Julia Bello-Bravo is currently an Assistant Professor in the Department of Food Sciences and Human Nutrition at Michigan State University and a co-founder and co-director of Scientific Animations Without Borders (SAWBO). After receiving a law degree from the University Complutense in Madrid (Spain) and a PhD from Purdue University (West Lafayette, IN), Dr. Bello-Bravo worked at the University of Illinois at Urbana-Champaign’s Center for African Studies as an Assistant Director while also pursuing her own extramurally funded research projects/program, including SAWBO.
IJPS Interdisciplinary Journal of Partnership Studies, 2018
In recent years, information and communication technologies for development (ICT4D) approaches ha... more In recent years, information and communication technologies for development (ICT4D) approaches have facilitated international development work, but still more effective ICT4D deployments are needed. This article examines how one ICT4D initiative, Scientific Animations without Borders (SAWBO), works with partners in Africa not only to transcend problematic insider / outsider binaries that impact solution delivery but also to implement inter-organizational collaborations on research and mission-critical knowledge-transfer goals that effectively reach the widest diversity of target populations.
Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in... more Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in sub-Saharan Africa. Kenya is no exception, with millions of cases and thousands of deaths reported annually. This pilot study looks at knowledge on malaria prevention and treatment among peri-urban communities in Western Kenya. Through a study on the use of animated videos as an informal educational tool, we examine baseline knowledge, sources of knowledge, and learning gains on a range of knowledge points on malaria prevention and treatment. The study has three significant findings: 1) participants in this study had relatively high levels of knowledge on malaria before the video intervention, 2) although the trend was an increase of correct answers post-animation viewing for all questions, and in some cases this went to 100% correct answers, the pre-knowledge levels were high enough for most questions that statistical significance was only detected in one question, and 3) we detected a significant correlation between Internet usage and baseline knowledge on malaria among the mostly literate sample population. These findings suggest that in heavily sensitized populations, for a particular topic, educational animations can be used to 'top off' knowledge on a given topic. Findings from this study can guide future malaria prevention and education efforts in Kenya and other developing nations.
Indigenous knowledge can be defined as a set of perceptions, information and behaviors that guide... more Indigenous knowledge can be defined as a set of perceptions, information and behaviors that guide local community members in terms of their use of natural resources. This knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical circumstances, based on the creativity and innovation of community members and as a result of the influence of other cultures and outside technologies. Capturing, understanding and sharing the complexity of indigenous knowledge among rural communities is crucial to preserve and validate information that has been transmitted in the form of oral history through generations. Making use of state of the art technology, “Scientific Animations Without Borders” (SAWBO) proposes a new approach to capture, preserve and share this knowledge with the rest of the world. The SAWBO program uses short, one to three minute animations showing indigenous practices that have been validated with scientific knowledge. Such animations can be viewed on the Internet or with video capable cell-phones. We argue that this approach has the potential not only to keep indigenous knowledge alive but also to share this knowledge across geopolitical, cultural and linguistic boundaries.
Ensuring the success of deployment initiatives of specific programs in developing countries
comes... more Ensuring the success of deployment initiatives of specific programs in developing countries comes with the commitment of local, public and private institutions. Scientific Animations Without Borders (SAWBO) creates educational content for low literate learners, in their own local languages that can be deployed on video capable devices by in country groups. In other words, SAWBO creates content, for local communities of practice to use in their educational programs. Although SAWBO creates and deploys this content virtually, it is the domain of local groups to develop strategies and approaches for local and meaningful impact. Establishing partnership between local stakeholders, public and private institutions bring new opportunities to the deployment of educational materials in developing nations. In regards to this statement, the consultative group on a project entitled “Promotion and Pilot Deployment of Educational Materials for Low Literate Learners around Adama” offers a case study in commitment between participants. This paper explains the opportunities for, and challenges to, creating a community of practice and making decisions between public and private institutions leading to the deployment of educational materials in a form of animated videos around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of local, public and private institutions to enter into partnership to participate in a specific deployment of a project perceived to be beneficial for low literate learners in their communities. The report of the consultative meeting suggests that while initiatives and perceptions may differ among the different groups involved in the deployment, common goals facilitate the decision making to move forward. This paper is part of an ongoing effort to develop community of practice models, for deployment of cross-culturally adaptable educational animations, with the intent of reproducing similar approaches in other regions of the world.
