TAD Consortium January 2000 Information Update 1
********************************ANNOUNCEMENTS/REQUESTS
--- 18th International Conference on Technology and Education: ICTE
South
Africa 2000
--- Rotterdam Market for Educational Programmes and
Multimedia: 16 - 18
April 2000
ONLINE RESOURCES
--- The Reading Village
--- Welcome to the Youth-4-Peace discussion list.
--- Role of Multipurpose Community Telecentres in
Accelerating National
Development in Ghana
PRINTED AND OTHER RESOURCES
--- Governance of Higher and Further Education Institutions: A Legal
Handbook
ARTICLES
--- African Web sites need a lift
--- 'Helplessness in Face of Technology's Inexorable March a
Familiar
Feeling' by Gary Chapman
--- Role play methods in training and development
***************************
NEWS/TRENDS
Taken from Nua Internet Surveys - January 10, 2000
Wharton School of Business:Consumer Online Spending to Slow Down
Projected growth estimates for the size of the b2c market in the United
States may have to be scaled down, according to researchers in the Wharton
School of Business at the University of Pennsylvania. Preliminary results of
the Wharton Virtual Test Market study, which has tracked over 23,000
Internet users over the last three years, show that consumer spending on the
Internet could soon reach a plateau.
Although the amount of money spent by Net shoppers has increased constantly,
the increase between 1998 and 1999 was proportionately smaller than the
increase between 1997 and 1998. This trend, combined with the overall
slowing down of user number growth rates, indicates that the b2c market will
not continue its current rapid rate of growth.
Wharton researchers comment that consumers are now beginning to treat online
shopping as "just another way of shopping" and are now less likely to buy
products on the Internet if they do not have to travel too far to buy the
same products in a store. Wharton researchers acknowledge, however, that
experienced Internet users who are frequently online are more likely to buy
from online retailers.
The results of the study indicate that current consumer online spending
amounts to about USD29.2 billion annually and the researchers estimate that
this figure will reach USD133 billion by January 2004.
http://ecom.wharton.upenn.edu/news.html***Back to Contents***
----------------------------------------
Taken from Nua Internet Surveys - January 10, 2000
---
Internet Week:Nearly All Companies Escape Y2K Unharmed
Three out of four IT professionals say their companies had no Y2K related
problems, according to the results of a new survey from TechWeb. Of the
companies that did have problems, 80 percent reported that only
insignificant glitches were experienced. Four percent of respondents said
that the Y2K changeover caused significant severe interruption to their
company's business.
Fourteen percent of respondents said Y2K caused minor PC glitches, 6 percent
experienced virus or database error problems, 3 percent suffered telecom or
Internet service interruption and only 2 percent reported problems with
hacking or unauthorised persons entering their systems.
Two-thirds of those surveyed said that Y2K was a positive experience for
their company as it led to the upgrading and modernisation of many systems.
Only four percent viewed it as a negative experience. Although 63 percent
agreed that the Y2K problem was "mainly hype", 75 percent said that the
money and time spent by their company on rectifying Y2K bugs was about
right.
The relatively easy Y2K changeover should free up resources for companies to
spend on Internet development and ecommerce projects. Many organisations had
established a reserve Y2K fund but if no further major problems are
experienced, these funds should become unnecessary and the money could well
be spent on extra ecommerce initiatives.
http://www.internetwk.com/y2k/y2ksurvey.htm***Back to Contents***
***************************
ANNOUNCEMENTS/REQUESTS
-----------
18th International Conference on Technology and Education: ICTE South
Africa 2000. The main theme will be: Crossing the digital divide:
Improving the quality of life through educational technology, April 16-19,
2000 at Potchefstroom University, South Africa. Calls for papers are still
in progress and full information is available on the Webb:
http://www.icte.org/edin19991.HTM or people can contact me at the abovee-mail; tel 018-299-1465. In terms of the fees special support will be
given to people with limited means.
Lou van Wyk
Chief Director: Telematic Learning systems
Potchefstroom University
***Back to Contents***
----------------------------------------
Rotterdam Market for Educational Programmes and Multimedia: 16 - 18 April
2000 in Rotterdam, the Netherlands.
The Rotterdam Market is an international market for educational
broadcasters, independent producers, publishers, the telecom- and
computerindustry, audiovisual institutes, educational organisations,
ministeries of education etc. The decision-makers of all major educational
organisations will attend the market. Hardware and software developers of
new technologies, including learning platforms, will demonstrate their
products.
