Printed by:
GraďŹ sche Werkstatt der Hochschule Anhalt 2018
Department of Design - MAID Master of Arts in Integrated Design Advisors: Prof. Sandra Giegler Prof. Jรถrdis Dรถrner Student: Laura Katherine Castiblanco Prieto Dessau, Germany 2018
3
Acknowledgements
Acknowledgements:
I would like to thank my thesis advisors, Prof. Sandra Giegler and Prof. Jördis Dörner for supporting me in the different stages of this project. You helped me finding the path to approach this challenge.
Me gustaría agradecerles a mis consejeras de tesis, Sandra Giegler y Jördis Dörner por su apoyo durante todas las etapas de este proyecto. Ustedes me ayudaron a encontrar el camino para abordar este reto.
My deepest gratitude is for my parents who always encourage me to go further. The greatest inspiration and strength in my life comes always from you.
Estoy infinitamente agradecida con mis padres, quienes siempre me motivan a ir más allá. La inspiración y fuerza más grande en mi vida proviene siempre de ustedes.
I would also like to thank my brothers. Especially Andrey, who started this beautiful project as part of his bachelor thesis. I dearly admire your commitment and sensitiveness.
Me gustaría agradecerle también a mis hermanos. Especialmente a Andrey, quien empezó este hermoso proyecto como parte de su tesis. Admiro sinceramente su compromiso y sensibilidad.
Luis, thank you so much for listening to me. thank you for giving me your opinion, your unconditional support and your love.
Luis, muchas gracias por escucharme. Gracias por darme tu opinión, tu apoyo incondicional y tu amor.
Juan, thank you so much for making me feel at home. I‘m so glad your sparkle of joy accompanied me during my stay in Dessau.
Juan, gracias por hacerme sentir como en casa. Estoy muy feliz de que esa chispa de alegría me haya acompañado durante mi estadía en Dessau.
4
Abstract
Abstract Illiteracy is an obstacle to improve people life conditions. It therefore imperative to learn about the challenges and goals that literacy students have in their lives. I reviewed different literacy theories and for a more direct approach, I attended literacy classes, got to know the literacy students and was able to have the role of the teacher. After my research, I defined the design challenge to be: “how to transform abstract literacy concepts into real-life skills that illiterate students can use in their daily livesâ€?. The proposal is a didactic learning material that aims to improve their skills while teaching them about the public transportation system in BogotĂĄ. This Master thesis encourages the deeper research and understanding of illiterate people lives in order to re-define a better learning strategy, not only for the government standards but for helping them to successfully achieve their goals.
5
Content
Content:
Introduction
9
Design & prototyping
91
About Colombia General problem Illiterate population by 2015 Problem statement
10 12 16 17
Discover
19
Discover content Global method Fly on the wall Patterns in the interviews Literature review conclusions State of the art in Colombia
20 22 24 36 45 46
Content Initial design proposals Socialization and feedback Second design proposal Prototyping session arrangements Feedback Conclusions and next steps Final thoughts
92 93 97 98 101 102 108 109
Bibliography
113
Declaration of Authorship
119
Define
51
Define content Definition of Personas A day in Manuela‘s life Summary framework Brainstorming of opportunities Selected design opportunity Target Design brief
52 54 56 58 60 63 64 65
Develop
67
Develop content Problem framework Model of intervention Personal goals Focus of the proposal User journey map User journey map analysis Ideation Potential solution Context
68 70 71 72 73 74 76 78 80 81
7
Introduction About the illiteracy in Colombia
9
Introduction
About Colombia
The Republic of Colombia is located in the extreme northwest of South America, it has a population of almost 49 million and its Capital District is Bogotรก. It shares borders with Panama, Venezuela, Ecuador, Peru and has coasts in the Pacific and Atlantic Oceans. The official language is Spanish. The climate of Colombia is tropical, hot and humid but also presents variations. For example, Bogotรก has a climate of subtropical highlands due to its location 2,625 meters above sea level. In Colombia most of the population is Roman Catholic, however, there is freedom of worship. It should be noted that many indigenous tribes native of the country retain their beliefs and customs to this day. In 2017, the urban population reached the rate of 77% of the total population, however, Colombia is part of the Latin American countries that have a large population in rural areas in the 21st century. It should be noted that the latter still has a high rate of poverty and indigence as a result of the lack of education and better public policies.1 In 2016 Colombia has made a big step for improving the life of its population, signing the Treatment of Peace between the Government and the FARC. This treatment finished an armed intern conflict that lasted 52 years.
