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1 | Bloggers’ Notes From Web2forDev Conference | Comentários de Blogueiros sobre a Conferência Web2forDev |
2 | | Web2forDev[En] é a primeira conferência de web participativa para o desenvolvimento rural, que aconteceu entre os dias 25 e 27 de Setembro de 2007 em Roma, Itália. |
3 | | Blogueiros que cobriam o evento incluíam jornalistas africanos que blogavam tanto em inglês quanto em francês no blogue Web2forDev[Fr]. |
4 | | Brenda Zulu[En], uma jornalista e blogueira[En] da Zambia perguntou aos participantes o quê eles aprenderam no Dia Zero[En]: |
5 | Web2forDev is the first conference on participatory web for rural development, which took place from 25-27 September 2007 in Rome, Italy. | “I asked people about what they learnt on Day Zero Web2. 0fordev conference and what they where going to take home. |
6 | | Prince Deh GINKS Assistant Network Coordinator, Ghana I am planning to host local language videos and translate the text in English because I realise that many people get my stories and information from the blog. |
7 | Bloggers who were covering the event included African journalists who were blogging both in English and French at the Web2forDev blog. | Video blogging has enhanced my knowledge and sharing skills. As you see people are attracted by video and they want to see and hear at the same time. |
8 | Brenda Zulu, a journalist and blogger from Zambia asked participants what they learnt on Day Zero: | I have learnt how to use delicious, wikis and tagging. One thing is that if you don't tag your work not so many people will read about it. |
9 | I asked people about what they learnt on Day Zero Web2. | William Eziniwa Nwangwu, Nigeria Regional Center for Information Science, Lecture I have been wondering why Web 2.0? |
10 | 0fordev conference and what they where going to take home. | Isn't it a new word for an old thing? |
11 | Prince Deh GINKS Assistant Network Coordinator, Ghana I am planning to host local language videos and translate the text in English because I realise that many people get my stories and information from the blog. | I have discovered how it is being used and sometimes it worries me as an academician. Some Universities in the USA have banned students giving reference to wikis as one of their sources of researched information. |
12 | Video blogging has enhanced my knowledge and sharing skills. | In wikis who is the author? Is the information peer reviewed? |
13 | As you see people are attracted by video and they want to see and hear at the same time. | In my institution I limit the reference of wiki copies.” “Perguntei às pessoas o que elas aprenderam no Dia Zero da conferência Web2. |
14 | I have learnt how to use delicious, wikis and tagging. | 0fordev e o que eles estavam levando para casa. |
15 | | Prince Deh GINKS Coordenador Assistente de Rede, Gana Estou planejando hospedar vídeos em línguas locais e traduzir o texto em inglês porque percebi que muitas pessoas têm acesso às minhas histórias e informações pelo blogue. |
16 | One thing is that if you don't tag your work not so many people will read about it. | Videoblogagens aumentaram meu conhecimento e minhas habilidades em compartilhar. Como você vê as pessoas são atraídas pelo vídeo e eles querem ver e ouvir ao mesmo tempo. |
17 | William Eziniwa Nwangwu, Nigeria Regional Center for Information Science, Lecture I have been wondering why Web 2.0? | Aprendi como usar o delicious, wiki e tags. Uma coisa importante é que, se você não coloca tags no seu trabalho, menos pessoas irão ler sobre ele. |
18 | Isn't it a new word for an old thing? | William Eziniwa Nwangwu, Nigéria Centro Regional para Ciência da Informação, Professora Estava pensando por que Web 2.0? |
19 | I have discovered how it is being used and sometimes it worries me as an academician. | Isso não é uma nova palavra para uma coisa velha? Descobri como ela vem sendo usada e algumas vezes isso me preocupa como acadêmica. |
20 | Some Universities in the USA have banned students giving reference to wikis as one of their sources of researched information. | Algumas Universidades nos E.U.A baniram a prática de estudantes colocarem referência a wikis como uma de suas fonte de pesquisa. |
21 | In wikis who is the author? | Em wikis quem é o autor? |
22 | Is the information peer reviewed? | A informação é revisada por colegas? |
