MOOCs and what they mean for Africa

What are MOOCs?

MOOCs are a course of study made available over the Internet without charge to a very large number of people.

Massive Online Open Courses or MOOCs are essentially the digital extension (or transformation) of distance learning. The term was coined in response to the George Siemens of Athabasca University led course called ‘Connectivism and Connective Knowledge’ which experimented with mixing face to face students with digital participants from the general public in 2008. In 2011, Stanford University developed 3 MOOC courses which quickly gained more than 200,000 registrations combined in a matter of weeks.

By 2012 several well-financed providers such as Coursera, Udacity and edX emerged onto the scene touting content partnerships with several world elite and American ivy league universities alongside a multitude of lower tier university  and independently developed courses. For this article’s purpose we’d like to focus on what these MOOC courses mean for students and young professionals in Africa at large.

MOOCs in Africa

What kind of MOOCs exist?

  • xMOOCs – follow a traditional classroom style format where the eXpert (origin of the preceding x) determines curriculum content, leads a class via instructional video’s and classroom assignments during a given time frame. A lot of the courses on Coursera, for example, follow this method.
  • cMOOCs – do not follow a traditional model instead allowing the learner to choose and pace themselves on the content. The c stands for Connectivist, a which model attempts to push boundaries by also allowing for the learner to create content on the very subject material they are learning. Usually a mentor figure of some kind is still present just to loosely guide the process along but it is up to the learner to choose their own path. Many of the courses available on Treehouse a good example of cMOOCs.

What do MOOCs mean for Africa?

  • Access to an ever growing amount of educational content at little to no cost
  • Content is, in most cases, accessible across a number of devices

The courses you can find available at some of the world’s most popular MOOCs range from ‘Introduction to Artificial Intelligence’ to ‘Learning Basic English’. MOOCs are already taring down the access barriers to education enabling Africans to access world class content at very little cost.

Note that it’s not ‘for free’ as professed by many MOOC providers and mainstream media articles because this is not exactly the case in many instances for the average African user.  While a course like ‘Financial Markets 101’ from Yale University may now be open to participants at no cost for enrolment, the supporting ‘hidden’ costs to access this material for the average African user is largely ignored.

Access Problems

Two core issues at the heart of the multi-tiered problem are:

  • access to quality computing devices/facilities on the one hand
  • access to quality internet on the other.

Access to quality desk/laptop/mobile computing is lacking in many homes and institutions around Africa, the problem intensifies when we look at rural sectors of Africa. While low cost mobile somewhat provides a viable alternative to access MOOCs, not all MOOCs have optimised their content delivery for low end mobile systems.

Whether you are dealing with sporadic power dropouts in South Africa or Sierra Leone or exorbitant broadband internet access prices in Namibia or Mozambique, getting stable and fast internet access is still a hindering factor in many parts of Africa.

The above notwithstanding, MOOCs have the potential to enhance the efficiency of Africa’s public education systems (the so called ‘Ivory tower’ problem) if the political/academic will and social dynamic in the various countries is present.

What do MOOCs mean for me as a young African student or professional?

MOOCs mean that even without instructions or assistance from your lecturer or employer that you can gain world class knowledge, skills and accreditation by participating in a MOOC of your choice. The access problems notwithstanding, you can take courses in various fields offered by top elite universities such as Harvard, MIT or UCT at little to no cost.

The information and course content might not always be accurate or appropriate for your locale but nevertheless being able to study ‘Computer Science 101’ from Stanford University (The creators of Google studied there) in the comfort of your home or local library beats having to raise local equivalent in USD currency to attend the course physically. Never-mind the normal entry requirements to get into some of these ‘elite’ universities.

Some platforms such as Coursera or NovoEd, usually for a fee, also provide certification and accreditation upon course completion which is recognised by companies and institutions around the world.

MOOCs can also assist young entrepreneurs, if you are able to beat the internet access hurdles, you can enhance your skills cheaply and thereby decrease the risk of your business venture failing.

MOOCs in Africa

What do I need to access a MOOC?

  • Somewhat stable Internet access
  • A desk/laptop or smartphone/tablet
  • A willingness to learn and discipline to hold yourself accountable for finishing a given course

P.S. Many post 2013 Samsung smartphone/tablet devices ship with the ‘Samsung Learning Hub’ applications which provides access to a select number of MOOCs. If you are lucky to own an Apple device, they also ship with the iTunesU application which provides an extensive selection of MOOCs.

How do I find a MOOC that interests me?

A Google or search engine query is usually an easy enough method to find a suitable MOOC. For example the search: ‘Computer Science MOOC’ will return a good number of actual MOOC websites that offer such a course. Another search query method is ‘University name – class name MOOC’ e.g. ‘University of Cape Town Medical Science MOOC’.

