July 24, 2003
AJA (Association Jeunne Accion)
BACKGROUND: Second meeting at AJA. Met with directors of AJA as well as other local educators and NGOs. Presented Kinkajou and DTM to 16 people (12 men, 4 women, Violet, and team Kinkajou)
TIME: 2:30 PM, Jul 24
CONTACTS:
- Souadou Diabate Kone (President of Association Malienne Pour la Promocion de la Jeune Fille et de la Femme)
- David Mathers (UNAIS-British NGO)
- Dembelé neé Jarqueline Goita (Local educator-met again at Violet's house for dinner)
- Plus another 13 contacts…..
NOTES:
Cost Analysis
- $50 is a good cost for the projector
- Dictionaries cost $30
Microfilm
- David Mathers suggested using 8mm camera film (Super 8 film)
- Maybe use slide film ("japon" in French) or some other alternative to microfilm.
- How long does film last?
Implementation
- Maintenance?
- Possibly setting up a local HQ for service and renting of Kinkajou projector and content
- How to become independent (i.e.-manufacturing of content, projector, etc)
Potential Uses
- More appropriate for adult education because adults are much more motivated to learn
- Is it good for kids? Pro: They can't tear up the books, it will be the only thing to see in the dark room. Con: In a dark room, I'd probably fall asleep
- Kinkajou not ideal for introductory literacy courses because students need to see the teachers writing the letters-better used for more advanced courses.
Design
- Abuse of equipment (robustness)
- Film cassette changing
Future Partnership
- AJA currently has only 1 book for 15 students in their technical teaching class, so this could be a great opportunity for Kinkajou (especially because the content doesn't change). More cost effective than buying books for each student
Other
- Met the teachers who wrote the World Education content
- Next time, add more variety of content on cassette (or more standard content) so it can be tested in more NGOs
- Passive learning is bad
OUR COMMENTS:
- Production of Microfilm content.
- 3 classes of people which we have met: a) local educators who like the Kinkajou, but want to be able to produce the content locally; b) local educators who like the Kinkajou but would be ok having the content produced internationally; and c) local educators who have trouble seeing the Kinkajou in a classroom setting because it is a passive learning system.
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