Monday, 19th April 2021
Are you familiar with open learning as an approach to education? Are open learning and open pedagogy the same thing? What does open pedagogy look like in practice?
Open Learning
In a report prepared by Saide (2000) for the South African Department of Education, the authors dispel certain misconceptions about open learning that have developed over time.
Firstly, open learning is not the same as distance education. The idea of open distance learning creates a false expectation that all distance learning is open. There are many instances of distance learning that do not provide open access or lead to success. In addition, face-to-face learning can be open. Open learning is an approach that has the potential to promote openness within a whole educational system.
Secondly, open learning is relevant to all fields of education, not just adult education.
And finally, open learning goes beyond opening learning through isolated, individual educational projects.
'The principles of open learning provide a set of benchmarks against which all aspects of any educational system (international, national, provincial, or institutional) can be measured. This process can lead to improvements in the underlying design of such system, because it can remove unnecessary closure and consolidate closure where it is important to the efficient and financially viable functioning of the system.' (Saide, 2000)
In this report, Saide (2000) suggests that,
'open learning [is] an approach to education which seeks to remove all unnecessary barriers to learning, while aiming to provide learners with a reasonable chance of success in an education and training system centred on their specific needs and located in multiple arenas of learning.'
Open Pedagogy
There has been much debate about the link between open pedagogy, open educational resources (OER), OER-Enabled Pedagogy (Wiley & Hilton, 2018) and open educational practice (OEP).
In an article published in the International Journal of Open Educational Resources (IJOER), 'Towards a Working Definition of Open Pedagogy,' Witt (2020) proposes a working definition of open pedagogy as 'any pedagogy informed by the practitioners’ conscious identification with the open movement, open access, and open educational resources.' He suggests that OER-enabled pedagogy and open educational practices address the how, [and] open pedagogy addresses the why.
In this spirit we want to share our conception of open pedagogy as part of an open learning approach. We are interested not only in what open pedagogy means, but also in the why and the how. We use a set of open learning principles to help us understand why open pedagogy is necessary, but also what it means in practice.
Open Learning Principles
Over time, Saide (2019) has developed and adapted a set of open learning principles and categorised them as follows:
1. Increasing access for success
- Learners have meaningful and affordable access to opportunities for lifelong learning.
- Unnecessary barriers to access are removed.
- Wherever appropriate, learning provision is flexible, allowing learners to increasingly determine where, when, what and how they learn, as well as the pace at which they will learn.
2. Enabling success
- Providers create the conditions for learner success through learner support, contextually appropriate resources and sound pedagogical practices.
- Learning processes centre on the learners and contexts of learning, build on their experience and encourage active engagement leading to independent and critical thinking.
3. Continuing success
- Prior learning and experience is recognised wherever possible.
- Arrangements for credit transfer and articulation between qualifications facilitate further learning.
The intention is for educational practitioners to apply these principles as part of an ongoing process of evaluation and improvement, to develop meaningful educational opportunities, regardless of the 'mode of delivery' used.
Open pedagogy is not just about open content
Wiley (2013) spoke about open pedagogy as “that set of teaching and learning practices only possible in the context of the free access and 4R permissions characteristic of open educational resources” (Wiley, 2013, final paragraph). Conole (2010) defined open educational practices as “a set of activities and support around the creation, use and re-purposing of Open Educational Resources (OERs)”. So open pedagogy (and open educational practices) assumes access to content and resources in the form of OER.
For us, access can mean many things. Hegarty (2015) associated open pedagogy with attributes such as participatory technologies; people, openness, trust; innovation & creativity; sharing ideas & resources, connected community; learner generated; reflective practice; and peer review. So, we need to think about access to technology, or access to data, for example. Particularly in this time of Covid, when most students are online (if they have access to data and technology) and remote we also think of access to people — each other and their lecturers.