23 | In my institution I limit the reference of wiki copies. | Em minha instituição eu limito as referências a wikis.” |
24 | On day 3 she spoke with Wycliffe Ochieng Arua of Agricultural Commodity Exchange from Kenya: | No dia 3 ela falou com Wycliffe Ochieng Arua[En] do Mercado de Bens Agrícolas[En] do Quênia: |
25 | | “It has been a great conference and the way forward especially if there is a way we could work together to blend the existing web 2 tools that are used in Africa putting in mind our users farmers they would like to access these application. |
26 | It has been a great conference and the way forward especially if there is a way we could work together to blend the existing web 2 tools that are used in Africa putting in mind our users farmers they would like to access these application. | I am looking at mobile telephone and interative voice resposnses an dthe local FM stations in Kenya. I have taken home a lot of knowledge and I am very much informed now about blogs and wikis and would like to certain up a blog in our organisations especially when we are contributing to a proposal. |
27 | I am looking at mobile telephone and interative voice resposnses an dthe local FM stations in Kenya. | I think we used existing network to reach the people CSOs are working with on the grassroot level.” |
28 | | “A conferência tem sido ótima e ela terá seguimento especialmente se conseguirmos trabalhar juntos para juntar as ferramentas de web 2 já existentes que é usada na África colocando na mente de nossos usuários agricultores que eles gostariam de ter acesso a esses aplicativos. |
29 | I have taken home a lot of knowledge and I am very much informed now about blogs and wikis and would like to certain up a blog in our organisations especially when we are contributing to a proposal. | Estou vendo telefones celulares e respostas de voz interativas e as estações FM locais no Quênia. Estou levando para casa muito conhecimento estou muito bem informado agora sobre blogues e wikis e gostaria de fazer um blogue de nossas organizações especialmente quando estamos contribuindo para uma proposta. |
30 | I think we used existing network to reach the people CSOs are working with on the grassroot level. | Creio que usamos a rede existente para alcançar as pessoas comuns com quem os CSOs estão trabalhando.” |
31 | Chris Kgadima posted a podcast of his interview with SANGOnet ICT Services Manager, Matthew de Gale. | Chris Kgadima[En] postou um podcast de sua entrevista [En] com SANGOnet[En] Gerente de Serviços de TCI, Matthew de Gale. |
32 | Matthew talks about Citizen Journalism project designed to promote the use of Web 2.0 bu rural communities in Africa: | Matthew fala sobre um projeto de Jornalismo Cidadão planejado para promover o uso da Web 2.0 em comunidades rurais da África: |
33 | SANGOnet is an Information Communication Technology NGO in Southern Africa that promotes and support ICT projects in the region. | “SANGOnet is an Information Communication Technology NGO in Southern Africa that promotes and support ICT projects in the region. |
34 | They are currently setting up Citizen Journalism project with the aim of promoting the use of Web 2.0 by rural communities on issues of development. | They are currently setting up Citizen Journalism project with the aim of promoting the use of Web 2.0 by rural communities on issues of development. |
35 | | SANGOnet ICT Services Manager, Matthew de Gale explains how they are planning to make this project to provide communities with necessary skills and opportunities to utilize Web 2.0 to improve their lives. |
36 | SANGOnet ICT Services Manager, Matthew de Gale explains how they are planning to make this project to provide communities with necessary skills and opportunities to utilize Web 2.0 to improve their lives. | Interviewee:Matthew de Gale ICT Services Manager SANGonet Interviewer:Lillian Malete, Nkgowa Media” “SANGOnet é uma ONG de Tecnologia de Comunicação da Informação no Sudeste da África que promove e apoia projetos de TCI na região. |
37 | | Atualmente eles estão trabalhando em um projeto de Jornalismo Cidadão com o objetivo de promover o uso da Web 2.0 pelas comunidades rurais em questões de desenvolvimento. |
38 | | O Gerente de Serviços de TCI da SANGOnet, Matthew de Gale explica como eles estão planejando fazer esse projeto prover às comunidades as habilidades e oportunidades necessárias para utilizar a Web 2.0 para melhorar suas vidas. |