10
1. (Es.wikipedia.org, 2018)
Introduction
Bogotรก, Colombia
Location of Colombia in America 11
Introduction
General problem
Colombia faces different social problems and one of them is the illiteracy of a considerable amount of its inhabitants. This social problem is an obstacle to people‘s lives in order to access an employment, have access to opportunities and to overcome poverty, among others. Illiteracy refers to people over the age of 15 that can not read or write.2 The rates of illiteracy in Colombia are the second highest of South America.3 Colombia has a population of 49.556.436 habitants4 and by 2016 the 5,8% of the Colombian population were not able to read or write.5
2. (Mantilla, 2016) 3. (Mineducacion.gov.co, 2016) 4. (Dane.gov.co, 2017) 5. (Mineducacion.gov.co, 2016)
For more than 16 years the government has been investing in different social programs with the purpose of being declared a country free from illiteracy. To fulfill this purpose, according to the UNESCO, the rate should be lower than 4% of the total population, but the goal has not been reached yet. There are many reasons why people are illiterate in Colombia. Some people never attended a school or abandoned it for different reasons: the poor organization of the region, the lack of places in schools and high poverty that forces them to work at very early ages. Also, the not perceived importance in case they were raised in a family where the parents are also illiterate and the insecurity and violence, among others.6
12
6. (Colombia aprende, n.d.)
Introduction
(Crisis en la educaciรณn, n.d.)
13
Introduction
General problem
In the case of Colombia, the violence has always played an important role against the development of the country and a better life quality of the people. One factor that should be mentioned is the Colombian armed conflict. This conflict affected the lives of more than 8.074.272 people, from which 7.134.646 are cases of forced displacement.7 The Colombian Conflict started in the 1960s and after 52 years of violence, a peace agreement was finally signed in 2016. According to Juan Manuel Santos, the Colombian current president, the highest rates of illiteracy are located in the same areas where the conflict took place. The rural areas were the most affected during the Colombian conflict. Now that the conflict ended there is a need to educate not only all the victims but also the demobilized guerrillas that are going to integrate back into the society and most of them have never received education before.
14
7. (El Tiempo, 2017)
Introduction
(La FM, 2017)
15
Introduction
Illiterate population by 2015
In thousands 1500
Female Male
1200
900
1996
2004
2006
2007
2008
2009
2010
2011
2014
Illiterate population
Total
Male
Female
Year
15 years and older
2,101,738
1,054,658
1,047,080
2015
(Uis.unesco.org, 2017)
Total country population: 49.556.436 habitants (2017)8
16
8. (Dane.gov.co, 2017)
2015
Introduction
Problem statement Most of the information available in Colombia regarding illiteracy is focused on the reasons, the rates, the gap between rural and urban areas and all the money that is invested year after year to tackle this situation. However, there is no information about how exactly illiteracy affects the daily life of a person, how their learning process is or how is it different from the one that children would have. Research question: I wonder how the learning process impacts the life of a person and how is the transition to entering to a new world, where now more information and opportunities are available.
17
Discover Research
19
Discover
Discover content:
01
Global Method The design process model of the double diamond was selected to guide the development of this project.
02
Fly on the wall This IDEO method consists in observing and registering the user natural behavior within its context without interfering with it. In this case, I attended literacy lessons during two months to observe the dynamic of the class and the behavior of the students. I was a fly during 20 classes and I had the opportunity to lead 2 more.
03
Semi-structured interviews A semi-structured interview consists of planning the general questions scheme of the interview, but also allowing the interviewee to talk about any topic related to the questions. The semi-structured interviews were conducted by Andrey Castiblanco as part of the bachelor thesis ¨Como no sabe leer ni escribir, tratémosla mal»: Un análisis de ideologías de la alfabetización en el sector El Codito de Bogotá.¨ (2017). He conducted 8 in total. Another five interviews were conducted with volunteer teachers of ColombiaCrece. The goal was to see another perspective on the education process.
20
Discover
04
Literature review The literature review was important to understand the general context of illiteracy in Colombia. However, not a lot of information was available. In order to complement the information, illiteracy studies from other countries were also reviewed just to have them as a reference.
