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Abstract/Syllabus:
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Gaudi, Manish, and Shigeru Miyagawa, 21F.034 Media Education and the Marketplace, Fall 2005. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 09 Jul, 2010). License: Creative Commons BY-NC-SA

An MIT student teaching computer science principles to African students in Ghana. (Image courtesy of MIT-AITI.)
Course Highlights
This course features student papers and presentations in the projects section.
Course Description
This instance of "Media, Education, and the Marketplace" focuses on the rise of information and communications technologies (ICTs) during the age of globalization, specifically examining its effect and potential in developing nations across the world. In particular, the class will focus on the following three components:
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"Media" – ICTs, specifically the dramatic rise in use of the Internet over the past twenty years, have "globalized" the world and created opportunities where very few have been available in the past. We are entering a phase where an individual can significantly improve his or her own economical, political, and social circumstances with just a computer and Internet connection. This course investigate these profound developments through current research and case studies.
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"Education" – With projects such as MIT's OpenCourseWare, the major players in the world are beginning to understand the true power of ICTs in development. Throughout this class, we examine projects that harness the benefits of ICTs to create positive social change around the world.
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"Marketplace" – The focus is on the developing regions of the world. Specifically, the term "digital divide" is tossed around in everyday language, but what does it really mean? Is there an international digital divide, a national digital divide, or both? Should we try to bridge this divide, and how have past attempts succeeded and (for the most part) failed? Why? These are all questions that are asked throughout this course.
This course has a very unique pedagogy, which is discussed in more detail in the syllabus section.
Special Features
Technical Requirements
Special software is required to use some of the files in this course: .xls.
Syllabus
Course Description
This year, "Media, Education, and the Marketplace" focuses on the rise of information and communications technologies (ICTs) during the age of globalization, specifically examining its effect and potential in developing nations across the world. In particular, the class will focus on the following three components:
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"Media" - This year, we have chosen to focus on information and communication technologies as a form of media. ICTs, specifically the dramatic rise in use of the Internet over the past twenty years, have "globalized" the world and created opportunities where very few have been available in the past. As Thomas Friedman claims in his new book, "The World is Flat," we are entering a phase where an individual can significantly improve his or her own economical, political, and social circumstances with just a computer and Internet connection. This course investigates these profound developments through current research and case studies.
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"Education" - With projects such as MIT's OpenCourseWare, the major players in the world are beginning to understand the true power of ICTs in development. Throughout this class, we examine ICT projects that harness the benefits of technology to create positive social change around the world.
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"Marketplace" - This semester, our focus is on the developing regions of the world. Specifically, the term "digital divide" is tossed around in everyday language, but what does it really mean? Is there an international digital divide, a national digital divide, or both? Is it a significant problem, or should we be worrying about more immediate needs such as food, shelter, and sanitation? Should we try to bridge this divide, and how have past attempts succeeded and (for the most part) failed? Why?
These are all questions that are asked throughout this course.
Course Objectives
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The main objective of this course is to expose the student to a vast body of knowledge on the different uses of information and communication technologies throughout the globe, focusing especially on developing regions of the world. Much of the class focuses on discussion based on readings assigned out of class.
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Another objective of this course is to give students hands-on experience with international development through technology. Throughout the course of the semester, we work on globally-based projects that leverage the benefits of information and communication technologies to positively affect an underdeveloped community. These projects are organized remotely by the class organizers and project leads.
Course Format and Topic Oral Presentations
This course resembles a graduate-level seminar in terms of format and style. There is an extensive list of readings for each lecture, and each student is expected to read all of the assigned material before attending class!
For each lecture that does not feature a guest lecture, we begin with a presentation from a few students on the assigned readings. The presentations should focus on the content of the readings, but should not be a summary of the readings! We are not looking for a book report; rather, we are expecting to hear the student's thoughts and insight on the matters present in each set of readings. Outside research is expected for these presentations, and they will be a substantial portion of the grade. Each presentation should be approximately 20-25 minutes in length. Also, each presentation should end with a list of outstanding questions/issues that the class can then take up for discussion.
