Can an ICT professional be trained to spark innovation

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Title: Can an ICT professional be trained to spark innovation

1
Can an ICT professional be trained to spark
innovation?

2
Background edTech?

3
Parameters of the group

key figures 5-10 senior researchers, 25 PhD
students, external funding 800.000 euros/year
focuses on educational technology creation
from multiple aspects
together with real learners
CS-home calls for technology development rather
than evaluation
RD of visualization, robotics, concept design,
text analysis storytelling methods for those
who suffer from significant learning challenges
(spec ed, ICT4D, seniors)

4
Creativity and innovation CS/ICT/IS education

How come does our education train professionals
who can design an architecture to meet the needs
written in a specification, for making existing
processes more efficient
but not experts who can creatively, critically
and supportingly talk with their customers and
identify their real needs, from below for
innovative ISs working as agents of change?

5
Focus on Tanzania

integration of innovation and creativity in the
contextualized ICT undergraduate programme at
Tumaini University, Iringa, Tanzania
programme starts in September 2007
the goal is to make the students to the re-link
their new skills and knowledge to the needs of
that society where they have come from
sensing the needs and ideating fresh solutions to
them
freeing people from the slavery of ICT to the
mastery of their tools this freedom fight
requires sacrifices in terms of learning

6
The tale of two ?s freedom fight from the ground
7
Principles of the ICT programme

8
How to implement the programme

project-based courses are linked with the local
businesses especially via Tumaini Science Park
problem-based learning identifying the problem,
generating solutions, learning the theory behind
the (best?) solution
local efforts should be focused on the
contextualized courses that rise from the local
needs, for example
Multimedia production course students develop
multimedia based on the local folklore (yes,
bloody, emotional computing!)
Business and E-commerce production course
Combined course of Cyber law together with Law
department/faculty

9
Roadmap of the programme
10
Practical issues

which colour is ICT professionals collar when
mining a problem?
intercultural/universal fight with university
regulations
How can problem-based ICT courses be assessed?
How to make non-formal assessment possible?
combining partner universities research agendas
with Tumainis students practical exercises and
assignments win2

11
ICT programme in the light of ICT4D dialectics

exogenous vs. endogenous?
ethnocomputing.org discovering culturally
meaningful entry points to ICT, in the spectrum
between practical needs and theoretical models of
computation
Arrogance of ACM/IEEE CS/IS curriculum?
? or ??
gaining ownership to emerging vs. guaranteeing
access to given
open source or proprietary software?
garage mentality
partnership or delivery?
I4D, ViSCoS
Kids Club as an invention chamber vs. lego
programming course ICT students/ future
professionals role