05
State of art in Colombia When talking about literacy programs in Colombia it is important to mention the Sutatenza radio case. Radio Sutatenza was a Colombian cultural movement that aimed to literate Colombian peasants and to improve their living conditions. They achieved to positively impact upon more than 40 years the life of more than 8 million peasants.
21
Discover
01 - Global method:
RESEARCH
DISCOVER
DESIGN
DEFINE
DEVELOP
Problem definition
(RSA, 2017)
This project follows the design process model of the double diamond. The general problem is the illiteracy in Colombia. From the general problem starts the discovery stage, in which research about the topic with real users is made and a lot of information is gathered. During the define stage, I make sense of all the possible interventions and reflect on their convenience in order to define a problem or challenge. The developing stage is mainly about the design of a valid solution, testing it with the potential users and iterating upon it. The deliver phase is about presenting the achieved solution.
22
DELIVER
Discover
Research methods:
Fly on the wall - literacy classes in ColombiaCrece 23
Discover
02 - Fly on the wall:
From the 5th of August to the 16th of September I attended literacy classes of the institution ColombiaCrece (CC). This experience allowed me to get closer to the people involved in the institution and ask them for help in my research. In total 10 personal interviews were conducted: 4 with people teaching and 6 with people learning. ColombiaCrece is an institution found by three students and a priest. They started the institution wanting to give back all the opportunities and benefits that they had in life. The goal is to build a better country by giving education opportunities for people that don’t have access to them.9 The institution offers three programs: 1. Literacy: it is divided into three programs. This program addresses adults willing to learn how to write and read. It’s also meant for those adults willing to improve their writing, reading or basic mathematical operations. 2. Validation: Primary and High School. This program goes from 3rd grade to 11th grade for adults who wish to complete their school studies for personal or workrelated reasons. 3. Children club: Children from 3 to 10 years. A space where children receive an integral formation through games.
24
9. (colombiacrece, 2015)
Discover
Literacy B - ColombiaCrece
25
Discover
Fly on the wall:
About the literacy program The literacy program is divided by three: A, B and C. A is equivalent to no previous knowledge and C is equivalent to the second grade of school. The specific school I visited hosted two different groups: Literacy B and literacy C. There was no Literacy A available. The classes were every Saturday from 7:30 am to 1:00 pm. The students had four classes per day: arts, maths, literacy and group direction. Literacy B had 4 students and literacy C by 2. The teachers receive a curriculum with the different topics the students are meant to learn during the semester and according to it, they look for their own materials and bring them to class.They count with no suggested activities or any material provided by the institution. They also get no refunding on the extra material they may need. They wish they could have access to a repository of activities depending on the problem or topic they need to address. The teachers try to make the class as dynamic as possible. They work hard to engage the students and help them to learn in a safe environment. The level of the students is not always the same so they have to make different exercises or go back and reinforce some topics.
26
Discover
How do they prepare the classes? It was important to me to understand how the process of preparing the classes, finding and deciding about the material was made. So I interviewed four of the teachers and they shared mostly the same steps. 1. They review the curriculum and check what they have done so far. 2. They take into account the difficulties and incomplete activities from the last class. 3. They google the topic + exercises for adults. They all agreed that the material available on the internet was not the one they would like to use with their students. So they use the exercises they find for children and adapt them or use them in the same way. 4. If they find no appropriate exercises they prepare their own. 5. They use what they prepared as a guideline but they follow the natural flow of the class and explain whatever is necessary to explain. During the lessons, I attended there were many exercises that I had the opportunity to see and also to apply myself. The students didn‘t complain about any of them but especially enjoyed those related to games. The art classes, for example, were not as didactic as one could expect because the teachers had difficulties to relate the concept they were supposed to teach with arts. Next, we are going to see some examples of the activities in detail.
27
Discover
Fly on the wall:
Logical reasoning: The goal of this activity was to find the most different element in each row. The first three exercises were easier because there was only one criterion to have into account. For example in the first row, all of them are animals except for the flower. In the second one, all of the elements are toys except for the bird, and so on. The teacher explained them the first two rows and asked them to do the rest by themselves. Despite the constant repetition of the instructions and some examples, the students couldn‘t complete any of the exercises by themselves, so the teacher had to participate in the solution. In order to help them, the teacher would ask the students to mention each one of the elements they would see in the row and later to find patterns. It was easy for them to identify the objects but finding patterns represented a hard task. The second part of the activity was too difficult for them. They had to take more than one criteria into account and that led them to feel confused and lost. It was also necessary to go back some steps and explained them the basic geometrical figure because in the socialization they were confusing circles with squares and they saw no difference between a diamond and a square. After explaining the way of solving every exercise step by step twice the teacher concluded the activity and asked them as a homework to repeat the process.