What about access to the learning process? Think about university students you know of who struggle with reading, either because most, if not all, of the reading is in academic English and they do not have the experience of reading those kinds of texts. Or the student who has an educational background that has not prepared them well for post-school study. You may be thinking about a student who has work experience, but not in their direct field of study. For these students, access is about language, level, and what students already know.
In our view, open pedagogy asks the question: how do we provide learning opportunities for students in ways that remove barriers to access, and scaffold and mediate learning in ways that support students to succeed?
Understanding open pedagogy
At the heart of our understanding open pedagogy is understanding how people learn. One of the open learning principles for enabling success is that,
'learning processes centre on the learners and contexts of learning, build on their experience and encourage active engagement leading to independent and critical thinking' (Saide, 2019).'
We have developed a set of requirements for giving practical expression to this principle.
People learn by doing things that lead them to construct their own new knowledge. Reading, creating a mind map, doing an interview, planning a learning session, creating a model, doing an experiment, or teaching a class are all examples of being actively engaged in the learning process. If an action is facilitated or mediated in some way, students begin to understand and reflect on their action, and in that way start to internalise what they have learned.
Telling or transmitting information results in limited learning. For deeper learning to occur, people need to engage in a meaningful activity and then reflect on what they have done to learn something from it. This is an active rather than a passive conception of how we gain new knowledge.
Learning is structured around key activities that build up into identified learning pathways. There are structural links between programmes, modules, units and activities.
An important concept in open pedagogy is the idea of three presences: social presence, teacher presence and cognitive presence.
The most important thing you can do to make online learning accessible, meaningful and successful is to engage students in supportive and collaborative active learning. Create a presence. Create a set of learning activities that engages students in meaningful thought (cognitive presence), discussion with other students (social presence) with you as a critical and compassionate guide (teacher presence). Saide (2020)
Let’s explore the following activity template to unpack open pedagogy a bit more. Scroll down in the block to use the interactive template.
Open pedagogy and open learning principles
Stop and think
Which of the open learning principles are supported by our concept of an open pedagogy?
Our concept of open pedagogy supports student access to active learning, supporting them to reflect, think critically and solve problems. In open pedagogy, the materials “become a mediator” (Moll & Drew 2008), facilitating a conversation between and amongst the students and the teacher and supporting progress through the identified learning pathways. Open pedagogy supports students to succeed and equips them for critical lifelong learning.
Are you open?
Additional Resources
For further ideas about activity based learning, access the following online module: Designing Engaging Learning Activities
Conole, G. (2010). Defining open educational practices (OEP) [Blog post]. http://e4innovation.com/?p=373
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 3-13. https://upload.wikimedia.org/wikipedia/commons/c/ca/
Laurillard, D. nd. Learning Design
Mhlanga, E. 2009. Enriching online learning experience: the three ‘presences’, Saide.
Moll, I & Drew, S. 2008. Learning, a learning spiral and Materials Design, SAIDE, WIP.
OER Africa. 2020. Online assessment: How do we know if students are learning successfully?
Saide, 2003. What is a Learning-centred Learning Centre? p26.
Saide, 2019. Open learning principles Enabling successful learning
Saide, 2020. Quality Online Teaching and Learning, an online course
Wiley, D. (2013, October 21). What is open pedagogy? Iterating toward openness [Blog post]. http://opencontent.org/blog/archives/2975
Witt, A N. 2020 Towards a Working Definition of Open Pedagogy, IJOER, https://www.ijoer.org/towards-a-working-definition-of-open-pedagogy/
What's New
Why might you want to publish your research in an open access journal? Open access journals use Creative Commons licences, which lay out the terms under which they can be used and distributed. Although most open access journals are highly respected and entirely legitimate, there are scores of journals that can be classified as ‘predatory’; they prey on the unwary who want to publish or to read a reliable article.
Introduction: Why is open access publishing beneficial to academics?
Why might you want to publish your research in an open access journal? Open access journals use Creative Commons licences, which lay out the terms under which they can be used and distributed. All Creative Commons licences require full attribution. Open access can benefit scholars because wider access to their research, enhances visibility and citations.[1]
Figure 1 shows some of the possible benefits of OA publishing, many of which are relevant to researchers around the world, including those in Africa.