Fieldwork Projects
Each student in the course works on a project that affects either a local or global community. The class organizers feel that having on-site experience with issues relating to information technology and development is crucial to understanding the underlying difficulties in implementing effective ICT policy, both at home and abroad. These project ideas are showcased in the lecture notes section.
There are three options for this field work:
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IAP-focused local/global fieldwork: If this option is chosen, the student is responsible for actively seeking funding throughout the term for a local or global ICT-related project to be completed during January 2006.
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Fall-focused local fieldwork: If this option is chosen, the student is responsible for actively participating in and contributing to an ICT-related project throughout the fall semester (i.e. on the order of a few weekends).
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Other: Another option concocted by the student and approved by the course instructors.
Options for both local and global projects exist, and the class organizers review them at the beginning of the class. There is no guaranteed funding for any projects, however.
Final Projects
In addition to the ongoing development project, each student will choose a topic to expound upon over the course of the semester. This topic will either stem from the readings, a list provided by the instructor, or the student's mind!
Ideally, the students should focuses on a case study relating to ICT and development. This is not required, however. At the end of the semester, all of these final projects are put together and we publish a comprehensive analysis. This document is forwarded to many interested parties after its completion, and the students are a part of a new and exciting piece of literature in this field!
Attendance Policy
This course has been designed in a seminar-style format, so lecture attendance is essential! A portion of the final grade will be based on classroom participation. If you cannot attend a class, please inform the instructor ahead of time with the justifiable reason for the absence.
For an excused absence, you are given the option to complete a make-up assignment to regain your participation points for that day. The assignment would then be distributed by the professor upon request by the student, and would be due at the beginning of the following lecture. You are only able to exercise this option twice during the course. There will be no opportunity to make up participation points for an unexcused absence.
More than two (2) unexcused absences will result in a failing grade for the course.
Grading
The grading scheme for this course is as follows:
Grading criteria.
Activities |
Percentages |
Class Participation and Attendance |
20% |
Writing |
WSIS Assignment |
10% |
Fieldwork Project Summary |
5% |
Fieldwork Proposal I |
10% |
Fieldwork Proposal II |
10% |
Case Study Final Paper |
20% |
Oral |
Topic Oral Presentation |
15% |
Case Study Oral Presentation |
10% |
Required Textbooks
Norris, Pippa. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Cambridge, UK: Cambridge University Press, 2001. ISBN: 0521002230.
Wresch, William. Disconnected: Haves and Have-nots in the Information Age. New Brunswick, NJ: Rutgers University Press, 1996. ISBN: 0813523702.
Writing and Speaking Assignments for a Communication Intensive Course
Communication intensive subjects in the humanities, arts, and social sciences require at least 20 pages of writing divided among a number of assignments, at least one of which is revised and resubmitted. This class requires three (3) papers that total at least 21 pages in length (double-spaced). The first essay will be graded and returned to you for your revision and resubmission. This resubmission will receive a grade separate from the grade on the first draft. The resubmission grade will be based on the extent and quality of the revision (e.g., a B paper that is poorly revised may receive a C for the resubmission).
HASS-CI subjects also offer students substantial opportunity for oral expression, through class discussion and student presentations. This class requires all students to participate in a weekly discussion of the assigned reading and films. In addition, each student will make two (2) formal presentations, both of which will receive written feedback and be graded. The first presentation will be on your second essay, and the second presentation on your final essay. To guarantee sufficient attention to student writing and substantial opportunity for oral expression, the number of students in this class is limited to 18. (In other CI-H classes, enrollment may increase to 25 if a writing tutor is assigned.)
Grading of Written Work
Essays are designed to encourage students to engage with the main themes of the course, while also taking a comprehensive and analytical look at the materials. Written work will be graded according to three criteria:
- Argument: Is there a coherent thesis? How clearly is the argument stated in the introduction and developed throughout the paper? Do the steps of the argument make sense and lead logically to the conclusion?