28
Discover
Fichas para el desarrollo de la inteligencia, 1 Primaria (Riva, 2004) 29
Discover
Fly on the wall:
Literacy C - ColombiaCrece
STOP! The students played stop! in order to practice their writing skills. It is not easy for them to find words that start with a specific letter, so the teacher gave them a couple of minutes and then said stop for both of them. It was a good excuse to talk about new vocabulary and it helped the students to practice their writing skills. Both of them enjoyed the activity a lot and were sad when the teacher introduced the next one.
30
Discover
Literacy C - ColombiaCrece
Writting letters: The goal, in this case, was to get to know the different parts of the letters. They read together a personal letter and then the teacher explained them the structure. After the explanation, they were asked to write their own letters to invite a friend to a birthday party. It took them a while and needed help from the teacher at spelling right some words but completed the exercise with no problems. The next session they learned about formal and informal letters and wrote a formal one complaining about an expensive water bill to the BogotĂĄâ€˜s aqueduct.
31
Discover
Fly on the wall:
Literacy C - ColombiaCrece
32
Discover
Addition and subtraction: The goal of this activity was to practice some mathematical operations. The character they were supposed to fill out was Cristobal Colรณn. After briefly explaining to them who the character was, they started completing the exercise. They had other sheets with different sums and according to with the result, they would know which color they had to use. They liked the activity and spent a while completing the body. They had no problems with solving this activity. I found this particular activity interesting because the art classes were not normally very didactic.
33
Discover
Fly on the wall:
Geometric figures: This activity was presented as a game. The rules were the next: both players received some big, medium and small size figures (circle, rectangle, and triangle). One of them will start and place any figure in the middle of the table. The next player should place one figure that has at least two differences in comparison with the previous one. For example, the first player placed a big blue triangle, then the second one placed a small pink circle. They were asked to explain every time the two aspects that would make them different. The activity went well and they could develop it without any problem. However, one of the students was still confused about some figures and mixed them.
34
Literacy C - ColombiaCrece
Discover
About the books: For them, it is difficult to practice their reading skills. They work during the day, they have children and a family to attend which leaves them almost no free time. Furthermore, even if they find the time, the normal books are still too complex for them to be able to understand or the typography is too small. For example, they can‘t read newspapers because they get confused easily. Jenny, for example, bought for herself fairytale books because those were the only readable books she could found. For more formal practicing they use Nacho and Leito (both are brands of books specialized in helping kids to learn to read and write). They like them because the typography is big and the texts are easy to understand.
Literacy C - ColombiaCrece
35
Discover
03 -
Patterns in the semi-structured interviews with students
from the literacy program
36
CHILDHOOD
FIRST SCHOOL
HOME
WORK
Discover
MIGRATION
CITY LIFE
LITERACY SCHOOL
37
Discover
Pattern 1: childhood
(El Espectador, 2013)
Most of the interviewed students come originally from rural areas of Colombia. They were born and raised in the land and learned the necessary skills to live there. Since they were very young they had to help their parents with the crops, the animals, fishing or any of the daily activities.They used to start early in the morning from 2 - to 4 am and work the whole day. The families used to be bigger than the families nowadays, so they used to have many siblings. They all would work together boys and girls.
38
Discover
Pattern 2: first school
(Otras Voces en Educación, 2016)
In one hand, parents didn‘t care too much about their children going to school. For the work that had to be done in the farms or in the town, the school was not a requirement. In the second hand, at that time the teaching methodology was harsh. Parents and teachers would believe that “la letra entra con sangre” which means that the students could only learn through punishments.10 Physical punishments were allowed in the school as well as bad treats, which in many cases led the students to quit.
10. (Castiblanco, 2017, p. 33)
39
Discover
Pattern 3: migration
(Universidad Nacional de Colombia, 2016)
It was, in general, a violent time. Some of the students had to leave their towns because of the guerrilla. They left all behind and moved to the capital to start a new life. Some others left because their parents would hit them, hit their mother or made them work excessively. In other cases, they were orphans or needed to earn money by themselves so they went by themselves or were taken to Bogotรก, so they would have more chances to find something to work on and survive.