Figure 1: Benefits of open access publishing
What are predatory journals?
Most open access journals are highly respected and entirely legitimate. The Directory of Open Access Journals (DOAJ) lists more than 20,000 journals, many without an author processing fee:
Figure 2: DOAJ coverage[2]
The Department of Higher Education and Training (DHET) in South Africa includes the DOAJ journals amongst its list of accredited journals. Academics, researchers, and librarians are sure to find a reliable open access journal on the DOAJ database or any of the others that DHET lists.[3]
Even so, there are scores of journals that can be classified as ‘predatory’; they prey on the unwary who want to publish or to read a reliable article.
What is a predatory journal? In 2019, a group of legal experts and publishers agreed on this definition:
"Predatory journals and publishers are entities that prioritize self-interest at the expense of scholarship and are characterized by false or misleading information, deviation from best editorial and publication practices, a lack of transparency, and/or the use of aggressive and indiscriminate solicitation practices."
Though it might seem straightforward, there are so many forms of predatory practices that this group of specialists had trouble agreeing on a definition to describe how predation manifests itself.[4]
Experts [5] believe that there are now more than 15,000 predatory journals, which promise:
- Peer review with a fast turnaround time.
- Low author processing fees—low in comparison to some of the top tier journals, but high in terms of what authors get for their money.
- Online publication and visibility.
- Indexing in platforms such as Scopus and Web of Science.
Figure 3: How to spot a predatory journal[6]
OER Africa has a free online tutorial on open access publishing, which includes suggestions on how to verify a journal’s legitimacy.[7] There is also a discussion in Open Knowledge Primer for African Universities on the ways in which DOAJ tries to ensure that the journals in its database are legitimate.[8]
All researchers are under pressure to publish to keep their jobs and become eligible for promotion. The pressure on African scholars is increased because they cannot afford the high publication fees some journals charge, and some may not be familiar with the steps necessary to evaluate journals.
Two researchers are quoted in a 2022 article in the Africa Edition of University World News to illustrate the dilemmas facing African scientists who must publish but have neither the funds to pay the APC costs of top-tier journals nor the knowhow to discern the legitimate from the predatory.[9]
One scientist, Euclides Sacomboio of Agostinho Neto University in Angola, had two articles published in disreputable journals. His preference would have been high-impact journals, but, as he told University World News:
"I earn US$500, and the article processing fee in reputable journals is about US$2,180. Where do I get the money without any support?"
Sacomboio added:
"To me, it was important to share my data. Worse, it was difficult to choose [where to publish] because some of these journals we call predatory have peer review processes."
The second scientist, Moses Samje of the University of Bamenda, Cameroon and a member of the African Academy of Sciences Chapter of Affiliates, was also taken in—this time because the journal’s focus was on research like his and because of the journal’s allegedly high impact factor. Samje said:
"The impact factor was quite attractive. It was too good to be true … We had to try and we submitted a paper and, in the space of 24 hours, they [the publishers] asked for the processing charge, which was getting way more affordable. In less than 48 hours, we received an e-mail [saying] our paper was online. I was quite excited."
Samje subsequently went online and discovered that the journal’s peer review process was not as it seemed; he believes that the journal is a sham.
‘Plagiarism, fraud, and predatory publishing’
The noted bioethicist, Arthur Caplan, wrote those words in 2015 and called predatory journals ‘polluting journals.’[10]
Although the points in figure 3 elucidate the major ways to identify a predatory journal, there are two additional strategies they employ. Predatory journals are noted for accepting plagiarized articles and those that have already been published elsewhere. Even though predatory journals may report that they check for plagiarism, they typically don’t.