The aim of the market is to arrange coproductions, buying and selling of
educational programmes, networking and professional development. If you
want to know what is happening in many countries in the field of
educational media, you have to attend this educational market. Not walking
around between thousands of "visitors", but meeting the right people in the
field of education.
For more information, please contact Manon Boomkens, tel. + 31 35.6293105
fax. +31 35 6293495, e-mail: manon.boomkens@teleacnot.nl
***Back to Contents***
***************************
ONLINE RESOURCES
-----------
Distributed by the Network Nugget List
---
This site should have something for reading teachers of all grades. It has
been developed by five University doctoral students - hopefully they're in
the first part of the studies and will be around for some time to support
the site. The Reading Village is a metalist of links to professional
resources for teachers (organized under the categories of K-3, 4-12, and
Special Needs). These link collections include general reading resources,
lesson plans, research articles, listservs, children's books, sites for
authors and illustrators, sources of good books for kids, and assessment
resources. In other sections of the site you'll find other metalists
including collections of links to reading software, professional books, as
well as to research, journals & articles. The Reading Village is not just a
collection of external links. There are good resources on the site itself
too. In the K-3, 4-12 or Special Needs sections you'll find a place to
read/share teaching ideas for that target audience. There's also a
discussion forum as well as an 'auditorium' where special speakers make
presentations and there is opportunity for discussion, questions, and
feedback.
The Reading Village is hosted by Pepperdine University and is suitable for
K-12 Reading teachers. It is located at http://teams.lacoe.edu/village/***Back to Contents***
----------------------------------------
Welcome to the Youth-4-Peace discussion list.
INTRODUCTION
This is a discussion exploring the role of youth in peacebuilding and
reconstruction. One of the objectives of this discussion is to develop
project(s) on this theme that can be implemented by school networking
initiatives. The focus is Africa although it does not exclude participation
by other areas of the world.
SCOPE
The forum is intended to be platform of collaboration and action for peace.
The United Nations General Assembly has declared Year 2000 as the
International Year for the Culture of Peace and the Decade 2001-2010 as the
International Decade for a Culture of Peace and Non-Violence for the
Children of the World. Our actions need to lead to some peace activity and
or action. There also needs to be alignment of ideas, objectives, agenda,
plans and associations with current programmes if they are within the scope
of our work and be dynamic in the institutionalisation of new ideas /
projects where no precedence or current programme exists.
ENVIRONMENT
* Online discussions, meetings and conferencing.
* Online collaboration of research, databases, projects, activities with
other clearing houses on the continent as bases of body of knowledge.
* Networking action through Peace workshops and conferences.
* Networking action through reconstruction and renaissance (Diaspora)
workshops and conferences.
* Communications through inter-agency directory networks.
* Technical / research / task team collaboration of development / peace
agenda for each subject as projects.
AGENDA
* To PROMOTE peace for the Continent.
* To EDUCATE and INFORM peoples of the Continent.
* To SHARE with each other; creative, dynamic and cultural initiatives for
peace and reconstruction of the Continent.
* To COMMIT resources and expertise on initiatives to enable the peace and
reconstruction agenda towards action.
* To DEVELOP relationships with all global social networks; youth, learners,
educators, specialists, women, aged, schools, churches and private / public
enterprise into peace action.
BRIEF
A panellist will review all issues and develop briefs on all activities and
projects that the group has identified to require action.
I look forward to a year of transformation of the cry for peace to action
for peace. Upon your subscription, kindly indicate your strengths, passion
or area of concern and participation so that we can include your membership
on the various activities / projects.
I would like to open this debate on the issue of Angola and the prolonged
suffering of the youth in that country. How can we make a difference?
To subscribe to the list: youthforpeace-subscribe@eGroups.com To unsubscribe to the list: youthforpeace-unsubscribe@eGroups.comAn archive of messages and links is being developed at
http://www.egroups.com/group/youthforpeace/
***Back to Contents***
----------------------------------------
Role of Multipurpose Community Telecentres in Accelerating National
Development in Ghana
by Wilfred Owen, Jr. and Osei Darkwa
"This paper examines the development, growth and potential sustainability of
small business communication centres in cities in Ghana. It investigates
the extent to which these enterprises are using modem communication tools to
provide services and its impact on rural development. It describes the type
of technologies available at these centres and demonstrates how these
centres could be used to provide services to urban, rural and other
underserved populations. Additionally, it draws attention to how information
technology could be used to alleviate the information needs of Ghanaians.