- Evidence: How well does the essay use the evidence available from the class materials (readings, lectures, films)? Are there contradictory examples that should be discussed to eliminate doubts?
- Style: How well is the paper written? Has it been carefully proofread? Does the paper length match the assignment?
Oral Presentations
Oral presentations will be based on the second and third writing assignments. They will be graded according to following criteria:
- How well organized is the presentation? Does the presenter make the key questions clear? Is there a provocative idea that deals with topic?
- How effectively does the student communicate his/hers ideas, questions, and insights? Are there handouts or other materials that aid in understanding?
Calendar
Course calendar.
WEEK # |
TOPICS |
Presenters |
1 |
Introduction and Logistics for Class |
Prof. Shigeru Miyagawa
Mr. Manish Gaudi |
2 |
Case Study: The MIT OpenCourseWare Story
WSIS Discussion |
Prof. Shigeru Miyagawa |
3 |
Bridging the Digital Divide: Is There Anything to Bridge? Is It Worth It? |
Students |
4 |
Effective Proposal Writing |
Mrs. Sally Susnowitz |
5 |
Case Study: ICT Projects at MIT: A Student Panel |
Ms. Anat Binur
Mr. Manish Gaudi
Mr. Dan Wheeler |
6 |
The Relationship between ICTs and Entrepreneurship |
Students |
7 |
ICTs for Development: Past Projects |
Students |
8 |
Case Study: ICT Projects at MIT: A Faculty Panel |
Prof. Richard Larson, LINC
Prof. Jesus del Alamo, iLabs |
9 |
ICTs and Healthcare |
Students |
10 |
WSIS Wrap-Up
ICTs and Nations |
Ms. Anita Chan |
11 |
ICTs and Democracy |
Students |
12 |
Evaluation
Open Office Hours: Projects |
N/A |
13 |
Final Project Presentations |
Students |
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Further Reading:
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Readings
Required Textbooks
Norris, Pippa. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Cambridge, UK: Cambridge University Press, 2001. ISBN: 0521002230.
Wresch, William. Disconnected: Haves and Have-nots in the Information Age. New Brunswick, NJ: Rutgers University Press, 1996. ISBN: 0813523702.
Required readings for each class session are included in the table below.
Course readings.
WEEK # |
TOPICS |
READINGS |
1 |
Introduction and Logistics for Class |
|
2 |
Case Study: The MIT OpenCourseWare Story
WSIS Discussion |
Goldberg, Carey. "Auditing Classes at MIT, on the Web and Free." The New York Times, April 4, 2001.
Vest, Charles M. "Why MIT Decided to Give Away All Its Course Materials via the Internet." The Chronicle of Higher Education: The Chronicle Review, January 30, 2004.
Lerman, Steven R., and Shigeru Miyagawa. "Open Course Ware: A Case Study in Institutional Decision Making." Academe (September-October 2002).
Diamond, David. "MIT Everywhere." Wired Magazine, August 27, 2003. |
3 |
Bridging the Digital Divide: Is There Anything to Bridge? Is It Worth It? |
National Telecommunications and Information Administration. "Falling through the Net: Defining the Digital Divide." In The Digital Divide: Facing a Crisis or Creating a Myth? Edited by Benjamin M. Compaine. Cambridge, MA: MIT Press, 2001, pp. 17-46. ISBN: 0262531933.
Friedman, Thomas. The World is Flat: A Brief History of the Twenty-First Century. New York, NY: Farrar, Straus, and Giroux, 2005, pp. 3-47. ISBN: 0374292884.
Norris, Pippa. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Cambridge, UK: Cambridge University Press, 2001, chapters 1-2, pp. 3-38. ISBN: 0521002230.
Compaine, Benjamin, ed. "Information Gaps: Myth or Reality?" In The Digital Divide: Facing a Crisis or Creating a Myth? Cambridge, MA: MIT Press, 2001, pp. 105-118. ISBN: 0262531933.
