10th July 2006, Science Park, Tumaini, Iringa


8:30 Registration & Tea/Coffee

9:00 Opening (Prof. HH Lund, Prof. E Sutinen, Prof. N Bangu)

9:15 Inauguration Science Park (Prof. Peter Msolla, minister for Higher Learning and Technology)

9:45 Keynote: Prof. Patrizia Marti, University of Siena. “(In)visibility, construction and sense-making: new challenges for ambient computing

10:45 Coffee Break

11:00 Joyojeet Pal, “Early-stage practicalities of implementing computer aided education: Experience from India”     

11:25 D. Williams & C. Rogers “Cross-cultural Development and Evaluation: A model for becoming aware of implicit assumptions”

11:50 Lunch

13:00 Invited talk: John Mugabe, NEPAD

13:30 J. Nielsen & H. H. Lund “Contextualised Design of African I-BLOCKS”

13:55 T. Batane, “When Computers are Scarce: a Case of Botswana Schools”

14:20 L. Cantoni & I. Rega, “eLearning and Teacher Training in a Disadvantaged Brazilian Area: a Project to Assess Access, Impact and Quality

14:45 D. Kessy & M. Kaemba & M. Gachoka, “The reasons for under use of ICT in education: in the context of Kenya, Tanzania and Zambia

15:10 Two minutes session (poster presentations)

15:30 Poster session, Tea Break

16:30 F. C. Kao & S. L. Kuo, “The Design of Internet Collaborative Learning System Structure with the Integration of 3D Virtual Instruments”

16:55 W. Chigona “School-level ICT adoption Factors in the Western Cape Schools”

17:20 Director of Tanzania Tourist Board

17:35 End


19:30 Reception (River Side Camp site)


11th July 2006, Tocamaganga secondary school, orphanage, hospital

9:00 Bus leaves Iringa. Outreach program: visit to schools, orphanage and hospital in the rural area of Tocamaganga.

12:30 Lunch at Tocamaganga

15:00 Arrival at Ruaha National Park

16:00 Game drive (own payment)


12th July 2006, Ruaha River Lodge, Ruaha National Park

6:00 Safari walk (own payment)

10:00 Keynote: Dr. K. Toyama, Microsoft Research India. “Computing for Development at MSR India”.

11:00 M. Beynon, “Towards Technology for Learning in a Developing World”

11:25 M. Vesisenaho & E. Sutinen & H. H. Lund, “Contextual Analysis of Students’ Learning during an Introductory ICT Course in Tanzania

11:50 F, Kitchens “High Performance Computing as an Educational Experience well Suited to Developing Nations”

12:15 Lunch

13:30 J. A. Chaula & L. Yngström & S. Kowalski, “Technology as a Tool for Fighting Poverty: How Culture in the Developing World Affect the Security of Information Systems”

13:55 N. Baloian & S. Buschmann & M. Matsumoto, “Implementing Authentic Activities for supporting learning through remote monitoring of earthquakes

14:20 R. Johnson & R. Kemp & E. Kemp & P. Blackey, “The learning computer: a low bandwidth tool for bridging the digital divide in distance education”

14:45 F.K. Sarfo, “Developing Technical Expertise in Secondary Technical Schools: Effects of 4C/ID Learning Environments With and Without ICT”

15:10 Closing – Tea/Coffee


Two minutes poster session, 10th July

  1. A. Finne, “Applying a Twofold Quality Model: Producing Groundwork for System Specific Attribute Models”
  2. G. Mayende & M. Divitini & O. Haugaløkken, “MOTUS goes to Africa: mobile technologies to increase sustainability of collaborative models for teacher education”
  3. R. Klein & Z. Yong & C. Rogers & G. Ercoli & L. T. Klein & H. Bo & A Wright, “ESL and Learning Technologies in Fast Developing China : Creativity and Innovation toward Beijing Olympics 2008”
  4. K. Greyson & M. Kissaka & D. Haule & V. Ndume, “Asynch-NET: Footstep for ICT Services in the Rural Areas of Developing Countries”
  5. B. Sanga & E. T. Lwoga & I. M. Venter, “Open Courseware as a Tool for Teaching and Learning: The Case of Higher Learning Institutes
  6. A. Shareef & S. A Petersen & Kinshuk, “Learner support for Distance Education Students in remote islands”
  7. J. Kemppainen “Difficulties and implementation of IT-project at Tumaini University/Iringa University College in 2001-2003.”
  8. A. Gonzáles & J. Adiego & L. F. Sanz & R. L. García & C. Hermo, “Can the WWW Help to Reduce the Digital Divide? An Example of Cost Effectiveness in Teaching Laboratory Development.”
  9. J. K. Bada & B. Khazali, “An Empirical Study on Education Strategy to E-learning in a Developing Country.”
  10. T. Mwakabaga & B. Dwolatzky, “KLAMP an Integrated Open Source Platform for Internet and Mobile Applications.”
  11. S. Hyera, “ICT and the transformation of the College of Business Education (CBE).”