A 2018 blog post in the Indian newsletter, The Wire, succinctly described the situation in India and gave examples. The authors wrote:[11]
"Fake journals and plagiarism in academics go hand-in-hand. The lack of peer review and a complete absence of quality checking provides a safe channel to publish plagiarised articles. It is therefore no coincidence that along with fake journals, almost all academic fields have also seen an epidemic of plagiarism."
Sometimes plagiarism is intentional; other times it is the result of a researcher’s lack of expertise on what the concept means.
It isn’t always easy to find specific examples of plagiarism. Science Integrity Digest is one source of information. In 2020, it reported on a clear case of plagiarism in which the work of the OstrowskiLab was stolen and published in a predatory journal.[12] In 2019 in the Journal of Nursing Scholarship, authors wrote about numerous instances of plagiarism in three predatory nursing journals.[13]
In South Africa, Professor Nicki Tiffin, a former researcher at the University of Cape Town (UCT) found that not only had she been plagiarized in a predatory journal, but her name had been stolen too.[14]
Unwary researchers are also trapped because some predatory journals have titles very similar to those of reputable journals. The three journals in the figure below all have similar titles but the similarity ends there.
What's in a name?
The first journal, Plant Physiology and Biochemistry is published by Elsevier, a reputable scientific publisher. The second, Journal of Plant Biochemistry and Physiology, is published by Longdom Press. Note it has phone numbers in Great Britain and in Spain and a registered address in Brussels. The journal is not included in any of the major indexing services that have quality controls, such as Web of Science, Scopus, or PubMed. The third, Journal of Plant Biochemistry & Physiology, is published by Omics, a publisher that was sued by the US Federal Trade Commission for predatory practices and ordered to pay a fine of more than $50 million.[15]
How to help researchers distinguish between the fake and the real
Above, we outlined several ways to determine legitimate journals from predatory ones. The two OER Africa publications we cited offer detailed help to students, researchers, and librarians.
Intellectual property rights, plagiarism, and referencing are taught in the Use of Libraries or embedded in the Use of English course, which is an integral part of the compulsory General Studies (GS) for first year students in Nigerian universities. However, the effect of the course on students has been found to be minimal.[16] Traditionally, African academic libraries run library orientation activities for new students. This window of opportunity could be widened to include provision of information packs or tutorials (online and physically) on information literacy, copyright, and plagiarism issues (including an introduction to plagiarism detecting software), as well as information about predatory journals.
Figure 4: AfLIA poster for use in libraries
Academic libraries can play an important role in raising awareness to the need to be wary of predatory practices. But universities as a whole should be engaged in preventing staff and students from falling prey to these journals. They can list the open access journals for which academics associated with their institution can use for purposes of promotion, tenure, and contracts. The DHET site discussed above would be a good place start. Supervisors can advise their PhD students about conducting a literature review without including predatory journals. Sarah Elaine Eaton of the University of Calgary wrote the following about the need of universities to support their students and academics against predation: [17]
"There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way."
Dr. Eaton’s statement is valid around the world, particularly in circumstances such as Drs. Sacomboio and Samje described—insufficient funds to pay fees and insufficient guidance within the institution.