This study was based on the use of scientific educational animations as a learning tool in three ... more This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villages. This study was conducted to understand the reception of some specific educational animations that can be watched on cell phones. We conducted a short survey regarding people’s perceptions of these animations, clarity of the animations’ messages, lessons learned based on remembering key elements from the animations and information usage. We also focused on other questions related to cell phones as a way of transmitting and deploying information. Our study revealed that all of the participants liked the animations and the vast majority of participants indicated that they could understand the basic content of the animations. Another aspect of the survey was the use of cell phones as a mode of communication and transmission of educational materials. The majority of the respondents recognized that cell phones can be used as a logical technology for transmitting the animations but they also suggested, in terms of social pathways, that the animations could be deployed through farmer field schools, women associations, churches and youths. In the population surveyed, this study indicates that although cell phones are communication devices, there was a positive perception regarding their use as an educational tool, in transmitting and sharing educational materials.
International organizations, government agencies, non-governmental agencies, researchers,
adult e... more International organizations, government agencies, non-governmental agencies, researchers, adult educators, and extension agents have long sought effective ways to provide useful information to the least educated people throughout the world. Although there is no absolute relationship between poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals have involved the use of books, radio programs, or television. However, an estimated 80% of people living in rural areas of developing countries now have access to information via cell phones. The rapid development of cell phones and the Internet has also changed how people learn in that both literate and illiterate learners are increasingly familiar with and receptive to technology-mediated activities. Regardless of their level of formal education, many people interact with technology, discover things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate individuals should no longer depend only on books, radio, or television programs; educators should now recognize that the cell phone is a valuable learning tool. Here we describe how information in the form of short animations can be transferred to those who deliver information to low-literate learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can be added to these animations so that ideas can be efficiently shared across language groups. The animated videos, which are being developed by Scientific Animations Without Bordersâ„ (SAWBOâ„ ), can be viewed on cell phones or other video capable electronic devices. The development of these animations is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst collaborators through the utilization of social networks and cell phone technology.
Indigenous knowledge can be defined as a set of perceptions, information and behaviors
that guide... more Indigenous knowledge can be defined as a set of perceptions, information and behaviors that guide local community members in terms of their use of natural resources. This knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical circumstances, based on the creativity and innovation of community members and as a result of the influence of other cultures and outside technologies. Capturing, understanding and sharing the complexity of indigenous knowledge among rural communities is crucial to preserve and validate information that has been transmitted in the form of oral history through generations. Making use of state of the art technology, “Scientific Animations Without Borders” (SAWBO) proposes a new approach to capture, preserve and share this knowledge with the rest of the world. The SAWBO program uses short, one to three minute animations showing indigenous practices that have been validated with scientific knowledge. Such animations can be viewed on the Internet or with video capable cell-phones. We argue that this approach has the potential not only to keep indigenous knowledge alive but also to share this knowledge across geopolitical, cultural and linguistic boundaries.