40
Discover
Pattern 4: city life
(Dinero, 2017)
With the arrival to the city, they had to face new challenges. They developed ways to do their activities without needing to read or write, they ask for others help or they stick to a routine in which they know how everything works.11
11. (Castiblanco, 2017, p. 44)
Something as simple as taking a bus is a great challenge for them. Before they used to recognize the buses according to their color and shape but from 2012 the transport system started to change in the capital city. Now all buses look the same, the only difference is the number they got assigned and the route, which is announced on the right side of the front window.
41
Discover
Pattern 5: home
(MedellĂn cĂłmo vamos, 2017)
At home, they can count on their family to help them to do their literacy homework or in general to support them. Sometimes their couples, their children or other relatives such as brothers and sisters. In their homes, they normally have no access to computers or internet. Some of them have tv and most of them have a radio.
42
Discover
Pattern 6: work
(Catamarca, n.d.)
In order to work, employers are asked to fill many forms, to sign documents and go through courses, among others. Even if their main activity is far from reading and writing all the processes involve them. It is difficult to them to find a good job because they are only hired to develop manual activities or hard work. Sometimes they also have no legal contract and get paid less than other workers because of it. They remark in the interviews how they at least had to learn how to make mathematical operations in order to not be fooled by the money they received.
43
Discover
Pattern 7: literacy school
Literacy C - ColombiaCrece
They found out about ColombiaCrece and decided to attend thanks partially to their family‘s support. Most of them were afraid of education, but so far most of them have had a good experience studying there. They comment that the teachers are supportive, nice and friendly. They pay a small tuition fee for the semester (2 USD) and receive a small meal during the classes break. They like the sense of community that the institution offers them.
44
Discover
04 - Literature review conclusions
Use of ICT tools in Adult Literacy Programmes: after a research conducted in Ibadan Metropolis with 20 participants (10 each) in advanced literacy classes, it was concluded that the use of ICT tools could be useful to expand Literacy Programmes by allowing the students to learn at their own pace, whenever they have free time.12 They show interest and disposition to learn how to use the ICT tools. However some obstacles were also mentioned: they have no internet access, they don‘t know how to access the internet and they can‘t afford a personal computer or a smartphone. Understanding experiences of exclusion for adult literacy learners: the research was conducted in Ireland in a local Adult Literacy center with a group of five male adult learners aged between 25 and 65. The main discussion was around experiences, attitudes and incidents regarding exclusion. The findings can be divided into two categories: (a) workplace literacy and work-related training and (b) form-filling and correspondence.13 In the first situation, they can hardly get promotions or a better salary. In the case of formfilling and correspondence exclusion, they feel it is a rigid and complicated procedure, where a lot of details are asked. They are afraid of filling them and about making mistakes. The Supportive Roles that Learner‘s Families Play in Adult Literacy Programs: this qualitative case of study of 70 stakeholders was conducted in Manitoba, Canada. They concluded that the role of spouses, siblings, parents, grandparents and children is very important in terms of helping students to take the decision of enrolling in a Literacy Program and also on keep attending it.14
12. (Adelore and Itasanmi, 2016)
13. (Logan, 2017)
14. (The Supportive Roles that Learners‘ Families Play in Adult Literacy Programs, 2007)
45
Discover
05 -
State of the art in Colombia:
Elcampesino.co (2015)
46
Discover
Sutatenza radio (1947 y 1994)
When talking about literacy programs in Colombia there is important to mention the Sutatenza radio, it‘s history, methods and achievements. Father José Joaquín Salcedo, under an organization called Acción Cultural Popular ACPO, began in 1947 a revolutionary radio program that aimed to literate Colombian peasants and improve their living conditions. The educational model consisted of different multimedia resources such as radio sets, primers, records and books.15
15. (Semana, 2017)
The program encouraged the creation of radio schools. Where different people gathered to take the literacy lessons together. They would adapt a room of the house to function as classroom and they would tune Sutatenza radio and had a long-distance class. Two levels were available, one of literacy and mathematical operations with a duration of 1 hour daily, with a total extension of 90 hours. And a second of integral education, of a daily hour that lasted two years. It included lessons on agriculture, home economics, hygiene, and health; specific campaigns such as soil conservation, housing improvement, preventive health, nutrition, recreation and responsible procreation were developed. In 1955 the number of radio schools was around 9,000 and had more than 30,000 receivers. In 1969, the station had five transmission centers and covered almost the entire country. For more than 40 years the program impacted the lives of more than 8 million peasants. Precisely for this reason, it is a reference for literacy. The courses helped both children and adults to learn how to write and much more with a highly effective and unprecedented model at the time.