Lastly, it provides a comprehensive listing of the major
communication/information centres in the country."
http://firstmonday.org/issues/issue5_1/owen/
***Back to Contents***
***************************
PRINTED AND OTHER RESOURCES
-----------
Governance of Higher and Further Education Institutions: A Legal Handbook
Higher and Further Education in South Africa is about to experience radical
change and transformation. The year 2000 marks the moment when both these
education systems are to be directed and regulated so that they serve our
new social order and national economic needs. Legislation is now in a form
which provides for each system to be separate yet parallel and co-ordinated
with the other. All institutions from universities to technical and other
colleges, both public and private, which provide tuition, and/or offer
educational qualifications beyond or outside normal school education fall
within the aegis of this legislation - notwithstanding any other law by
which they may have been established or operate. These laws have set into
motion a process which will restructure and transform these institutions so
that they respond to the educational, training and economic needs of the
country. A programmed approach to both the higher and further educational
systems has resulted in the establishment of a National Qualifications
Framework which, together with National Standards and Quality Assurance
bodies, interlink and co-ordinate learning programmes and qualifications
ranging from in-house industrial training schemes to university degrees.
All qualifications offered by higher and further education institutions are
required to comply and fall within this framework. Proper and informed
governance of universities and other education institutions is a vital
concern of this legislation. Minimum requirements have been prescribed as
well as the assignment of specific legal obligations, public accountability
and other responsibilities within the governance and management structure of
such institutions. Strict registration, monitoring, reporting and inspection
processes have been put in place. Compiled under the guidance of an
editorial board drawn from the legal fraternity, universities and both
public and private college principals, this publication includes all the
relevant national Acts and regulations together with peripheral employment
and subordinate SAQA legislation. Commentary is provided for each Act,
explaining its purpose, objectives and implications.
The publication is available on CD-Rom (R300.00 per copy) and updated
regularly. Further information can be obtained from METIS Publications Law
Service (Mr Fred Jenkin) - tel: (031)462-5659; fax: (031)462-7664; email:
***Back to Contents***
***************************
ARTICLES
-----------
Below is an article by Gumisai Mutume that sheds more light about Africa's
need to be more vigilant with the new technologies and one hopes it will put
our discussions into perspective.
"TECHNOLOGY: African Web sites need a lift
HARARE Dec 20 (IPS) - The internet has provided a lifeline for thousands of
Africans seeking to join the "information age" by providing distance
learning facilities, remote health centres and an international market for
craftsmen.
Africa, however, remains the region with the least number of Internet hosts
and users and a radical new approach is needed if the continent is to attain
its goal of attaining a sustainable information society by the year 2010,
technology experts agree.
Still there is cause for hope. Programmes such as the African Virtual
University, begun in 1997, are in full swing; Women'sNet in South Africa is
giving a voice to the continent's marginalized women while Zimbabwe's
Learning Networks for Teachers links teacher training colleges and other
educational institutions.
All these programmes demonstrate the power of new technology to support
development in Africa.
But experts, monitoring the development of the World Wide Web (WWW), say
what is missing on the majority of African-based web sites is relevant,
easily accessible, interactive and home-grown content.
"Web content should be seen to be meeting the information needs of local
people where traditional information sources are failing to do so," notes
Mike Chivhanga of an Internet studies research group at Britain's City
University.
"The value of information is seen in its use. If people can't have access to
essential information for decision-making then we have serious problems,"
says Chivhanga, on a discussion forum he is convening to promote the
development of Africa's Web resources.
As information consumers become more selective and demand quality and
reliability they do not want to loose time on sites offering incomplete,
inaccurate, outdated, or difficult to access content.
Therefore, Africa's slowly growing Internet sector needs to become fiercely
competitive, experts say.
However, a study by Internet group Wo Yaa www.woyaa.com and the UN
Educational and Cultural Scientific Organisation (UNESCO) titled 'Top50
Survey' says that content on African sites is relatively poor, with the
exception of public information sites.
Education, sciences and community development sites have the lowest content
notes the report released this month.
"Despite a very strong growth in the number of Web sites and with the
exception of South Africa, the number of Web sites is still low," according
to the UNESCO report.
"This primarily is due to the lack of appropriate Internet/computers/telecom
infrastructures, the lack of national regulations, the lack of expertise in
the area of Web design, content production and management and the low
awareness of the benefits that the Internet can bring,"
The report notes that the content of African Web sites is focussed largely
on the presentation of an organization and its activities. "Maintenance of
web sites is often poorly managed due to the lack of resources, expertise
and adequate processes. The interactivity between visitors and owners of the
sites is often limited to e- mail with limited use of Web interactivity," it
says.