Shea trees grow across 4 million km2 of sub-Saharan Africa. Shea parklands provide a sustainable ... more Shea trees grow across 4 million km2 of sub-Saharan Africa. Shea parklands provide a sustainable source of edible fat (shea butter) that, in terms of volume, is currently second only to cocoa butter as a vegetal source of stearic acid in the multi-billion dollar chocolate and cosmetic sectors. However, in terms of international trade, shea has been opaque to consumers of edible products (where the majority of shea exports end their global journey) and actually only well-known in western markets as a cosmetic ingredient. The millions of women collectors have been disconnected from global supply chains, as the majority of their sheanuts are factory processed, supplied by traders who, in many cases, do not understand quality issues nor share knowledge with their village-based collectors—this is the “Paradox of paradoxa”. This review provides the background to this issue by contextualizing the industry and describing how weak post-harvest quality control impacts the shea supply chain. The paper then explains how this knowledge was incorporated into a 3D animation available for free transmission to rural African audiences and viewing on portable devices like video capable mobile phones. This tool offers the potential of low-cost multiple benefits to users, which we term here a win-cubed [win3] opportunity, where women collectors can receive free knowledge of using less resources to produce higher quality shea kernels which in turn offer higher extraction yields, lowering production costs, of a better and more marketable product.
Scientific Animations Without Borders (SAWBO) is a University of Illinois at Urbana-Champaign-bas... more Scientific Animations Without Borders (SAWBO) is a University of Illinois at Urbana-Champaign-based program focused on the development and deployment of educational content that can be rapidly translated and voice overlaid into new languages and deployed through cell phones and other video-capable devices. SAWBO relies on volunteers for translation and deployment of content both online and offline. On August 11 of 2012, a 6.4 magnitude earthquake struck East Azerbaijan province of Iran. SAWBO was contacted by, and worked with, Iranian expatriates from Vancouver, Canada, interested in gaining knowledge, about how to treat water to prevent cholera, into the zone hardest hit by the earthquake. In this case study, we outlined the challenges of deployment of educational content into a country where the authorities restrict the flow of knowledge to their own populations (i.e. a minority language group). We also discuss certain ethical dilemmas related to tracking content and user activities.
This chapter documents a strategy for the development and deployment of educational content on Eb... more This chapter documents a strategy for the development and deployment of educational content on Ebola prevention and treatment targeted at low-literate learners speaking diverse languages. During the outbreak of Ebola in Sierra Leone, Njala University partnered with Scientific Animations Without Borders (SAWBO) at the University of Illinois Urbana-Champaign to create educational animations on Ebola. Drawing on an international network of collaborators, these animations were then placed into multiple languages for Sierra Leone. Njala University in turn acted as the central hub for engaging local partner groups to deploy this content throughout Sierra Leone. This chapter describes the development process, which occurred during the outbreaks and the ICT tools now available to the global health community. The educational animations created during the 2014 Ebola outbreak are now available in multiple languages for Sierra Leone, as well as other West African countries, along with a highly scalable deployment pathway that can be rapidly operationalized during future outbreaks or modeled for other outbreak or health crisis situations.
IJPS Interdisciplinary Journal of Partnership Studies, 2018
In recent years, information and communication technologies for development (ICT4D) approaches ha... more In recent years, information and communication technologies for development (ICT4D) approaches have facilitated international development work, but still more effective ICT4D deployments are needed. This article examines how one ICT4D initiative, Scientific Animations without Borders (SAWBO), works with partners in Africa not only to transcend problematic insider / outsider binaries that impact solution delivery but also to implement inter-organizational collaborations on research and mission-critical knowledge-transfer goals that effectively reach the widest diversity of target populations.
Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in... more Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in sub-Saharan Africa. Kenya is no exception, with millions of cases and thousands of deaths reported annually. This pilot study looks at knowledge on malaria prevention and treatment among peri-urban communities in Western Kenya. Through a study on the use of animated videos as an informal educational tool, we examine baseline knowledge, sources of knowledge, and learning gains on a range of knowledge points on malaria prevention and treatment. The study has three significant findings: 1) participants in this study had relatively high levels of knowledge on malaria before the video intervention, 2) although the trend was an increase of correct answers post-animation viewing for all questions, and in some cases this went to 100% correct answers, the pre-knowledge levels were high enough for most questions that statistical significance was only detected in one question, and 3) we detected a significant correlation between Internet usage and baseline knowledge on malaria among the mostly literate sample population. These findings suggest that in heavily sensitized populations, for a particular topic, educational animations can be used to 'top off' knowledge on a given topic. Findings from this study can guide future malaria prevention and education efforts in Kenya and other developing nations.