39 | Interviewee:Matthew de Gale ICT Services Manager SANGonet Interviewer:Lillian Malete, Nkgowa Media | Entrevistado:Matthew de Gale Gerente de Serviços de TCI SANGonet Entrevistadora:Lillian Malete, Nkgowa Media” |
40 | Brenda Zulu covered the session on video blogging for rural communities in Africa, Vlogging: amplifying voices of rural communities in Africa?: | Brenda Zulu cobriu a sessão sobre videoblogagens para comunidades rurais na África, Vlogagens: amplificando as vozes das comunidades rurais na África?[ En]: |
41 | | “Rural communities in Africa can have their stories shared with the larger audience using video blogging which is a Web 2.0 application to amplify the voices of the grassroots in the future. |
42 | Rural communities in Africa can have their stories shared with the larger audience using video blogging which is a Web 2.0 application to amplify the voices of the grassroots in the future. | Sharing his experience as a Vlogger, Prince Deh said he had been creating videos and posting them on a blog and hence received feed back from all over the world. “How do we solve the problem of rural connectivity in order to extend the benefits of Web2. |
43 | Sharing his experience as a Vlogger, Prince Deh said he had been creating videos and posting them on a blog and hence received feed back from all over the world. | 0 tools much wider beyond the scope of the cities?” he asked.” “Comunidades rurais na África podem ter suas histórias compartilhadas com a grande platéia usando as videoblogagens que é um aplicativo Web 2.0 para amplificar as vozes das pessoas simples no futuro. |
44 | | Compartilhando essa experiência como um Vlogueiro, Prince Deh disse estar criando vídeos e os postando em um e estar recebendo um número maior de feedback de todo o mundo. |
45 | “How do we solve the problem of rural connectivity in order to extend the benefits of Web2. | “Como solucionamos o problema da conectividade rural para estender os benefícios das ferramentas Web2. 0 para algo maior que o das cidades?” ele perguntou.” |
46 | | O jornalista multimídia togolês, Noel Tadégnon[En], postou um vídeo da sua entrevista com Kuami Ahiabenu de Gana sobre empoderar jornalistas com ferramentas online, “Defendendo o treinamento online[En].” |
47 | 0 tools much wider beyond the scope of the cities?” he asked. | Treinamento online, segundo Kwami Ahiabenu, se tornará o meio dominante de treinamento[En] para jornalistas: |
48 | | “Making a case for online training of Journalists in Africa, Kwami Ahiabenu II from the International Institute for ICT Journalism (PenPlusBytes) observed that online training was going to become dominant means of training and that there was need to invest time and energy to ensure that it becomes part of a capacity building projects and programmes application. |
49 | Togolese multimedia journalist, Noel Tadégnon, posted a video of his interview with Kuami Ahiabenu from Ghana about empowering journalists with online tools, “Making a case for online training.” | He noted that though there are costs associated with online training in the long run online training was relatively cheaper and cost effective. An achievement was that online learning provided an opportunity for Journalists to learn about new tools and use them in the process of learning |
50 | | In overcoming the challenges, Ahiabenu II explained that the course used a group e-mail list as their primary course delivery tool in order to ensure low bandwidth participants are not left out of the course.” |
51 | | “Defendendo o treinamento online para jornalistas na África, Kwami Ahiabenu II da Instituição internacional de Jornalismo TCI (PenPlusBytes) observou que o treinamento online se tornará o meio dominante de treinamento e que existe a necessidade de investimento de tempo e energia para assegurar que faça parte de um projeto de capacitação e aplicado em programas. |
52 | Online training, according to Kwami Ahiabenu, will become the dominant means of training for journalists: | Ele notou que apesar de haver custos associados ao treinamento online, a longo prazo ele fica relativamente mais barato e efetivo. |