Limited content is partly explained by the lack of copyright ownership of
African material a big chunk of which belongs to Western publishers and
universities.
Most African Web sites do not use digital content, relying mainly on
paper-based information production processes such as scanning.
"Africans must participate in the production of information because their
contribution is critical to maintaining the quality and relevance of
information from the region," declares the UN Economic Commission for Africa
(ECA) in a document titled Globalization and the Information Economy:
Challenges and Opportunities for Africa.
"For example, Ghanaians world-wide have established marketable websites
selling a variety of products and promoting their culture in the process and
indirectly contributing to their tourist industry.
"Another area in which Africa can excel is the commercial exploitation of
its rich traditional or tacit knowledge...The fact that in most cases this
knowledge has not been codified, and is largely informal and regional in its
application has undermined its perceived value and legitimacy."
Africa's 780 million people share 152,000 Internet hosts or 0.3 percent of
the world's total according to the Internet Software Consortium. The next
least served region is Latin America with 1.3 percent of the world's 56
million hosts.
Another factor harming Africa's quest for an information society is a severe
brain drain that begins with inadequate national universities. According to
ECA estimates, more than 30,000 Africans with doctorate degrees now live
outside the continent.
While the continent has perennially complained of biased, negative and
uneven portrayal in the international media, analysts say these same
complaints will persist in cyberspace if Africa fails to develop a powerful
Web presence.
At Women'sNet, "one of the first steps identified to build women's capacity
to use information communication technologies was to develop a practical
framework for sourcing, organising and making information available
centrally from a website in a friendly and accessible way," notes Sonja
Boezak in a contribution to the Africa web page design discussion forum.
"As a result a four-day interactive WWW-skills development workshop was held
with gender information resource people from a range of organisations inside
as well as outside South Africa," says Boezak, Women'sNet Information
Co-ordinator.
"The outcome was an online resource http://womensnet.org.za that addressesan information need around advocating and lobbying for women's equality."
Under the African Information Society Initiative adopted at an ECA
Conference of Ministers of Development and Planning in 1996, Africa seeks to
have built its information and communication network by 2010.
Several - mainly donor-funded - programmes have brought full Internet
connectivity to all 54 countries in Africa, with the exception of Eritrea.
In 1994 there were only four African nations with Internet access.
But, according to the Top50 Survey, access to Web sites remains slow with a
relatively high rate of unavailability. African sites also lack Web-based
revenue such as advertising and they are forced to rely on subsidies, which
are not sustainable. (END/IPS/gm/mk/99)"
***Back to Contents***
----------------------------------------
January 3, 2000
Helplessness in Face of Technology's Inexorable March a Familiar Feeling
By Gary Chapman
Copyright 2000, The Los Angeles Times, All Rights Reserved
Well, here we are on the other side, so to speak -- the other side of the
1900s, of the Y2K problem, of a century that appears, in retrospect,
turbulent and violent like no other. Perhaps we're on the other side of
reflection about what the 20th century meant for humankind and now we face
our hopes and fears about what the future holds.
The news media have been filled with both retrospective ruminations and bold
predictions, and nearly all of these have been about technology, the
defining force of our time. We live in an age of innovation, which stretches
back to the 19th century and will doubtlessly continue for as long as we
live. We nearly always contemplate the future in terms of what technological
innovations we can expect, hope for or dread.
Writing about technology in this era is difficult, especially when one's
feelings are . . . profoundly ambivalent. Such ambivalence may be a feature
of middle age, when experience has worn away youth's certainty. But it's
also likely to be a product of technology's very mixed blessings.
I am admittedly fascinated with technology -- especially as it deals with
information. I constantly tinker with my several computers and push myself
to learn new techniques in programming and Internet use. I have used the
Internet every day, with enthusiasm, for 15 years. I have mild withdrawal
symptoms when I can't get to my e-mail. I have strong opinions, bordering on
the obnoxious, about which software programs and hardware are superior.
But like many people I know, I am past the point of saturation with topics
such as e-commerce, Internet start-ups, rocketing stock options, computer
games, special effects, rich and young digital yuppies and, most certainly,
the gleeful wonder of technophiles who sing in their choirs about the
glories of the information revolution.
My annoyance with these ubiquitous and by now tiresome topics leads to some
mild feelings of guilt. Am I just too jaded or cranky to appreciate a really
good time to be alive?
