
is
something
that
will
be
interesting
for
our
discussion
in
the
next
session.
The
biggest
challenge
for
Africa
will
be
to
have
its
own
contempt
for
the
coming
years.
I
think
Aminata
said
well,
it's
good
to
have
MOOCs
and
so
on,
but
they
won't
have
a
lot
of
impact.
The
way
they
are
I.
Don't
think
that
you
know,
maybe
they
can
be
an
additional
document,
but
now
we
have
our
own
curricula.
We
have
our
old
history.
A
A
We
might
have
good
reasons
before
I
think
the
relation
connectivity
was
might
be
an
issue
before,
but
I
think
it's
less
of
an
issue
today.
Many
Africans
have
reasonable
connectivity
to
edit
no
Wiki
Wikipedia
in
through
that
we
might
not
have
write
the
data,
but
if
you
have
the
world
I
think
there
will
be
the
way.
A
So
how
can
we
really
work
to
ensure
that
in
the
next
10
years,
the
picture
that
we
have
seen
will
change
drastically
and
we
were
really
a
very
different
picture
and
we
can
do
I
have
seen
in
know
in
some
other
areas
where
we
had
such
a
dark
picture?
Where
we
have.
You
know
the
mobile,
an
example.
You
know
we
always
have
you
know
Africa
nothing
is
happening,
and
then
you
know
when
we
had.
A
G
Google
Kerrigan,
actually
I
want
I
wanted
to
have
I
had
a
question
for
puska.
You
said
it
right
right
now,
David
that
connectivity
will
become
less
and
less
an
issue
and
I
do
think
that
sharing
knowledge
is
also
very
important.
You
know,
even
in
the
region.
Originally,
you
know
between
the
countries.
I
wanted
to
ask
a
question
to
pass
car.
Oh,
do
you
have
measurements
or
data
or,
if
not,
we
intend
to
measure.
G
Let's
say
traffic
between
the
members
of
Luton
Italians.
You
know
excluding
transit,
you
know
traffic,
you
know
that
is
just
you
know,
just
just
cost
account
rate.
You
know
to
go
to
u-dub
or
something
like
that.
Do
you
have
figures?
You
know
on
exchange
of
traffic
between
the
countries
that
are
members
of
Internet,
others
I
think
this
is
something
also
that
will
be
very
important.
You
know
to
measure
you
know
when
our
ones,
our
three
original
networks,
you
know,
are
interconnected.
B
B
We
met
a
Malayan
student
who
is
doing
a
PhD
student
at
the
inverse
of
Cape
Cod
Cape
Town
in
South
Africa,
and
we
have
read
at
his.
His
research
topic
is
really
to
analyze
the
impact
of
the
connectivity
in
term
of
research
output
and
he
would
act
when
they
did
it
a
certain
number
of
super
country,
and
we
want
to
found
out
of
his
study
so
that
we
can
share
data.
B
They
will
be
ready
in
a
in
one
and
half
year
time
and
we
have
not
yet
finalized
the
the
grant
that
we
want
to
fund
not
related
to
eat,
but
it's
something
that
will
get
it
very
soon.
We
know
from
a
preliminary
study
that
we
have
shared
with
us
that
the
in
terms
of
traffic
budget
cuts
group
between,
for
example,
South,
Africa
and
Kenya
in
South
Africa
and
in
Tanzania,
and
so
so
we
have
some
clear
indication
that
sense.
The
network,
the
physical
network,
exists
and
researcher
are
using
it.
B
The
term
of
collaboration
and
traffic
has
rules
spreaded
in
the
region
and
get
there
or
greater
figures
be
a
year
when
DNA
half
time
our
blood
sense
I
have
the
Mike
deGruy
opportunity
that
way
to
add
try
to
answer
what
you
were
saying:
I
think
it
so
they're
coming
here.
The
most
important
for
us
is
a
real
regional
strategy
in
terms
of
knowledge,
producing.
B
So
we
need
to
organize
our
said
quality
a
student
to
apply
for
all
online
teaching
online
classroom,
be
learning,
and
also
the
knowledge
that
is
produced
is
only
a
professor
in
the
field
that
can
confirm
if
an
article
on
a
genetic
on
the
website,
the
reflect
listed,
the
knowledge
on
business-
this
is
a
bit
of
a
life,
could
be
very
dangerous
to
live
our
youth
when
copy
things
which
program
is
not
relevant.
So
the
Quality
Assurance
is
one
aspect
as
we
were
sailing
with.
The
connectivity
is
not
a
major
issue.
B
F
Just
wanted
to
briefly
talk
to
talk
about
the
connectivity
issue,
because
I
think
when
I
showed
the
map
I
think
I
gave
a
quick,
throw
away
explanation
of
there's
less
connectivity
in
sub-saharan
Africa
and
that
may
have
been
the
problem
and
I
think
that's
a
very
simplistic
explanation,
because
I
think
it
we've
seen.
That
is
also.
If
you
build
it,
they
will
come
mentality,
so
it
once
there's
high-speed
broadband
everywhere.
F
Then
their
problem
is
fixed,
but
I
think
we
saw
in
the
in
the
reaction
presentation
that
if
you
don't
think
about
the
user,
the
use
case,
the
socio-political
cultural
other
implications,
people
may
not
use
it
to
know
the
value
of
using
it.