Indigenous knowledge can be defined as a set of perceptions, information and behaviors that guide... more Indigenous knowledge can be defined as a set of perceptions, information and behaviors that guide local community members in terms of their use of natural resources. This knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical circumstances, based on the creativity and innovation of community members and as a result of the influence of other cultures and outside technologies. Capturing, understanding and sharing the complexity of indigenous knowledge among rural communities is crucial to preserve and validate information that has been transmitted in the form of oral history through generations. Making use of state of the art technology, “Scientific Animations Without Borders” (SAWBO) proposes a new approach to capture, preserve and share this knowledge with the rest of the world. The SAWBO program uses short, one to three minute animations showing indigenous practices that have been validated with scientific knowledge. Such animations can be viewed on the Internet or with video capable cell-phones. We argue that this approach has the potential not only to keep indigenous knowledge alive but also to share this knowledge across geopolitical, cultural and linguistic boundaries.
Ensuring the success of deployment initiatives of specific programs in developing countries
comes... more Ensuring the success of deployment initiatives of specific programs in developing countries comes with the commitment of local, public and private institutions. Scientific Animations Without Borders (SAWBO) creates educational content for low literate learners, in their own local languages that can be deployed on video capable devices by in country groups. In other words, SAWBO creates content, for local communities of practice to use in their educational programs. Although SAWBO creates and deploys this content virtually, it is the domain of local groups to develop strategies and approaches for local and meaningful impact. Establishing partnership between local stakeholders, public and private institutions bring new opportunities to the deployment of educational materials in developing nations. In regards to this statement, the consultative group on a project entitled “Promotion and Pilot Deployment of Educational Materials for Low Literate Learners around Adama” offers a case study in commitment between participants. This paper explains the opportunities for, and challenges to, creating a community of practice and making decisions between public and private institutions leading to the deployment of educational materials in a form of animated videos around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of local, public and private institutions to enter into partnership to participate in a specific deployment of a project perceived to be beneficial for low literate learners in their communities. The report of the consultative meeting suggests that while initiatives and perceptions may differ among the different groups involved in the deployment, common goals facilitate the decision making to move forward. This paper is part of an ongoing effort to develop community of practice models, for deployment of cross-culturally adaptable educational animations, with the intent of reproducing similar approaches in other regions of the world.
This study was based on the use of scientific educational animations as a learning tool in three ... more This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villages. This study was conducted to understand the reception of some specific educational animations that can be watched on cell phones. We conducted a short survey regarding people’s perceptions of these animations, clarity of the animations’ messages, lessons learned based on remembering key elements from the animations and information usage. We also focused on other questions related to cell phones as a way of transmitting and deploying information. Our study revealed that all of the participants liked the animations and the vast majority of participants indicated that they could understand the basic content of the animations. Another aspect of the survey was the use of cell phones as a mode of communication and transmission of educational materials. The majority of the respondents recognized that cell phones can be used as a logical technology for transmitting the animations but they also suggested, in terms of social pathways, that the animations could be deployed through farmer field schools, women associations, churches and youths. In the population surveyed, this study indicates that although cell phones are communication devices, there was a positive perception regarding their use as an educational tool, in transmitting and sharing educational materials.