But most people I know seem to feel the same way. Yes, we love our gadgets,
couldn't live without them. But we feel there's something vaguely wrong,
something missing, something even surreal about the incredible volume of
Panglossian techno-hype we hear every day.
It's even more vexing when the talk only about what the next millennium will
look like is about what technologies might appear. Aren't there other ways
we can improve the human condition in the next thousand years?
These kinds of doubts have, in fact, been a common critique of technology in
the U.S., particularly in the 19th century. It was more than 100 years ago
that Henry David Thoreau wrote, "All our inventions are but improved means
to an unimproved end." The people who wrote eloquently over the last 200
years about their ambivalence toward technology, such as Thoreau, Hawthorne,
Melville, Conrad, Samuel Butler and others, typically admired craft and
expertise, but felt skeptical or even contemptuous about technologies that
fostered decadence, arrogance and relations of dependence and superiority.
Thomas Jefferson molded the original American myth of the self-sufficient
"yeoman" democrat, a man so omnicompetent and independent that he could
speak his own mind and live with the consequences. But technology killed
this ideal, first by concentrating people and production in industries and
cities, then by making farmers dependent on machines, chemicals and urban
markets.
By the end of the 19th century, Theodore Roosevelt and his Progressive Party
openly questioned whether American democracy could coexist with a modern
economy of unaccountable corporate trusts, dirty urban industry with its
nearly enslaved workers, and a powerful class of idle and haughty rich.
Public debate a hundred years ago was about whether technological progress
had led to an economy incompatible with traditional republican values, such
as equality and independence.
Now, a hundred years later, this kind of public debate is not only dead,
it's perhaps even unthinkable. Microsoft Chairman Bill Gates has said, "This
rate of change is scary, but it's not something we can vote on to stop."
It's not the rate that is scary -- the current rate of technological change
was matched during the 19th century. Instead it's the fact that few people
today believe that there is anything we can do about technological change
except enjoy the ride -- even when we know there will be some big potholes
in the road ahead.
This may be the source of our modern uneasiness and ambivalence. We can't
imagine a world without advancing technology. We know we aren't likely to
control it to any great degree, yet we also feel that "technology out of
control" is deeply at odds with our ideal of democratic citizenship.
Technology makes us more comfortable, wealthier and healthier. It can also
make us presumptuous, dependent, sedentary, stratified and, most of all,
continuously covetous of more technology. Such vices erode our ability to
think clearly. Being hooked on something has debilitating effects, even when
the addiction is what makes life tolerable. We are hooked on technology, for
better or for worse.
A historian of technology, Melvin Kranzberg, has wisely observed,
"Technology is neither good nor bad; nor is it neutral."
This Zen-like aphorism comes from the realization that technology is
inextricably bound to human virtues and defects, to aspirations for power
and control both noble and base.
The danger of our time is that we may come to regard technology as an end in
itself, rather than as a means to an end. Our best safeguard against this
danger is constant skepticism, ambivalence, critique and democratic
dialogue. That's what needs more attention these days, and the beginning of
a new millennium seems like a good time to start paying attention.
Gary Chapman is director of The 21st Century Project at the University of
Texas at Austin. He can be reached at gary.chapman@mail.utexas.edu.
***Back to Contents***
----------------------------------------
Taken from the LearningWire #83
---
Special feature: Role play methods in training and development
---
Why are so many participants resistant to using role play methods in their
learning? We know from the work of Dale and others that role plays and
simulations can be incredibly helpful ways of experiencing behaviour and
skills and of learning from the insights derived. As a method, role play
draws on at least three of our human senses - seeing, hearing, touching -
and uses a fourth quality - doing - to engage us at many levels. With this
level of engagement, it is no surprise that the resulting experiences offer
powerful rehearsal and learning. And yet, when asked to use the method, so
many participants still say 'I'd rather watch' or 'I'll do anything except
role play'.
The reasons for this resistance include not wanting to 'perform' in front of
others, fear of 'getting it wrong' and 'not being able to find the right
words'. The vast majority of reluctant participants whom I have encountered
have had bad experiences of role play methods in practice and more than
anything else, this has contributed to their fear and avoidance.
So, how should trainers use role play techniques in a way which is
acceptable, fun, engaging and full of learning? Most trainers have their own
ideas, but here are a selection to get you going.