So
we
see
a
situation
where
you
could
compare
a
sub-saharan
Africa
to
the
Arabian
Gulf.
The
Arabian
Gulf
builds
their
infrastructure.
They
have
education
cities,
they
also
have
no
Wikipedia
editors.
So
why
is
that?
So?
F
J
Collaborative
MOOC,
thank
you
for
the
constitution
of
a
collaborative
MOOC,
because
we
faced
a
specific
problem.
Each
time
we
taught
or
we
try
to
work
on
online
content,
teachers
or
professors
just
refused
to
get
to
provide
notes
or
marks
to
students
who
validated
online
courses
because
they
said
that,
first
of
all,
the
internal
rules
of
the
educational
system
we
had
in
Senegal
just
didn't
recognize
the
fact
that
the
student
could
also
learn
online.
So
it
was
not
only
a
difficulty
based
on
the
access
or
the
difficulty
was
more
a
regulation
problem.
J
So
what
we
decided
to
do
was
to
to
work
with
four
other
universities.
We
are
actually
working
with
PMO's
to
call
the
Ecole
Polytechnique
OCR
massacre
of
yaoundé
with
Lausanne
and
to
provide
one
content
that
should
be,
or
can
be
recognized
by
all
four
institutions
and
can
be
shared
because
they
have
been
produced
collaboratively
between
four
teachers
for
four
different
institutional
and
three
of
them
being
African,
but
be
able
to
do
that.
J
J
A
K
K
K
Quality
of
scientific
production,
you
have
a
committee
that
refines
the
quality
or
for
what
is
uploaded
or
new
platform,
as
lecturers
or
investor
would
like
to
contribute,
because
the
students
use
that
content
by.
We
are
not
sure
whether
the
content
is
vetted.
How
do
you
vet?
How
do
you
verify
the
content
is
robots?
K
Thank
You
Pascal,
you
may
respond
and
then
tie
well.
Thank
you
this
lemon.
What
I
said
is
that,
and
that
applies
to
work
in
the
practice.
Will
we
reduce
one
work,
Renoir
its
own
network
right
now,
it's
not
available
right
now,
ultimate
in
the
digitization.
We
have
a
leasing.
We
have
least
two
cables
that
go
from
Cape
Town
to
Amsterdam
by
the
West
Coast
and
to
get
down
to
London
from
the
East
Coast.
So
we
have
a
physical
infrastructure
and
we
have
the
national
and
network
for
research
in
education
which
are
connected
and
they
pay.
K
You
can
the
research
network
engineer,
engineer
person
eyes
they
you
can
discuss
with
him
and
that's
what
leads
us
to
that
point:
the
pooling
of
resources
and
the
prices
go
down
before
that
doctor
edition,
who
is
sitting
next
to
you,
conducted
a
study
on
the
issue
and
he
realized
that
countries
like
Zambia
were
paying
$600
per
megabyte.
Second
$600.
Today
we
are
talking
about
$30.00.
So
why
is
that?
So?
F
Question
I'm
going
to
respond
in
English,
I'm,
sorry,
but
I
think
it's
a
very
good
question
and
it's
a
question:
I
get
every
time.
I
present,
so
thank
you.
Quality
is
obviously
a
concern
and
verifiability
and
verification,
and
so
there's
a
few
caveats.
Wikipedia
is
different,
so
English
versus
French
versus
Italian
versus
Arabic.
You
can
look
at
the
same
article
and
they
will
be
different
articles
they're
not
linked,
so
you
might
have
a
high
quality
article
in
English
and
a
not-so-good
article
in
Italian.
That's
just
the
reality.
Wikipedia
in
general
is
a
mixed
bag.
F
You
can
have
very
high
quality
content
there
and
you
can
have
some
frankly
poor
quality
content.
There
are
a
few
that
we're
trying
to
get
better
at
signifying
which
content
is
good.
Community
will
do
what
is
basically
a
peer
review
and
review
quality
or
content
based
on
a
rubric,
and
so
there's
standards
for
good
articles
and
featured
articles
that
are
shared
across
languages.
So
I
mentioned
that
of
the
quality
content
in
Arabic.
F
10%
of
that
has
come
from
our
students
in
Cairo
Egypt,
which
is
a
huge
accomplishment,
but
there's
not
there's
not
a
lot
of
those
articles.
We're
talking
about
a
few
thousand
article,
maybe
tens
of
thousands
of
articles
in
English.
So
it's
a
small
pool
of
peer-reviewed
content
and
it
varies
from
language
to
language,
but
we
are
transparent
about
everything.
So
if,
if
you
see,
if
you,
if
someone
sees
an
issue
with
an
article,
we
flag
it
at
the
top,
this
article
doesn't
have
sources.
This
article
has
poor
language.
F
A
E
Would
like
to
and
some
information
once
the
walk
renew
has
been
established.
This
will
be
a
closed
Network.
He
will
be
a
communication
network
that
does
not
go
through
the
economic
operators
that
actually
bill
the
usage
of
this
bandwidth
in
the
region,
so
this
will
be
a
very
specific
network
with
specific
agreements
that
will
allow
them
to
actually
use
a
closed
network.