K. Toyama, Microsoft Research India

Kentaro Toyama is assistant managing director of Microsoft Research India, in Bangalore.  He leads a group that conducts research to identify applications of computing technology in emerging markets and for international development.  From 1997 to 2004, he was at Microsoft Research in Redmond, where he did research in multimedia and computer vision and worked to transfer new technology to Microsoft product groups.  In 2002, he took personal leave from Microsoft to teach mathematics at Ashesi University, a private liberal arts college in Ghana.  Kentaro graduated from Harvard with a bachelors degree in physics and from Yale with a PhD in computer science. 



Title:  Computing for Development at MSR India



In the “Technology for Emerging Markets” research group at Microsoft Research India, we seek applications of computing that support socio-economic development. Because development problems require attention to social context as much as to technological solutions, our team consists of social scientists as well as technical engineers. Together with the communities we hope to impact, we try to identify real problems which admit to technological solutions, and then develop the solutions through rapid prototyping and quick user studies.  In this talk, I will discuss a couple of the projects we have been involved with.

The latter portion of this talk focuses on one of our projects, “multi-mouse for education,” which was developed specifically to address PC usage in resource-constrained classrooms, based on rapid ethnographic techniques in rural Indian schools.  Multi-mouse allows multiple mice to be plugged into a single PC, with a corresponding colored cursor for each mouse.  Preliminary studies suggest that not only are children able to adapt to this paradigm easily, but that multiple children per PC may be better than a one-PC-per-child model for increased engagement.



Patrizia Marti, University of Siena


Patrizia Marti is Assistant Professor of Educational Technologies and Human Computer Interaction at the Communication Science Department of the Siena University (Italy). She has a longstanding track record of research in interaction design and concept generation, ethnographic study of social practice to inform the design of information systems, in participatory design and evaluation with end users. She has been a principal researcher on a number of European and national funded projects in the areas of technologies for learning, robotics and health care. She has been editor of special issues of International Journals like Cognition, Technology and Work and Travail Humain.



Title: (In)visibility, construction and sense-making: new challenges for ambient computing



The notion of ambient computing was introduced by Mark Weiser in his seminal paper “The Computer for the 21st Century” published in Scientific American, 1991. To illustrate his vision Weiser used examples of technologies which had been developed from visibility to invisibility, among these the vanishing of electric motors into an automobile or a factory. However whilst invisibility may be desirable for a friendly use of technology, it often gives us no easy way of understanding and checking the extent of a malfunction or possible measures to remedy an error situation.

The same stands for construction and deconstruction of assemblies of technologies. If technologies could be easily assembled to allow end-user composition, this could be a unique opportunity for the users to create and configure personal settings serving different purposes. Think about the recently advertised Nike + iPod Sport Kit allowing sporting shoes to talk to the iPod nano. A sensor located in the shoe uses a sensitive accelerometer to measure the nature of the current sporting activity: the data detected are wirelessly transferred to the receiver on the iPod nano. The application looks funny but it demands that each part of the assembly is easy to understand on the logical level (what can be done with this, what can it go together with and for what purpose), the functional level (how to use it) and on the physical level (it must be possible to see what fits together and to actually build/rebuild).

A third challenge for ambient computing is represented by collaborative sense-making. Whilst much attention has been directed to the ways in which the individual can use available computing power, few have considered the implications of, and opportunities for ambient computing in social and collaborative contexts.

The talk will reflect on key challenges in ambient computing including invisibility complemented by visibility, construction complemented by deconstruction and collaborative sense-making. Design issues will be exemplified through examples from ongoing projects and field work research.