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A network for capacity building in Software Engineering Free Software In Africa
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Africa's digital 'darkness' can be bridged by virtual collaboration in free/open-source software development, creating expertise where it's scarce.
Key Insights
The African Virtual Open Initiatives and Resources (AVOIR) project aims to build software engineering capacity through collaborative development of Free and Open Source Software (FOSS) under the GNU General Public License.
In 2007, the AVOIR project had grown to approximately 70 people across two core initiatives (AVOIR and the NetTel Africa master's program) and several collaborating sites.
AVOIR's development methodology relies heavily on mailing lists and code repositories like CVS due to bandwidth constraints in many African institutions, rather than real-time collaboration tools.
The 'Chisimba' framework, named after a traditional African house, was developed to be a modular, extensible, and standard-compliant object-oriented framework for rapid application development, designed to teach good software engineering practices.
The project aims to foster 'Education 3.0,' a paradigm shift from traditional knowledge transmission to student-led, collaborative learning that leverages digital natives, open licenses, and new social computing technologies.
Students participating in AVOIR projects reported significantly improved employability, with employers valuing their ability to conceptualize problems rather than just specific programming language syntax.
Addressing Africa's digital gap through virtual collaboration
The talk begins by highlighting a stark visual representation of Africa's digital disparity: a world map showing significantly fewer 'lights' (representing internet usage and technological presence) compared to the developed world. This lack of concentrated expertise, particularly in fields like software engineering, presents a significant challenge. Professor Derek Keats introduces the African Virtual Open Initiatives and Resources (AVOIR) project as a solution to this problem. AVOIR aims to create virtual concentrations of expertise by using the internet as a 'glue' to connect individuals and institutions across Africa, fostering synergy and overcoming the isolation often experienced due to weak bandwidth and poor connectivity. The project's core philosophy is to build local capacity through collaborative free and open-source software (FOSS) development, contrasting with development aid models that often bring in external consultants who leave little behind.
The power of free and open source software for development
Software engineering is identified as a key area for capacity building due to its low barriers to entry – primarily requiring a computer and the freedom to innovate without needing permission, which FOSS provides. AVOIR focuses on making software development a 'production exercise' rather than just an 'implementation exercise,' which is more common in Africa. The project actively develops and supports FOSS innovation within African higher education institutions. This approach not only builds technical skills but also creates opportunities for economic growth, as evidenced by projects like the software developed for Afghanistan. The goal is to produce world-class, innovative software and services, thereby creating an ecosystem that strengthens African innovation.
AVOIR's structure, growth, and collaborative methodologies
The AVOIR project originated with a small team in early 2005 and had grown to around 70 people within two years, involving participants from the AVOIR project and the NetTel Africa master's program, alongside collaborating sites across the continent. The initiative is built on four cornerstones: collaborating, implementing, coding, and connecting. Collaboration primarily occurs through mailing lists due to significant bandwidth limitations, with code repositories like CVS being essential tools. Implementing the developed products and connecting with other initiatives to expand the network are crucial for sustainability. The project emphasizes generating revenue through its work, with the 'Free Software Innovation Unit' at the University of the Western Cape being entirely self-funded through such projects, demonstrating a model that avoids dependency on donor funds.
Developing world-class software and fostering collaboration
A key example of AVOIR's impact is the development of a completely free and open-source student information management system at the University of the Western Cape, built using tools developed within the project. This initiative involves approximately 20 software engineers and business analysts and aims to create a full system using a service-oriented architecture. This institutional adoption demonstrates how AVOIR can grow its ecosystem from within. The project's reach extends beyond South Africa, with software being implemented in places like Afghanistan, where the 'Cool Angel' system (an e-learning platform) was rebranded and deployed at Kabul University. Training workshops have also been conducted in various countries, including Ghana, Nigeria, and the Philippines, highlighting the project's commitment to widespread capacity building.
The 'Chisimba' framework and navigating cultural barriers
Recognizing the need for robust software engineering practices, AVOIR developed its own application framework. Initially named 'Kinky' (an acronym for 'Kinky Is Not Cool Yet'), it was later renamed 'Chisimba' – a Chichewa word signifying the framework used to build traditional African houses, symbolizing its African origin. Chisimba is an object-oriented framework designed for rapid application development, intended to teach good software engineering principles. A significant challenge addressed by AVOIR is the cultural fear of participation and criticism among new developers. By creating its own project environment, AVOIR aims to build confidence and enable individuals to collaborate effectively in international teams. The framework is modular, adheres to standards, and incorporates a service-oriented architecture, making it suitable for enterprise development and adaptable to emerging technologies like Web 2.0, which they term 'Education 3.0'.