Some prefer to research their most suitable MOOC by referring to ‘best of’ lists, which list MOOC platforms based on some or other criteria. We have included some of those lists below and more can be found via a search engine query (such as searching for ‘Best MOOCs’)

We’ve found MOOC List an excellent resource for people who really want to get specific. It is a comprehensive database of most MOOC courses available on various platforms to date.

We are happy to answer readers queries regarding MOOCs. Please either leave a comment or mail us for a reply.

Namibia to include coding in national curriculum

On the 26th of February 2016, UNESCO held a stakeholder meeting to discuss the findings of the YouthMobile coding workshop held in November 2015 which also served as a feasibility study to include a coding and computational thinking element into the Namibian public school curriculum.

The YouthMobile Initiative attempts to introduce young people to computer science programming (learning-to-code) and problem solving (coding-to-learn).

What is coding and computational thinking?

Coding refers to the creation of software for various platforms such as desktop PCs, mobile phones and other automated systems. Computational thinking refers to an open ended cognitive process that encourages arriving at meaningful answers using decomposition, data representation, generalization, modelling, and algorithms.

DSC_0636
Group picture of meeting participants

It was the second meeting to be held to plan how the Namibian implementation of UNESCO’s YouthMobile program will move forward in 2016 and beyond. Stakeholders present included amongst others:

Coding Workshop meeting
Maurice Nkusi of CTL at NUST center, Dr. Perien Boer head of Education faculty at UNAM left, NYC officers right

The coding workshop outcomes and findings, presented by Teaching and Learning unit of NUST Director Maurice Nkusi, highlighted the need to update the computer studies component of Namibian public school curriculum and how YouthMobile could serve as a platform to be leveraged towards that outcome. 2 functional application prototypes were demonstrated by workshop participants and the remaining certificates awarded to those not present at previous award ceremony in 2015.

“Coding refers to the writing of software for various platforms, be it desktop PCs, mobile phones and other automated systems.”

Tech Guys & UNESCO YouthMobile coding workshop meeting
Daisry Mathias, Youth Advisor at Office of the President of Namibia

It was decided that 3 additional regions are to be targeted during 1st half of 2016 beginning with a ‘Training of Trainers’ phase with additional logistical support from The National Youth Service and NBII.  Simultaneously UNAM and NUST are to assist in reviewing how open source derived course materials developed for YouthMobile by The Tech Guys can be implemented into the national curriculum.

Furthermore, it was discussed how Code.org, which has expressed interest in becoming a partner in the Tech Guys endeavour to positively disrupt the Namibian education system can become involved with an agreement has been formed with the education faculty at UNAM and subsequently other organizations to pursue the opportunity.

The program also received tentative support from the Office of The President represented by it’s Youth Advisor, Daisry Mathias, who stressed the need for the various players in Namibian digital innovation to stop operating in silo’s and form cohesive partnerships that could interface with government in a more efficient manner.

 

 

 

How To Speak Startup in Africa

Startups1

Many a times have I sat with various people across myriad entities we engage with locally in Namibia and in broader Africa and have been met with incredulous stares followed by ‘Say What Now?’ at the language that we employ.

If you work in the tech startup space (or have recently binge watched HBO’s Silicon Valley), you will notice that people speak with terms and abbreviations which might lead you to wonder if programmers have applied Zip compression to the English language while speaking.

In Namibia, and I suspect most of the emerging economies around the globe, this lingo tends to leave even IT managers of large scale firms scratching their heads. That being said, there is a lot to say for tech startups in Africa creating their own set of flummoxing abbreviations but let’s leave that discussion for another day.

However, The Tech Guys is here to demystify startup lingo into a more common lingua franca. The tech startup nerds in Africa, after all, are worth trying to understand as they’ll probably be the integral puzzle piece for African prosperity in the 21st century and beyond.

So, without further ado, I give you How To Speak Startup(Try not to be too serious about it….seriously though.):

Tech Startup – An unfunded group of people with an idea that potentially solves a problem using technology. They probably don’t sell or fix your PC’s or do email server installations. Not to be confused with your workplace IT helpdesk.

Code – what software engineers/programmers do.

Disrupt – To make a previous way of doing things look bad by using technology to do it a new and vastly better way.

MVP(Minimum Viable Product) – A prototype of your startup idea, that usually is little more than a Powerpoint presentation.

Acqui-hire – A strategy for acquiring talent pioneered by Google in the mid-2000s that happens when a bigger company thinks your team is good but your idea is hilariously bad. Also called a “signing bonus.”

