6533b870fe1ef96bd12cf3a8
RESEARCH PRODUCT
CSCL for NGO's Cross cultural Virtual Teams in Africa: An Ethiopian Children Advocacy Case Study against Exclusion and toward Facilitation of Expression, Innovation and Creativity
T. LubartS. CarterR.r. KleinJ. LasonenG. ChabertR. Letaiefsubject
Computer scienceBest practicemedia_common.quotation_subject050109 social psychologyThe artsEducationCreativityCultural diversityPedagogyCross-cultural0501 psychology and cognitive sciencesInnovationChildrenmedia_commonCollaborative softwarebusiness.industry4. EducationInformation sharing05 social sciences1. No poverty050301 educationNGOCreativityContext analysisComputer-supported collaborative learningAfricaFacilitation[SHS.GESTION]Humanities and Social Sciences/Business administrationUser interfacebusiness[SHS.GESTION] Humanities and Social Sciences/Business administration0503 educationArtMeaning (linguistics)description
This exploratory pilot study shows that NGO's involved in Children Advocacy through Arts in Africa are willing to use a groupware, meaning a computer supported collaborative learning (CSCL) environment. Innovative ideas and best practices among NGOs would be shared easily worldwide. Little scientific information is available to help them make a sound choice. This study suggests that some NGOs based in Ethiopia/Africa have specific needs which should translate in specific context analysis and interface development: 1) an intercultural approach to creativity, arts and innovation, and 2) emphasis should be placed on tools to facilitate asynchronous systematic conception and sharing of intra and cross-organizations information (log book, systematic case studies forms, best practices, music/sound, picture, short movies, literature,) to facilitate continuity, synergy, creativity and innovation. Under contribution being also a problem for most online communities, human and social sciences could provide mid level design principles to improve motivation.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2005-01-01 |