47
Discover
State of the art in Colombia:
Radio Sutatenza: a cultural revolution in the Colombian countryside (1947 - 1994) 48
Discover
Sutatenza radio exhibition
I attended an exhibition prepared by the Bank of the Republic in BogotĂĄ where a lot of information regarding Radio Sutatenza was available. I got to know a lot from this cultural project by listen at people‘s testimony who also came to visit the exhibition. They shared their experiences and their gratefulness with the ACPO. Some of the most valuable information I learned from the exhibition and the participants speech was: 1. They think the radio schools were very successful because students took it seriously. They felt a strong commitment because of the sense of community. The advertising was also very frequent and related to being a good Catholic. 2. The groups had no age restriction. Adults and children learned at the same time and had no difficulties with it.
Radio Sutatenza: a cultural revolution in the Colombian countryside (1947 - 1994)
3. The books and content of the classes were related 100% with the everyday life of a Colombian peasant what helped them to easily understand and be able to relate what they learned with their lives.
49
Define Synthesis
51
Define
Define content:
01
Definition of personas The Personas method consists of creating a fictional character inspired by the information gathered during the research. This method is a way of condensing information about the target group. It helps designers to easily communicate to other people the main characteristics and pains that a user can have.
02
Day in a life The Day in a life method illustrates a normal day in a life of a user. This resource helps designers to approach the real life of the target group, in order to identify possible interventions that would improve their actual situation.
03
Summary framework The Summary framework it‘s useful to bring together the information gathered during the research and to make sense out of it. The insights are going to be very helpful afterward to find a possible intervention.
52
Define
04
Brainstorming of design opportunities A Brainstorm about possible design opportunities was made after reviewing the insights and knowledge gained from the design methods. They were grouped with the purpose of making them easier to discuss. Those are the three categories: city life, literacy school and home.
05
Selected design opportunity The translation of academic concepts into real-life skills is defined as the focus of the project.
06
Target The adult beginning readers are defined as the target group of the project. An adult beginning reader is someone with basic reading skills due to different reasons.
07
Brief A Brief is a tool that helps to define the characteristics, the scope and the goal of a project. It is a starting point for the design of a concrete proposal.
53
Define
01 -
Definition of Personas:
Manuela Gil: Childhood • She was born in 1972, so she is 45 years old. • She was born in Córdoba, Colombia. Arrival to Bogotá • She lost her parents and arrived in Bogotá when she was 8 years old. The woman who took care of her never allowed her to attend the school. Family • Nowadays Manuela is married. • She has two children, they are 18 and 20 years old.
Manuela Gil, 45
Access to technology • She has a normal cellphone (not a smartphone) in order to be able to call her children but she doesn‘t really know how to use it. She can call or receive calls. • She has no computer and no access to the internet at home. Work • She works as a maid two or three days per week.
She is from Córdoba, Colombia
Literacy school • She has been attending ColombiaCrece for 4 years. • She wants to learn to read so she can find a better job, she also would like to be able to take a bus by herself. She wants to take a bus by herself
54
Define
José Gutierrez: Childhood • Don José was borned in 1955, he is 62 years old. • He was born in Boyacá, Colombia. Arrival to Bogotá • He left his home at the age of 11 because he had a bad relationship with his father. He moved to Bogota when he was 15. Family • Nowadays he is married and lives with his wife. • He had three children, but the boy was killed. His daughters are 37 and 33 years old.
José Gutierrez, 62
Access to technology • He doesn‘t have a cell phone. He says he doesn‘t need it. • He has no access to computers or internet at home. Work • Don José worked all his life in construction and now is retired because he had an injury in his back.
He is from Boyacá, Colombia
Literacy school • He has been attending ColombiaCrece for 3 months. • He wants to learn to read so he can read books and the bible.