International organizations, government agencies, non-governmental agencies, researchers,
adult e... more International organizations, government agencies, non-governmental agencies, researchers, adult educators, and extension agents have long sought effective ways to provide useful information to the least educated people throughout the world. Although there is no absolute relationship between poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals have involved the use of books, radio programs, or television. However, an estimated 80% of people living in rural areas of developing countries now have access to information via cell phones. The rapid development of cell phones and the Internet has also changed how people learn in that both literate and illiterate learners are increasingly familiar with and receptive to technology-mediated activities. Regardless of their level of formal education, many people interact with technology, discover things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate individuals should no longer depend only on books, radio, or television programs; educators should now recognize that the cell phone is a valuable learning tool. Here we describe how information in the form of short animations can be transferred to those who deliver information to low-literate learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can be added to these animations so that ideas can be efficiently shared across language groups. The animated videos, which are being developed by Scientific Animations Without Bordersâ„ (SAWBOâ„ ), can be viewed on cell phones or other video capable electronic devices. The development of these animations is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst collaborators through the utilization of social networks and cell phone technology.
Indigenous knowledge can be defined as a set of perceptions, information and behaviors
that guide... more Indigenous knowledge can be defined as a set of perceptions, information and behaviors that guide local community members in terms of their use of natural resources. This knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical circumstances, based on the creativity and innovation of community members and as a result of the influence of other cultures and outside technologies. Capturing, understanding and sharing the complexity of indigenous knowledge among rural communities is crucial to preserve and validate information that has been transmitted in the form of oral history through generations. Making use of state of the art technology, “Scientific Animations Without Borders” (SAWBO) proposes a new approach to capture, preserve and share this knowledge with the rest of the world. The SAWBO program uses short, one to three minute animations showing indigenous practices that have been validated with scientific knowledge. Such animations can be viewed on the Internet or with video capable cell-phones. We argue that this approach has the potential not only to keep indigenous knowledge alive but also to share this knowledge across geopolitical, cultural and linguistic boundaries.
Shea trees grow across 4 million km2 of sub-Saharan Africa. Shea parklands provide a sustainable ... more Shea trees grow across 4 million km2 of sub-Saharan Africa. Shea parklands provide a sustainable source of edible fat (shea butter) that, in terms of volume, is currently second only to cocoa butter as a vegetal source of stearic acid in the multi-billion dollar chocolate and cosmetic sectors. However, in terms of international trade, shea has been opaque to consumers of edible products (where the majority of shea exports end their global journey) and actually only well-known in western markets as a cosmetic ingredient. The millions of women collectors have been disconnected from global supply chains, as the majority of their sheanuts are factory processed, supplied by traders who, in many cases, do not understand quality issues nor share knowledge with their village-based collectors—this is the “Paradox of paradoxa”. This review provides the background to this issue by contextualizing the industry and describing how weak post-harvest quality control impacts the shea supply chain. The paper then explains how this knowledge was incorporated into a 3D animation available for free transmission to rural African audiences and viewing on portable devices like video capable mobile phones. This tool offers the potential of low-cost multiple benefits to users, which we term here a win-cubed [win3] opportunity, where women collectors can receive free knowledge of using less resources to produce higher quality shea kernels which in turn offer higher extraction yields, lowering production costs, of a better and more marketable product.
Scientific Animations Without Borders (SAWBO) is a University of Illinois at Urbana-Champaign-bas... more Scientific Animations Without Borders (SAWBO) is a University of Illinois at Urbana-Champaign-based program focused on the development and deployment of educational content that can be rapidly translated and voice overlaid into new languages and deployed through cell phones and other video-capable devices. SAWBO relies on volunteers for translation and deployment of content both online and offline. On August 11 of 2012, a 6.4 magnitude earthquake struck East Azerbaijan province of Iran. SAWBO was contacted by, and worked with, Iranian expatriates from Vancouver, Canada, interested in gaining knowledge, about how to treat water to prevent cholera, into the zone hardest hit by the earthquake. In this case study, we outlined the challenges of deployment of educational content into a country where the authorities restrict the flow of knowledge to their own populations (i.e. a minority language group). We also discuss certain ethical dilemmas related to tracking content and user activities.