[1] See Sharing Africa’s knowledge through openly licensed publishing for more information on open access. https://www.oerafrica.org/content/sharing-africa’s-knowledge-through-openly-licensed-publishing
[3]See https://www.up.ac.za/news/post_3048195-the-department-of-higher-education-and-training-2022-accredited-journals-
[4]Grudniewicz, A., Moher, D., Cobey, K.D. et al. (2019). Predatory journals: no definition, no defence. Nature, Vol. 576: 210-212. Retrieved from https://media.nature.com/original/magazine-assets/d41586-019-03759-y/d41586-019-03759-y.pdf
[5]The Interacademy Partnership. (2022). Combatting Predatory Academic Journals and Conferences. Retrieved from https://www.interacademies.org/project/predatorypublishing
[6]European Pain Federation. (2021). How to Spot Predatory Journals. Retrieved from https://europeanpainfederation.eu/news/how-to-spot-predatory-journals/
[7]Lelliott, T. (2023). Publish Open Access revised. OER Africa. Retrieved from https://www.oerafrica.org/communication/publish-open-access/ - /
[8]Levey, L. (2023). Open Knowledge Primer for African Universities Revised and Updated Edition. Retrieved from https://www.oerafrica.org/system/files/12591/open-knowledge-primer-june-2023.pdf?file=1&type=node&id=12591
[9]Makoni, M. (2022). The battle against predatory academic journals continues. University World News. Retrieved from https://www.universityworldnews.com/post.php?story=20221213224021432
[10]Caplan, A.L. (2015). The Problem of Publication-Pollution Denialism. Mayo Clinic, Vol 90(5):565-566. Retrieved from https://www.mayoclinicproceedings.org/article/S0025-6196%2815%2900190-1/pdf
[11]Raniwala, R. and Raniwala, S. (2018). 'Predatory' Is a Misnomer in the Unholy Nexus Between Journals and Plagiarism. Retrieved from https://thewire.in/the-sciences/predatory-journals-fake-journals-plagiarism-peer-review-mhrd-ugc
[12]Bik, E. (2023). Investigation finds ‘egregious misconduct’ by CUNY scientist. Retrieved from https://scienceintegritydigest.com/2020/07/28/plagiarism-in-chemistry-a-case-report/
[13]Owens, J.K. and Nicoll, L.H. (2019). Plagiarism in Predatory Publications: A Comparative Study of Three Nursing Journals. Journal of Nursing Scholarship, Vol. 51(3):356-363. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/10.1111/jnu.12475 - :~:text=This focused study has clearly,evidence accurately to inform practice.
[14] Simon, N. (2023). Protecting research integrity from predatory journals. University of Cape Town. Retrieved from https://www.news.uct.ac.za/article/-2023-11-09-protecting-research-integrity-from-predatory-journals
[15]Federal Trade Commission. (2019). Court Rules in FTC’s Favor Against Predatory Academic Publisher OMICS Group; Imposes $50.1 Million Judgment against Defendants That Made False Claims and Hid Publishing Fees. Retrieved from https://www.ftc.gov/news-events/news/press-releases/2019/04/court-rules-ftcs-favor-against-predatory-academic-publisher-omics-group-imposes-501-million-judgment
[16] Ogunmodede, T. A., Adio, G. and Odunola, O. A. (2011). Library Use Education as a Correlate of Use of Library Resources in a Nigerian University. Library Philosophy and Practice (e-journal). Vol.604. Retrieved from https://digitalcommons.unl.edu/libphilprac/604
[17] See Sarah Elaine Eaton’s Resource Guide Avoiding Predatory Journals and Questionable Conferences. https://files.eric.ed.gov/fulltext/ED579189.pdf
Education systems around the world have traditionally been characterized by closed knowledge systems, overly prescriptive curricula, narrow conceptions of success, and a failure to fully empower teachers as facilitators of learning. A recent paper by Neil Butcher & Associates argues that a key reason for these issues is that many education systems are inhibited by complex policy environments that, likely unintentionally, impede learning and create educational closure.
Image courtesy of Michael Anderson, Unsplash, Unsplash licence
Education systems around the world have traditionally been characterized by closed knowledge systems, overly prescriptive curricula, narrow conceptions of success and achievement, and a failure to fully empower teachers as facilitators of learning. This inhibits their ability to develop a full spectrum of human learning capabilities amongst learners, especially in their formative schooling years. A recently published paper by Neil Butcher & Associates (NBA) argues that, while there may be various reasons for these issues, one critical problem is that many education systems are inhibited by complex policy environments that, most likely unintentionally, impede meaningful learning and create educational closure.
