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Laboratory Introduction

Samiullah Paracha assistant professor Lab

Development through Dialogue, Design & Dissemination

Laboratory Overview

ICT4D is an engineering lab that offers innovative ICT solutions to development challenges in the world. It considers the productive use of ICT as a vital input to addressing challenging issues of poverty, illiteracy, disease and natural calamities in the world. Driven by two main philosophies, ‘Tankyu Practice’ and Active Learning-based teaching, ICT4D Lab provides the skills, knowledge and attitudes to effectively deploy ICT project for long-term sustainability. The lab sessions are comprised of lectures,discussions, and hands-on laboratory modules. Topics of interest to this track include, but are not limited to e-Learning, ICT in healthcare and disaster risk management. Students work in multidisciplinary teams on their projects, closely collaborating with local community partners, field practitioners, and experts in relevant fields.

Field of Study / Subjects

Main research themes to this track include, but are not limited to the effective use of ICT in education, healthcare, social welfare and disaster risk

Methods of Instruction and Research

I hear and I forget
I see and I remember
I do and I understand (Confucius 551‒479 BC)
ICT4D Lab believes in learning by doing, as such‘ Tankyu Practice’ and‘ Active Learning-based teaching’ models are compatible with its research and teaching practices. Tankyu Practice is an inquisitive approach to interrogative inquiry, developed by Prof. Toshiki Sumitani, and can be justified on the following grounds: (i) students identify social issues in developing countries; (ii) build possible ICT solutions; (iii) verify them from three perspectives; and (iv) make presentations in group work settings. Whereas, Active-Learning-based Teaching Model, developed by Hazzan et al., (2011), offers students the tasks that inculcate higher-order thinking, such as analysis, synthesis, and evaluation. The suitability of this approach can be justified on the following grounds: (i) Hands-on learning; (ii) Pacing; (iii) Bridging gaps; (iv) High-order thinking tasks; (v) Kinesthetic echniques; and (iii) Reflection.