This chapter documents a strategy for the development and deployment of educational content on Eb... more This chapter documents a strategy for the development and deployment of educational content on Ebola prevention and treatment targeted at low-literate learners speaking diverse languages. During the outbreak of Ebola in Sierra Leone, Njala University partnered with Scientific Animations Without Borders (SAWBO) at the University of Illinois Urbana-Champaign to create educational animations on Ebola. Drawing on an international network of collaborators, these animations were then placed into multiple languages for Sierra Leone. Njala University in turn acted as the central hub for engaging local partner groups to deploy this content throughout Sierra Leone. This chapter describes the development process, which occurred during the outbreaks and the ICT tools now available to the global health community. The educational animations created during the 2014 Ebola outbreak are now available in multiple languages for Sierra Leone, as well as other West African countries, along with a highly scalable deployment pathway that can be rapidly operationalized during future outbreaks or modeled for other outbreak or health crisis situations.
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knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical circumstances, based on the creativity and innovation of community members and as a result of the influence of other cultures and outside technologies. Capturing, understanding and sharing the complexity of indigenous knowledge among rural communities is crucial to preserve and validate information that has been transmitted in the form of oral history through generations. Making use of state of the art technology, “Scientific Animations Without Borders” (SAWBO) proposes a new approach to capture, preserve and share this knowledge with the rest of the world. The SAWBO program uses short, one to three minute animations showing indigenous practices that have been validated with scientific knowledge. Such animations can be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge across geopolitical, cultural and linguistic boundaries.
comes with the commitment of local, public and private institutions. Scientific Animations
Without Borders (SAWBO) creates educational content for low literate learners, in their own
local languages that can be deployed on video capable devices by in country groups. In other
words, SAWBO creates content, for local communities of practice to use in their educational
programs. Although SAWBO creates and deploys this content virtually, it is the domain of
local groups to develop strategies and approaches for local and meaningful impact.
Establishing partnership between local stakeholders, public and private institutions bring new
opportunities to the deployment of educational materials in developing nations. In regards to
this statement, the consultative group on a project entitled “Promotion and Pilot Deployment
of Educational Materials for Low Literate Learners around Adama” offers a case study in
commitment between participants. This paper explains the opportunities for, and challenges
to, creating a community of practice and making decisions between public and private
institutions leading to the deployment of educational materials in a form of animated videos
around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of
local, public and private institutions to enter into partnership to participate in a specific
deployment of a project perceived to be beneficial for low literate learners in their
communities. The report of the consultative meeting suggests that while initiatives and
perceptions may differ among the different groups involved in the deployment, common
goals facilitate the decision making to move forward. This paper is part of an ongoing effort
to develop community of practice models, for deployment of cross-culturally adaptable
educational animations, with the intent of reproducing similar approaches in other regions of
the world.
adult educators, and extension agents have long sought effective ways to provide useful information
to the least educated people throughout the world. Although there is no absolute relationship between
poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in
rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals
have involved the use of books, radio programs, or television. However, an estimated 80%
of people living in rural areas of developing countries now have access to information via cell phones.
The rapid development of cell phones and the Internet has also changed how people learn in that both
literate and illiterate learners are increasingly familiar with and receptive to technology-mediated
activities. Regardless of their level of formal education, many people interact with technology, discover
things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate
individuals should no longer depend only on books, radio, or television programs; educators
should now recognize that the cell phone is a valuable learning tool. Here we describe how information
in the form of short animations can be transferred to those who deliver information to low-literate
learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can
be added to these animations so that ideas can be efficiently shared across language groups. The animated
videos, which are being developed by Scientific Animations Without Bordersâ„ (SAWBOâ„ ),
can be viewed on cell phones or other video capable electronic devices. The development of these animations
is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst
collaborators through the utilization of social networks and cell phone technology.