Failure – A bad thing that has recently put on a pedestal as something to be celebrated.

Cashflow Positive – Someone gave us a dollar.

Pivot – What happens when a company realizes its course of action is not living up to expectations. (See also, Failure.)

SaaS (Software as A Service) — It loses money.

Pre-Money Valuation – A number you made up.

Post-Money Valuation – A number that you made up alongside your VC with the addition of some cash. Your burn rate is probably too high.

“I work in PR.” – I am, in fact, in possession of several journalists’ email addresses.

Exit – Exits come in two different flavors for entrepreneurs: good and bad. Good exits happen when you’re “killing it,” your company hasn’t killed you yet, and another company comes along to buy yours. (See possibly, acqui-hire.) Bad exits are another way of saying you failed to disrupt much of anything besides your VC’s portfolio performance.

“I’m a serial entrepreneur.” – Person who had two ideas, both of which failed.

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The Space – Because calling the field in which they’re operating an industry, vertical or even genre is too hard, entrepreneurs like referring to their company as being a player in a given space. They especially like doing this when they know they’re in a crowded market. We don’t know why they do this either.

VC – 1) Venture capitalists raise money from wealthy individuals and institutions and dump lots of said money into young companies in exchange for a cut of the company. 2) An institutional dealer of pharmaceutical-grade Opium. (See also, Opium.)

Opium – OPM, or “other people’s money,” is an incredibly addictive substance to entrepreneurs that’s rarely respected or missed until it dries up.

“We’re doing great.” – We are not doing great.

SF / The Valley – 1. The place you refer to when convincing government officials that investing in tech initiatives is a good thing. 2. A place that VC’s and tech luminaries talk up as the greatest place on Earth that you must move to if you’re from anywhere that isn’t San Fransisco or The Valley.

“We’re growing 500 percent week-over-week” — Last week we had one user, today we have six.

“We’re not currently raising capital.” — We’re currently raising capital.

UI/UX – A portmanteau of UI (“User Interface”) and UX (“User Experience”) often used by design-challenged entrepreneurs when referring to the aesthetics and usability of their product when actual understanding of good design principles is fundamentally lacking. Used in a sentence: “Our Push for the ‘Find My Goat A Date’ app is crushing it because of our design wizard who is slinging some hella dope UI/UX.”

“We’re a design-centric organization.” – We don’t know how to code.

Non-GAAP Profitable — What companies that are very unprofitable like to claim. The idea that non-cash costs don’t count is usually the sort of sickness you see here.

“I’m the business guy.” – (See: Growth Hacker.)

Gravity — What The Tech Guys is trying to escape using maximum thrust. (Yes, we are going to build rockets.)

Growth Hacking – Sales, marketing and associated activities, but with a label that incorporates the word “hacking,” because nontechnical people want to call themselves “hackers” too.

“We’re seeing great gross margins, and so are investing in growth given our strong, SaaS unit-economics.” — We lose money.

“We’re stomping on the gas pedal, given our strong SaaS unit-economics, and are actively seeking additional capital to power our sector-leading growth.” — We have lost all our money and need some of yours, please.

“We’re Killing It!” – Your dreams and investors’ dollars are probably being killed.

We hope this helps you navigate your encounters with tech nerds or wannabes.

This is a modified version of TechCrunch’s Alex Willhelm and Jason Rowley’s 2014 article with some adjustments to locally contextualize things ;-)!

StartupBus hackcelerates Sterio.Me, a new edu platform for Africa.

Sterio.Me

One of the startup initiatives launched on the StartupBus Africa 2013 is this nifty audio over GSM teacher/student bridge called Sterio.me. The founders Chris Pruijsen, Danielle Reid and Dean Rotherham figured that the issue of teachers engaging their students and tracking their students outside of the classroom in rural Africa without the added benefits of feature gadgets like laptops and smartphones could be addressed through providing a simple audio platform which both teacher and students could access through GSM. Continue reading “StartupBus hackcelerates Sterio.Me, a new edu platform for Africa.”

A Focus on PAY Namibia – Education and Sport

Background

The Physically Active Youth (P.A.Y.) programme is an innovative, creative and a highly committed community−based project in Katutura, the northern township of Namibia’s capital Windhoek. The programme is unique in so far as it emphatically maintains the young person as its raison d’être: We engage the youth on their terms and in their context, in a country where 68% of the total population is youth. The programme was founded in 2003 through the initiative of Dr Donovan Dominic Zealan and Marie Jeanne Ndimbira who saw sports as an integral part of the general education process that not only supports knowledge acquisition but enables the youth to maintain a healthy lifestyle and to function effectively in a society. Continue reading “A Focus on PAY Namibia – Education and Sport”