Generating the script:- Not understanding the context, being unfamiliar with
the roles, not identifying with the situation are all factors which limit
the value of a role play. These factors are most likely to occur where the
role play situation is created or pre-prepared by the trainer and given to
the participants. It's more engaging to work with the participants in
creating the role play situation and script. Ask for typical situation which
they have encountered or visualise occurring. Ask them to define the main
characters and their personalities. Invite them to suggest some of the
events likely to be happening. By working as a large group together in this
way, and brainstorming their ideas for the situation, everyone is able to
generate an identify for the role play whilst thinking their way into it.
Drawing out the role play as a story board using a series of simple cartoons
can be a further way of developing the storyline, particularly with less
confident players.
Volunteer participants, don't coerce them:- People need to choose their
level of engagement. If they are forced to take on a role, the activity is
unlikely to go well. Many trainers find it helpful not to schedule a role
play type activity until the second half of an event. This gives them time
to assess whether the activity is likely to work with the group, and if it's
not, to substitute it with something else. When asking for volunteers to
take on roles, always recruit people to the most difficult role(s) first,
then work backwards to the less threatening roles. If you fill the easy
roles first, the most assertive people quickly occupy the least difficult
roles, leaving the least confident to take on the most difficult.
Using multiple people in each role:- Instead of recruiting just one person
for each role, why not recruit two or three who can then 'shadow' each
other: one person takes on the role until they become stuck, at which point
another person from their shadow team takes over. This reduces the sense of
being 'stuck in the hot seat'. It also ensures that more people are involved
in the role play and actively learning.
Let participants have time-outs:- Stopping the action - pausing it for a few
minutes - allows people to return to a support group and decide what to do
next. It's possible to break up a role play into several short episodes,
each of which will have many learning points. Rarely does a role play lead
to a successful outcome to the event under observation; rather, there are a
series of micro-level behaviours and actions which influence the course of
events. Spotting and understanding these individual contributing factors is
the key to learning from the role play.
Allow plenty of time:- A good role play or simulation takes a lot of time. A
rule of thumb created by one group of trainers recently suggested the
following division of time: setting up, scene setting, preparation (35%
time); running the role play itself (20% time); de-roling and de-briefing
the whole event (45% time). They suggested a minimum time allowance for any
good role play of 150 minutes which equates to half a day. How often have
you witnessed (or tutored?) a role play where far too little time was
allowed for de-briefing - even though this is the key to unlocking insights
and learning from the event.
Done well, role plays and simulations can be a great way to learn. It's a
shame that so many participants have had bad experiences, and too many
trainers are unwilling to use the techniques. These ideas are developed from
the extensive practical chapter on using role play methods in the
best-selling 'Toolkit for Trainers' which is available from the Pavilion
catalogue in the TrainingZone shopping Mall
http://www.trainingzone.co.uk/mall
Searching the Internet for other helpful resource material on role play
methods is a somewhat frustrating experience. All too often you end up at
one of the myriad of sites devoted to games playing of a fantasy kind, or
alternatively to a site about better dog training. Here are a few of the
more relevant ones if you want to follow up on this topic:
BV Marten at Syracuse University offers a simple taxonomy of different games
and role plays with straightforward instructions for running them. Called
'From Role Play to Intelligent Agents', he explores four different uses of
role play.http://web.syr.edu/~bvmarten/games.html
This site offers various papers and resource publications on the use of role
play available for sale http://www.therapeuticresources.com/roleplay.htmlThe TrainingZone Toolkit offers an introduction to the use of role plays and
simulations, particularly within youth programmes and other gaming contexts,
but with some thoughts about wider usage. It's drawn from 'The New Youth
Games Book' by Alan Dearling and Howie Armstrong.
http://www.trainingzone.co.uk/toolkit/trainingmethods.html
Steve Finkel has an excellent online guide entitled 'From Knowing to Doing'
which offers some great tips and ideas for making role play actually work.
http://www.stevefinkel.com/role_playing.htm
Thanks to Don Clark for pointing out several web resources; if you've not
yet looked at his excellent training guide, take a good browse through
http://www.nwlink.com/~donclark/hrd/hrdlink.html
***Back to Contents***
***************************
Telematics for African Development Consortium
P.O. Box 31822
Braamfontein
2017
Johannesburg
South Africa
Tel: +27 +11 403-2813
Fax: +27 +11 403-2814
neilshel@icon.co.za
www.saide.org.za
* To view an archive of previous updates visit:
www.saide.org.za/tad/archive.htm
***************************
***Back to Contents***
For Browsers that don't support frames:
BACK to TAD archive index