that guide local community members in terms of their use of natural resources. This
knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical
circumstances, based on the creativity and innovation of community members and as a
result of the influence of other cultures and outside technologies. Capturing, understanding
and sharing the complexity of indigenous knowledge among rural communities is crucial to
preserve and validate information that has been transmitted in the form of oral history through
generations. Making use of state of the art technology, “Scientific Animations Without Borders”
(SAWBO) proposes a new approach to capture, preserve and share this knowledge with the
rest of the world. The SAWBO program uses short, one to three minute animations showing
indigenous practices that have been validated with scientific knowledge. Such animations can
be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge
across geopolitical, cultural and linguistic boundaries.
knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical circumstances, based on the creativity and innovation of community members and as a result of the influence of other cultures and outside technologies. Capturing, understanding and sharing the complexity of indigenous knowledge among rural communities is crucial to preserve and validate information that has been transmitted in the form of oral history through generations. Making use of state of the art technology, “Scientific Animations Without Borders” (SAWBO) proposes a new approach to capture, preserve and share this knowledge with the rest of the world. The SAWBO program uses short, one to three minute animations showing indigenous practices that have been validated with scientific knowledge. Such animations can be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge across geopolitical, cultural and linguistic boundaries.
comes with the commitment of local, public and private institutions. Scientific Animations
Without Borders (SAWBO) creates educational content for low literate learners, in their own
local languages that can be deployed on video capable devices by in country groups. In other
words, SAWBO creates content, for local communities of practice to use in their educational
programs. Although SAWBO creates and deploys this content virtually, it is the domain of
local groups to develop strategies and approaches for local and meaningful impact.
Establishing partnership between local stakeholders, public and private institutions bring new
opportunities to the deployment of educational materials in developing nations. In regards to
this statement, the consultative group on a project entitled “Promotion and Pilot Deployment
of Educational Materials for Low Literate Learners around Adama” offers a case study in
commitment between participants. This paper explains the opportunities for, and challenges
to, creating a community of practice and making decisions between public and private
institutions leading to the deployment of educational materials in a form of animated videos
around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of
local, public and private institutions to enter into partnership to participate in a specific
deployment of a project perceived to be beneficial for low literate learners in their
communities. The report of the consultative meeting suggests that while initiatives and
perceptions may differ among the different groups involved in the deployment, common
goals facilitate the decision making to move forward. This paper is part of an ongoing effort
to develop community of practice models, for deployment of cross-culturally adaptable
educational animations, with the intent of reproducing similar approaches in other regions of
the world.
adult educators, and extension agents have long sought effective ways to provide useful information
to the least educated people throughout the world. Although there is no absolute relationship between
poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in
rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals
have involved the use of books, radio programs, or television. However, an estimated 80%
of people living in rural areas of developing countries now have access to information via cell phones.
The rapid development of cell phones and the Internet has also changed how people learn in that both
literate and illiterate learners are increasingly familiar with and receptive to technology-mediated
activities. Regardless of their level of formal education, many people interact with technology, discover
things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate
individuals should no longer depend only on books, radio, or television programs; educators
should now recognize that the cell phone is a valuable learning tool. Here we describe how information
in the form of short animations can be transferred to those who deliver information to low-literate
learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can
be added to these animations so that ideas can be efficiently shared across language groups. The animated
videos, which are being developed by Scientific Animations Without Bordersâ„ (SAWBOâ„ ),
can be viewed on cell phones or other video capable electronic devices. The development of these animations
is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst
collaborators through the utilization of social networks and cell phone technology.
that guide local community members in terms of their use of natural resources. This
knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical
circumstances, based on the creativity and innovation of community members and as a
result of the influence of other cultures and outside technologies. Capturing, understanding
and sharing the complexity of indigenous knowledge among rural communities is crucial to
preserve and validate information that has been transmitted in the form of oral history through
generations. Making use of state of the art technology, “Scientific Animations Without Borders”
(SAWBO) proposes a new approach to capture, preserve and share this knowledge with the
rest of the world. The SAWBO program uses short, one to three minute animations showing
indigenous practices that have been validated with scientific knowledge. Such animations can
be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge
across geopolitical, cultural and linguistic boundaries.