Education policies often create new rules that accumulate over time, giving rise to inefficiencies and unnecessary constraints that do not support (and often obstruct) learner success. One manifestation of policy complexity within education systems is the growing granularization and rigidity of the formal national curriculum, which has led to the proclivity to use standardized testing and high-stakes examinations as a proxy for learner success. This complexity has also eroded autonomy for teachers, constraining what they can do in the classroom and increasing the tendency to ‘teach to the curriculum’ (or, worse even, to the examination). Standardized testing and high-stakes examinations have also increased anxiety and tension amongst learners, parents, and teachers, who perceive a false equivalence between test performance and success in later life.
The paper argues that despite the diverse nature of education systems around the world, many share a common problem of complex policy environments. Increased use of standardized testing models and resulting curriculum rigidity does not lead to better quality education but can have a deleterious effect on learner achievement. As complexity filters down into the classroom, another consequence is that the teachers who are tasked with delivering curricula are increasingly constrained and disempowered by these central policies. The consequences of this are far reaching as they emphasize rigidity and closure in knowledge acquisition, leaving little space for substantive learner-teacher engagement, contextual adaptation, and discovery.
In response to these challenges, we can use the principles of open learning as a tool to reflect on policy complexity in education systems, including the extent to which a policy environment is facilitating openness or promoting closure. A useful mechanism to tackle policy creep and ensure that education systems are geared toward a broader definition of learner success is to adopt and systematically implement the concept of openness within education systems, which begins at the policy level. Prioritizing openness offers significant opportunities for teachers and learners to reclaim what happens in the classroom and become more engaged members of society.
Integrating open learning principles into policy discourse would be a step forward in reducing unnecessary complexity and closure within education systems.
African languages are vastly underrepresented in the global knowledge pool, even though scholars at Harvard University believe that Africa is home to about one third of the world’s languages. This week, we delve into how Artificial Intelligence can assist with African language representation, and some of the challenges therein.
Much has been written about Artificial Intelligence (AI), mainly in English, including by OER Africa.[1] English is the predominant language on the Internet, in research and publications, and in education. African languages are vastly underrepresented in the global knowledge pool, even though scholars at Harvard University believe that with between 1,000 and 2,000 languages, Africa is home to about one third of the world’s languages.[2]
Artificial intelligence (AI) can play an important role in mitigating these language challenges. Already, international search engines, such as Google, play a large role in using AI to translate English into African languages and vice-versa. Efforts are constrained, however, by the paucity of documents on the web written in most African languages. Additionally, networks of African researchers have become actively engaged in looking for ways to increase the data on the web in African languages, including documenting scientific terms in the African languages where no such terms currently exist. Such data will then be available for use by AI to improve access to African languages. Importantly, they are trying to grow the field of African AI researchers by building networks and finding AI language technology solutions.
Many of us think about Google Translate when we want to understand what has been written in a language that we do not understand. Google Translate is now supported in 25 African languages: Afrikaans, Amharic, Arabic, Bambara, Chichewa, Ewe, Hausa, Igbo, Kinyarwanda, Krio, Lingala, Luganda, Malagasy, Oromo, Sepedi, Swahili, Sesotho, Shona, Somali, Tigrinya, Tsonga, Twi, Xhosa, Yoruba, and Zulu. Several of these languages are spoken across borders. The good news is that the number of them keeps increasing. The bad news is that there does not seem to be any one place to ascertain which African languages are covered; this can only be determined through searches within Google Translate. Furthermore, Google Translate uses machine translation, which is mostly accurate, but not entirely.
The Nigerian linguist, Aremu Adeola, uses an interesting example about why context matters in many languages, including Yoruba:[3]
"Most translations done by machines render some words wrong, especially words that are culturally nuanced. For example, Yorùbá words ayaba and obabìnrin have their meanings situated in a cultural context. Most machines translate both words as ‘queen.’ However, from a traditional-cum-cultural vantage point, it is essential to note that the meanings of ayaba and obabìnrin are different: Ọbabìnrin means ‘queen’ in English while ayaba is ‘wife of the king.’"
Using AI as a translation tool is not straightforward. Most AI tools:[4]
"Rely on a field of AI called natural language processing, a technology that enables computers to understand human languages. Computers can master a language through training, where they pick up on patterns in speech and text data. However, they fail when data in a particular language is scarce, as seen in African languages."
