Cornell University
Technology for Underserved Communities
INFO 6600 – Spring 2020
Instructor: Prof. Aditya Vashistha, Gates 216, Office hours by appointment
Course communication: Slack (info6600sp20.slack.com)
Lectures: Tuesday / Thursday, 1:25-2:40pm, Gates Hall G11
Grading: Reading responses and critiques (35%), activities & discussion (25%), project (40%)
Course Description: This course examines the design, deployment, and adoption of computing technologies that aim to improve the lives of underserved populations in low-resource environments. Through discussions of case studies from the US and across the world, we will study how computing technologies are used in different global development domains, such as agriculture, finance, health, education, civic engagement. We will also explore many of the big debates in the field of ICTD through reading and discussing seminal papers, including how to approach and measure success, how to consider failure, what constitutes 'good' research, how to broach the 'digital divide'. The course will enrich students’ foundational knowledge and information about current research in ICTD, and will better equip them to create and evaluate computing technologies for people in low-resource environments.
Schedule:
Course communication: Slack (info6600sp20.slack.com)
Lectures: Tuesday / Thursday, 1:25-2:40pm, Gates Hall G11
Grading: Reading responses and critiques (35%), activities & discussion (25%), project (40%)
Course Description: This course examines the design, deployment, and adoption of computing technologies that aim to improve the lives of underserved populations in low-resource environments. Through discussions of case studies from the US and across the world, we will study how computing technologies are used in different global development domains, such as agriculture, finance, health, education, civic engagement. We will also explore many of the big debates in the field of ICTD through reading and discussing seminal papers, including how to approach and measure success, how to consider failure, what constitutes 'good' research, how to broach the 'digital divide'. The course will enrich students’ foundational knowledge and information about current research in ICTD, and will better equip them to create and evaluate computing technologies for people in low-resource environments.
Schedule:
Reading Responses and Discussion:
Reading and discussion are major components of this course. Instead of homework assignments, you will submit a written reading response to each assigned paper prior to each class. The goal is for you not only to read and understand the material, but also to develop your unique perspective on it. I do not think you should agree with everything in the reading (and I don't either). Instead, see the readings as arguments for positions that the authors are taking. Your job as a reader is to (1) understand and appreciate the author's arguments, (2) evaluate the persuasiveness of these arguments and their implications, and (3) develop your own informed perspective.
Response: For each reading, you will submit a response. Your response each class should be either positive or negative (but make sure you do a good balance of BOTH positive and negative over the whole semester). Each writeup is expected to be between 200-500 words and completed in a Google doc. Paste a link to your response in the spreadsheet BEFORE that day's class. During class, we will read, critique, and discuss the paper and your responses.
Critique: The first 10-15 minutes of each class will be used to critique each other's reading responses. Choose a classmate's response and (1) compare and contrast their response with your own, (2) discuss what you agree with or disagree with in their response, (3) identify one topic for discussion based on their response.
Devices in Class
We will use smartphones and laptops to facilitate hands-on activities and work in class. However, research and student feedback clearly shows that using devices on non-class related activities harms my teaching, your own learning, and other students' learning as well. Therefore, I only allow device usage during activities that require devices. At all other times, you should put your device away. I'll help you remember this by announcing when to bring devices out and when to put them away.
Academic Integrity
Each student in this course is expected to abide by the Cornell University Code of Academic Integrity. Any work submitted by a student in this course for academic credit will be the student's own work. You are encouraged to study together and to discuss information and concepts covered in class with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a soft copy, or a hard copy. If you have questions about what is, or is not, permissible, please come and ask.
Students with Disabilities
Your access in this course is important. Please give me your Student Disability Services (SDS) accommodation letter early in the semester so that we have adequate time to arrange your approved accommodations. If you need an immediate accommodation for equal access, please speak with me after class or send an email/slack message to me and/or SDS at [email protected]. If the need arises for additional accommodations during the semester, please contact SDS. You may also feel free to speak with Student Services at Cornell University who will connect you with the university SDS office.
Reading and discussion are major components of this course. Instead of homework assignments, you will submit a written reading response to each assigned paper prior to each class. The goal is for you not only to read and understand the material, but also to develop your unique perspective on it. I do not think you should agree with everything in the reading (and I don't either). Instead, see the readings as arguments for positions that the authors are taking. Your job as a reader is to (1) understand and appreciate the author's arguments, (2) evaluate the persuasiveness of these arguments and their implications, and (3) develop your own informed perspective.
Response: For each reading, you will submit a response. Your response each class should be either positive or negative (but make sure you do a good balance of BOTH positive and negative over the whole semester). Each writeup is expected to be between 200-500 words and completed in a Google doc. Paste a link to your response in the spreadsheet BEFORE that day's class. During class, we will read, critique, and discuss the paper and your responses.
Critique: The first 10-15 minutes of each class will be used to critique each other's reading responses. Choose a classmate's response and (1) compare and contrast their response with your own, (2) discuss what you agree with or disagree with in their response, (3) identify one topic for discussion based on their response.
Devices in Class
We will use smartphones and laptops to facilitate hands-on activities and work in class. However, research and student feedback clearly shows that using devices on non-class related activities harms my teaching, your own learning, and other students' learning as well. Therefore, I only allow device usage during activities that require devices. At all other times, you should put your device away. I'll help you remember this by announcing when to bring devices out and when to put them away.
Academic Integrity
Each student in this course is expected to abide by the Cornell University Code of Academic Integrity. Any work submitted by a student in this course for academic credit will be the student's own work. You are encouraged to study together and to discuss information and concepts covered in class with other students. You can give "consulting" help to or receive "consulting" help from such students. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a soft copy, or a hard copy. If you have questions about what is, or is not, permissible, please come and ask.
Students with Disabilities
Your access in this course is important. Please give me your Student Disability Services (SDS) accommodation letter early in the semester so that we have adequate time to arrange your approved accommodations. If you need an immediate accommodation for equal access, please speak with me after class or send an email/slack message to me and/or SDS at [email protected]. If the need arises for additional accommodations during the semester, please contact SDS. You may also feel free to speak with Student Services at Cornell University who will connect you with the university SDS office.