Compaine, Benjamin, and Mitchell J. Weinramb. "Universal Access to Online Services: An Examination of the Issue." In The Digital Divide: Facing a Crisis or Creating a Myth? Edited by Benjamin M. Compaine. Cambridge, MA: MIT Press, 2001, pp. 147-177. ISBN: 0262531933.
Alden, Christopher. "Let Them Eat Cyberspace: Africa, the G8 and the Digital Divide." Millennium: Journal of International Studies 32, no. 3 (2003): 457-476. |
4 |
Effective Proposal Writing |
Proposal Writing: Internet Resources - pay close attention to the following sections:
- Basic Elements of Grant Writing
- GrantProposal.com
- Proposal Writing Short Course
- Proposal Writing Budgeting Basics
Friedman, Thomas. The World is Flat: A Brief History of the Twenty-First Century. New York, NY: Farrar, Straus, and Giroux, 2005, pp. 309-336. ISBN: 0374292884. |
5 |
Case Study: ICT Projects at MIT: A Student Panel |
Binur, Yaron, and Manish Gaudi. "A Student-Teaching-Student Model in Kenya: A Case Study Following the Progress of the MIT-Africa Internet Technology Initiative." Working paper.
Gaudi, Manish, and Bryant Harrison. "MIT-AITI Executive Summary: September 2005." Working paper.
Wresch, William. Disconnected: Haves and Have-nots in the Information Age. New Brunswick, NJ: Rutgers University Press, 1996, Preface, Introduction, and Part I. ISBN: 0813523702. |
6 |
The Relationship between ICTs and Entrepreneurship |
Prahalad, C. K. The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits. Upper Saddle River, NJ: Wharton School Publishing, 2005, chapters 1, and 3. ISBN: 0131467506. |
7 |
ICTs for Development: Past Projects |
Annamalai, Kuttayan, and Sachin Rao. What Works: ITC's e-Choupal and Profitable Rural Transformation. Case Study by World Resource Institute. Ann Arbor, MI: University of Michigan, 2003.
Phipps, Keisha, Genevieve Sangudi, and Steven Woolway. What Works: Healthnet Uganda's Evolution from NGO to Sustainable Enterprise. Case Study by World Resource Institute. Ann Arbor, MI: University of Michigan, 2003.
Cohen, Nevin. What Works: Grameen Telecom's Village Phones. Case Study by World Resource Institute. 2001.
Casas, Cynthia, and William LaJoie. Voxiva. Case Study. Ann Arbor, MI: University of Michigan, 2003. |
8 |
Case Study: ICT Projects at MIT: A Faculty Panel |
Larson, Richard C., and M. Elizabeth Murray. "Distance Learning as a Tool for Poverty Reduction: A Focus on Two Countries, China and Mexico." Submitted as a Working Draft through the Learning International Networks Consortium (LINC). Cambridge, MA: MIT, 2005.
Hardison, J., D. Zych, J. A. del Alamo, V. J. Harward, S. R. Lerman, S. M. Wang, K. Yehia, and C. Varadharajan. "The Microelectronics WebLab 6.0 - An Implementation Using Web Services and the iLab Shared Architecture." Presented at the Exploring Innovation in Education and Research Conference. Tainan, Taiwan, March 1-5, 2005.
Del Alamo, J., et al. "iLab: A Scalable Architecture for Sharing Online Experiments." International Conference on Engineering Education. Gainesville, FL, October 16-21, 2004.
Wresch, William. Disconnected: Haves and Have-nots in the Information Age. New Brunswick, NJ: Rutgers University Press, 1996, part II. ISBN: 0813523702. |
9 |
ICTs and Healthcare |
Aanestad, Margunn, et al. Strategies for Development and Integration of Health Information Systems: Coping with Historicity and Heterogeneity. Working Papers in Information Systems. Oslo, Norway: University of Oslo Information Systems group, 2005.
Adeyemi, Ao, Ayegboyin. A Study on the Use of Information Systems to Prevent HIV/AIDS in Lagos State, Nigeria. Informedica: Information and Communication Technologies in Healthcare Development. 3rd Virtual Congress in Internet: March 1-30, 2004.