The South African science journalist, Sibusiso Biyela, gives an excellent example of just how difficult it can be to make scientific discoveries understandable and relatable in African languages, such as isiZulu. Biyela was given an assignment to write about the discovery of a new species of dinosaur, Ledumahadi mafube in isi-Zulu. He explained:[5]
"But there’s no word for “dinosaur” in Zulu. Nor are there words for “Jurassic,” “fossilization,” or “evolution.” Despite the fact that Zulu—or isiZulu, as the language is called in South Africa—is spoken by some 10 million people, it simply doesn’t have the words for communicating science.
So my news piece wasn’t just a news piece. It was an attempt to tell a science story in a language that science overlooked—to help right a societal wrong. It was a small contribution among an increasing number that aim to help decolonize South African science writing. And it was rife with more pitfalls than I could have imagined. The task of describing science clearly, concisely, and accurately—already challenging in English—became exponentially more difficult in my native tongue."
At the end of his article, Biyela gives a lexicon of some of the English-isiZulu scientific terms that he used. Biyela uses technology joined with his expertise in science for his work on conveying scientific terms from English to isiZulu. He was one of the partners in Masakhane, which is discussed below.[6]
The underrepresentation of African languages online makes it more difficult to use AI as a translating tool because computers have trouble identifying datasets with which to work. Several organizations are trying to mitigate this challenge, among them the Masakhane Research Foundation. Masakhane is collaborating with the African scientific preprint server, AfricArXiv,[7] to find a way to translate the papers that AfricArXiv receives into African languages.
Masakhane is a grassroots natural language processing (NLP) network that was formed for NLP research in African languages, for Africans, by Africans. The Masakhane community consists of:[8]
">1000 participants from 30 African countries with diverse educations and occupations, and >3 countries outside Africa. As of February 2020, over 49 translation results for over 38 African languages have been published by over 35 contributors on GitHub."
Masakhane has a trial translation page, but the translation results do not always match those of Google Translate. For example, ‘kisukuku’ is how ‘fossil’ is translated in Google Translate. ‘Mabaki ya Wanyama’ is the translation given by Masakhane. (Most online translations use kisukuku).
Figure 1: What is the correct translation?
These efforts are just getting started. If Africa is going to join the global knowledge pool, its languages must be represented too. Both AfricarXiv and Masakhane welcome volunteers; there are other such organizations that would also appreciate assistance.
And for those who are interested in the interrelationship between AI and library and information studies, the African Library and Information Associations and Institutions (AfLIA) will host a webinar on this topic on 25 October 2023. Visit the webinar’s information page for more information.
Related articles
- Three ways Artificial Intelligence could change how we use Open Educational Resources
- Where does ArXiv fit into Open Science? But first, how do I pronounce it?
- Panel Discussion: How can AI assist African Librarians
References and attribution
[1] July 28, 2023 https://www.oerafrica.org/content/three-ways-artificial-intelligence-could-change-how-we-use-open-educational-resources
[2] https://alp.fas.harvard.edu/introduction-african-languages - :~:text=With anywhere between 1000 and,third of the world%27s languages.
[3]Lost in Translation: Why Google Translate Often Gets Yorùbá-and Other Languages-Wrong. Aremu Adeola. Rising Voices. 20 November 2020. https://rising.globalvoices.org/blog/2020/11/20/lost-in-translation-why-google-translate-often-gets-yoruba-and-other-languages-wrong/
[4] A roadmap to help AI technologies speak African languages. 11 August 2023. https://www.sciencedaily.com/releases/2023/08/230811115430.htm
[5] Decolonizing Science Writing in South Africa. Sibusiso Biyela. 12 February 2019. https://www.theopennotebook.com/2019/02/12/decolonizing-science-writing-in-south-africa/
Image at the top of the article courtesy of albyantoniazzi, Flickr, CC BY-NC-SA