53 | Making a case for online training of Journalists in Africa, Kwami Ahiabenu II from the International Institute for ICT Journalism (PenPlusBytes) observed that online training was going to become dominant means of training and that there was need to invest time and energy to ensure that it becomes part of a capacity building projects and programmes application. | Uma conquista é que o aprendizado online deu aos jornalistas uma oportunidade de aprender sobre novas ferramentas e usá-las no processo de aprendizado. Sobre superar os desafios, Ahiabenu II explicou que o curso usou uma lista de email como seu principal meio de entrega de material do curso para poder assegurar que participantes usuários de internet mais lentas não ficassem de fora do curso.” |
54 | He noted that though there are costs associated with online training in the long run online training was relatively cheaper and cost effective. | Holly Ashley[En], o Editor Assistente de Aprendizagem Participativa e Ação, escreveu sobre pioneiros da web 2.0 na Uganda[En]: |
55 | An achievement was that online learning provided an opportunity for Journalists to learn about new tools and use them in the process of learning | “I felt like I had found a magic bean. Ednah works for a Ugandan NGO, Busoga Rural Open Source & Development (BROSDI). |
56 | In overcoming the challenges, Ahiabenu II explained that the course used a group e-mail list as their primary course delivery tool in order to ensure low bandwidth participants are not left out of the course. | It's a not-for-profit organisation that works with government and civil society in improving rural livelihoods. Within BROSDI is a project called Collecting and Exchanging of Local Agriculture Content (CELAC). |
57 | Holly Ashley, the Assistant Editor, Participatory Learning and Action, wrote about from Ugandan web 2.0 pioneers: | Both BROSDI and CELAC project make extensive use of Web 2.0 approaches. But it's a real combination of Web 2.0 and grassroots participation. |
58 | I felt like I had found a magic bean. | For example, CELAC is almost entirely populated with locally generated content. |
59 | Ednah works for a Ugandan NGO, Busoga Rural Open Source & Development (BROSDI). | As Ednah says, ‘We are sharing information from our great grandfathers that we are losing in our generation.' |
60 | | Essentially, it's a great combination of the online - Blogs, Google Maps, Wikis, online documentation, chatrooms - and the offline - a weekly mobile phone SMS farmers' information service, village knowledge brokers, monthly farmer forum meetings, village meetings, radio, and hard copy documentation. |
61 | It's a not-for-profit organisation that works with government and civil society in improving rural livelihoods. | They are even developing an e-learning tool for primary school children.” “Senti como se tivesse achado um feijão mágico. |
62 | Within BROSDI is a project called Collecting and Exchanging of Local Agriculture Content (CELAC). | Ednah trabalha para uma ONG da Uganda, Busoga Rural Open Source & Development (BROSDI). |
63 | | É uma organização sem fins lucrativos que trabalha com o governo e a sociedade civil para melhorar a vida nas comunidades rurais. |
64 | Both BROSDI and CELAC project make extensive use of Web 2.0 approaches. | Dentro da BROSDI há um projeto chamado Coleta e Troca de Conteúdos Rurais (Collecting and Exchanging of Local Agriculture Content-CELAC). |
65 | But it's a real combination of Web 2.0 and grassroots participation. | Tanto a BROSDI quanto o projeto CELAC faz um uso extensivo da Web 2.0. |
66 | For example, CELAC is almost entirely populated with locally generated content. | Mas é uma combinação real entre a Web 2.0 e a participação das massas. |
67 | As Ednah says, ‘We are sharing information from our great grandfathers that we are losing in our generation.' | Por exemplo, CELAC é quase inteiramente povoada por conteúdo gerado localmente. Como diz Ednah, ‘Estamos compartilhando informação sobre nossos tataravôs que estamos perdendo nessa geração.' |
68 | Essentially, it's a great combination of the online - Blogs, Google Maps, Wikis, online documentation, chatrooms - and the offline - a weekly mobile phone SMS farmers' information service, village knowledge brokers, monthly farmer forum meetings, village meetings, radio, and hard copy documentation. | Essencialmente, é uma ótima combinação do online - Blogues, Google Maps, Wikis, documentação online, salas de bate papo- e do offline - um serviço semanal de mensagens SMS contendo informações para fazendeiros, intermediários do conhecimento das vilas, reuniões mensais de fazendeiros, reuniões nas vilas, rádio, e documentação. |