Braa, Jørn, and Calle Hedberg. Developing District-based Health Care Information Systems: The South African Experience. MS. |
10 |
WSIS Wrap-Up
ICTs and Nations |
Chan, Anita. "Coding Free Software, Coding Free States: Free Software Legislation and the Politics of Code in Peru." Anthropological Quarterly 77, no. 3 (2004): 531-545. |
11 |
ICTs and Democracy |
Norris, Pippa. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide. Cambridge, UK: Cambridge University Press, 2001, parts II and III. ISBN: 0521002230. |
12 |
Evaluation
Open Office Hours: Projects |
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13 |
Final Project Presentations |
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iREACT

An iREACT co-founder, Jamira Cotton, teaching in Zambia during the summer of 2005. (Image courtesy of Jamira Cotton.)
Purpose
"iREACT (Internet Resources Equipping Africans for College and Technology) is a three week program for fifteen top performing junior year students in Limbe, Cameroon to equip them with necessary resources for successfully applying to college. The program will run from January 10 – 28, 2006 in Limbe, Cameroon. Fawah Akwo and Jamira Cotton will be the instructors for the course. Note that all material on this page is presented with the permission of Fawah Akwo and Jamira Cotton."
iREACT Presentation (PDF)
iREACT files.
TOPICS |
Slides |
related resources |
Phase I: Getting Started and Information about College |
Introduction to Program |
(PDF) |
|
Blogs |
(PDF) |
GreatestJournal
Pitas.com
Xanga.com
LiveJournal
Blogger
DeadJournal |
Studying Science and Engineering |
(PDF) |
Transworld Education |
Being an International Student in America |
(PDF) |
Yaunde
International Information Programs |
Financing an Education abroad |
(PDF) |
College Board |
Phase II: Developing Yourself as an Exceptional Applicant |
SAT Introduction |
(PDF) |
SAT
The Princeton Review
Peterson
Test Preview
4Test
Education Planner |
Introduction to TOEFL |
(PDF) |
education USA |
Essay Information |
(PDF) |
Sample Essays
Essay Writing Tips
The Princeton Review |
Phase III: Focus on the Individual |
ESL Training
Special software is required to use some of the files in this section: .rm.
Purpose
This page is dedicated to an ESL training program developed in 21F.034 / CMS.930. Below are tutorials targeted for South Korean students trying to learn English. This page is to serve as a proof of concept that this type of web-based educational material is very effective in teaching communication skills. These tutorials were created by Susan MacDonald. Note that all material on this page is presented with the permission of Susan MacDonald.
How to use this site. (RM - 56K) | (RM - 220K)
Table one.
Level 1 (Beg. Int.) |
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Class 1 |
Title |
The Messy Apartment |
Topic |
Agreeing |
Grammar Highlights |
Verb: need |
English Expressions & Vocabulary |
I couldn't Agree with You More; so (emphatic words) |
Pronunciation and Intonation |
Couldn't (cuhdnt); What Do You (whaddoyou); I'll (eyeyull) |
Video (RM - 56K) | (RM - 220K)
Video Text (PDF)
Table two.
Level 2 (Int.) |
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Class 1 |
Title |
Birthday Blues |
Topic |
Disagreeing |
Grammar Highlights |
Auxiliary Verbs: have to |
English Expressions & Vocabulary |
That's out of the Question; but/however (contrast) |
Pronunciation and Intonation |
Out of (ahouda) |
Video (RM - 56K) | (RM - 220K)
Video Text (PDF)
Table three.
Level 3 (Adv. Int.) |
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Class 1 |
Title |
Midterms |
Topic |
Greetings |
Grammar Highlights |
Omission: (are), (it's, that's, do you) |
English Expressions & Vocabulary |
Going Nuts; Crazy (emphatic words); To Pull an All-nighter; Sounds Like a Plan |
Pronunciation and Intonation |
Rising Intonation-Maybe Just a Few Hours? |
Video (RM - 56K) | (RM - 220K)
Video Text (PDF)
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