Rethinking education for the digital age: Education 3.0
The concept of 'Education 3.0' is presented as a necessary evolution from current educational practices, which often use 21st-century technology with 19th-century pedagogy. Education 3.0, as envisioned by Keats and Smith in their paper, leverages digital natives, open licenses (like Creative Commons), new social computing technologies, and emerging pedagogical approaches. It emphasizes student agency in making learning choices, greater social networking across disciplines and countries, and students as producers of reusable learning content. This model moves away from the teacher-as-sole-knowledge-holder paradigm and requires institutional arrangements that foster collaboration. AVOIR's collaborative processes and technology are intended to be foundational for this shift in Africa, helping to 'connect the dots' and create virtual educational opportunities.
From implementation to production: Building a sustainable ecosystem
AVOIR is committed to moving beyond merely implementing existing software to actively producing new solutions. The project's sustainability relies on its ability to connect and implement, thus generating business opportunities. Examples include a committee administration system for the University of the Western Cape, a repository for higher education research in Africa (HERO), and a social networking site for a Nordic-Southern African collaboration. Future development includes a platform for academic presentations, envisioned as an 'academic YouTube.' The project also aims to reduce donor dependency by securing project-based funding, a strategy that has shown initial success. The creation of a collaborative master's degree in FOSS development is also in progress, designed to be largely virtual and connect universities across Africa.
Engaging new developers and building alliances for growth
A significant focus for AVOIR is nurturing a new generation of developers, particularly those who are hesitant to engage in international collaborative projects. Unlike Google's Summer of Code, AVOIR aims to reach 'newbie' developers who may be afraid to ask questions. By creating opportunities for participation in newbie-friendly development projects, AVOIR helps build confidence and makes participation in mailing lists and international collaboration second nature. The project actively seeks to strengthen alliances with other networks, such as the NetTel Africa network and projects at other universities, viewing this alliance as a 'network of networks' to increase collaborative capacity. Ultimately, AVOIR believes that by connecting the dots and creating virtual concentrations of expertise through FOSS development within universities and beyond, it can foster significant development and bridge Africa's digital divide.
Mentioned in This Episode
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Common Questions
The AVIVR project aims to build capacity in software engineering in Africa by fostering collaboration among individuals and institutions to develop free and open-source software. It seeks to create virtual concentrations of expertise and stimulate development within the continent.
Topics
Mentioned in this video
A technological era characterized by social computing and user-generated content, which the AVIVR framework is enabled for.
The core technology focus of the AVIVR project, emphasizing low barriers to entry, collaboration, and innovation.
The architectural pattern used in the Chisimba framework.
A pedagogical approach that leverages digital natives, social computing, and collaborative learning, contrasting with traditional models.
A university beginning to develop a lab for mobile work.
An organization that Derek Keats directed for four years.
Derek Keats's institution, which has implemented policies on free and open source software and content, and is building a student information management system using AVIVR tools.
A project building capacity in software engineering in Africa through collaborative free and open source software development.
Used as an example of a place with high concentrations of skills and expertise, and as a partner for collaboration.
A master's program in ICT policy and regulation that works alongside the AVIVR project.
The primary code repository system used by the AVIVR project due to its simplicity and low bandwidth requirements.
Mentioned as an example of an institution that produces high-quality learning resources, though the assumption that this is the only way is questioned.
A university mentioned as a place where projects involving AVIVR alliances are happening.
A university mentioned as a place where projects involving AVIVR alliances are happening.
A Canadian organization that provided a grant funding a developer for the AVIVR project.
The initial name of the AVIVR application framework, later changed due to its unsuitability for business.
A rendering engine used in some development to enable synchronization with the learning environment.
A project established by Derek Keats in the 1990s focused on using technology for environmental education.
An e-learning platform developed by the AVIVR project.
A system being built by the University of the Western Cape using AVIVR tools to replace a legacy administration system.
The second version of the AVIVR application framework, named after a Chichewa word for a traditional African house framework, designed for rapid application development and learning good software engineering practices.
Mentioned as an example of an external tool that has spawned businesses implementing it, similar to the potential for AVIVR software.
A tool (likely related to the Gecko engine context) used for enabling students to synchronize with the learning environment for offline access.
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