69 | They are even developing an e-learning tool for primary school children. | Eles estão atém mesmo desenvolvendo uma ferramenta de e-aprendizagem para crianças de escolas primárias.” |
70 | Ethan Zuckerman shared some highlights and his overall impressions: | Ethan Zuckerman compartilhou alguns highlights e suas impressões gerais[En]: |
71 | Kwame Ahiabenu from the International Institute for ICT in Journalism (PenPlusBytes) in Accra, Ghana, makes a persuasive case for the importance of basic tools in online education. | “Kwame Ahiabenu from the International Institute for ICT in Journalism (PenPlusBytes) in Accra, Ghana, makes a persuasive case for the importance of basic tools in online education. |
72 | | His team offers free online trainings for journalists on how to incorporate IT into their journalistic practice and better use IT tools for reporting. |
73 | | The courses are offered via email, and while they encourage the use of fairly complex online tools, they're accessible to anyone who can participate in the email lists, which helps explain their popularity with users throughout Africa, and as far away as Bangladesh and Australia. |
74 | His team offers free online trainings for journalists on how to incorporate IT into their journalistic practice and better use IT tools for reporting. | Two overall impressions: - There's a great deal of enthusiasm for the tools of web 2.0, but I worry that people are embracing tools because they're worried about falling behind. |
75 | | - Those of us who have been working in ICT for development for a while may - or perhaps should - be starting to feel like it's “put up or shut up” time for these tools. |
76 | | We need to get beyond discussions of how these tools might benefit people and get closer towards ensuring they do benefit people.” |
77 | The courses are offered via email, and while they encourage the use of fairly complex online tools, they're accessible to anyone who can participate in the email lists, which helps explain their popularity with users throughout Africa, and as far away as Bangladesh and Australia. | “Kwame Ahiabenu da Instituição internacional de Jornalismo TCI (PenPlusBytes) em Accra, Gana, defende persuasivamente a importância de ferramentas básicas de educação online. Seu time oferece treinamentos online de graça para jornalistas incorporarem TI em suas práticas jornalísticas e usarem melhor ferramentas de TI para fazerem suas reportagens. |
78 | | Os cursos são oferecidos via email, e enquanto eles encorajam o uso de ferramentas online bastante complexas, elas são acessíveis para qualquer um que possa participar das listas de email, o que ajuda a explicar sua popularidade entre usuários de toda a África, e até mesmo o tão longe quanto Bangladesh e Austrália. |
79 | Two overall impressions: | Duas impressões gerais: |
80 | | - Há um grande entusiasmo em relação as ferramentas da web 2.0, mas me preocupo com o fato das pessoas estarem abraçando ferramentas porque estão preocupados em ficarem para trás. |
81 | | - Aqueles de nós que estão trabalhando com TCI para desenvolvimento por um tempo podem - ou talvez devam- começar a sentir que é hora de “implementar ou se calar” para essas ferramentas. |
82 | - There's a great deal of enthusiasm for the tools of web 2.0, but I worry that people are embracing tools because they're worried about falling behind. | Devemos ir além das discussões sobre como essas ferramentas podem beneficiar as pessoas e nos aproximar de agir para assegurar que elas realmente beneficiem as pessoas.” (Texto original de Ndesanjo Macha) |
83 | - Those of us who have been working in ICT for development for a while may - or perhaps should - be starting to feel like it's “put up or shut up” time for these tools. | O artigo acima é uma tradução de um artigo original publicado no Global Voices Online. Esta tradução foi feita por um dos voluntários da equipe de tradução do Global Voices em Português, com o objetivo de divulgar diferentes vozes, diferentes pontos de vista. |
84 | We need to get beyond discussions of how these tools might benefit people and get closer towards ensuring they do benefit people. | Se você quiser ser um voluntário traduzindo textos para o GV em Português, clique aqui. Se quiser participar traduzindo textos para outras línguas, clique aqui. |