He wants to read books
55
Define
02 -
A day in Manuela‘s life:
6:00 am
Manuela wakes up und takes a shower
56
6:30 am
Then she prepares the breakfast for her family and feeds her two cats
7:00 am
Manuela cleans up and gets ready to go to work
5:00 pm
5:10 pm
Manuela arrives to the Transmilenio station and asks the facilitator to tell her which bus to take
She arrives to the hospital and has her appointment
Define
7:30 am
She walks until the sitp station and waits for the bus she needs. It takes her a long time before she takes the bus because she missed one
9:00 am
Her boss gets mad because Manuela is late again. She starts cleaning the house
6:30 pm
7:00 pm
She asks around until she finds out how to arrive at her home. She takes a bus with the help of a woman that was heading to a neighbour area
Manuela arrives home and has dinner with her family
8:00 pm
Manuela cleans up and feeds the cats. Manuela prays and goes to bed
57
Define
03 -
Summary framework:
Methods
Findings
Interviews with students
They have developed routines where they know every detail so they don‘t have to read
They struggle whenever they have to do something out of their routines Their confidence and self-esteem is usually low because of the stigmatization they have experienced
They appreciate when they learn sthg they can apply in their everyday life
Interviews with teachers
They have a poor training about what and how to teach adults
They receive no material or refunding
Fly on the wall
They have long gaps of time between each class (8 days)
Some of the students have been attending the same class for more than a year They don‘t know how to read but they learn with material designed for children who are capable of
58
Define
Insights
They use different sources of information such as colors, shapes and landmarks
They ask for help to their relatives or other people to develop new tasks They try to hide as much as possible the fact that they can‘t read or write
Most of them have specific goals to reach and literacy is the mean to reach it
They took the school classes for children as a referent
They use and try to adapt the material they find on internet for children
They forget easily what they learn because they don‘t practice
The students get discouraged when the progress is not tangible They are not independent in their learning process because they always need someone to read their exercises or homework and explain them what to do
59
Define
04 -
Brainstorming of opportunities:
Around the literacy school: • How to make their learning experience successful / how to make the progress visible or tangible/ How to make it fun. • How to allow them to appropriate their learning experience • How to help them better retain what they learn/ not forget • How to adapt the literacy material available for children to adults. • How to get the most out of the life experience that adults already have in their learning process. • How to translate academic concepts into skills for the real life • How to reinforce their cognitive and logical skills.
60
Define
Around their home: • How to help them to practice their reading skills in their free time. • How to help them interact more easily with technology. • How to help them improve their reading comprehension skills/ logical reasoning skills. • How to help them to be more independent in their learning process. • How to take advantage of the role of the family for the benefit of the apprentices.
61
Define
Brainstorming of opportunities:
Around the city: • How to expand their mobility possibilities/ their ubication. How to help them to become more independent in their mobility. • How to prevent them to be deceived or fooled. • How to reinforce their security and selfconfidence. • How to provide them access to new sources of information. • How to offer them a new reading experience.
62
Define
05 - Selected design opportunity:
Self-fulfillment
Motivation
Goal achievement
Visible progress
Translate academic concepts into real life skills Appropriate their learning experience Practical approach
Familiar context
Didactic methods More engagement
After extracting the main points of the opportunities I grouped them and found some similarities. Translate academic concepts into real-life skills is a focus that could be taken in order to apply many of the other possibilities. For this project, I decided to apply the real literacy approach, which is focused on helping people to develop literacy skills but also to use those skills to undertake real literacy tasks in their daily lives. The difference from a traditional approach is the importance of the transference of the literacy skills they learn in the classroom into use in their daily lives.16
16. (Rogers, 1999)
In that order of ideas, the translation of academic concepts into real-life skills is going to be the focus of the project from here.
63
Define
06 -
Target
The target group of the project are the adult beginning readers. An adult beginning reader, according to the UNESCO, is someone who had a very limited school education, someone who has recently started to attend literacy classes or someone that has started learning by himself how to read and write. Summarizing the last three, an adult beginning reader is someone with basic reading skills. Two good examples of adult beginning readers are Manuela and JosĂŠ. In one hand is Manuela, who never attended the school and had no idea about the vowels before she started studying in the literacy school. In the other hand is Don JosĂŠ, who forgot what he learned in the elementary school because he never practiced it again.
Manuela Gil (45)
JosĂŠ Gutierrez (62)
64
Define
Design brief The goal is to help illiterate people to successfully translate the academic concepts they learn in the literacy school into real life skills. The design solution has to address the adult beginning readers. They should be given useful knowledge that they can apply to overcome real-life tasks. The solution should be preferably analog or digital but completely intuitive for a target that has had very little or no previous exposure to technology.
65
Develop Ideation
67
Develop
Develop content:
01
Problem framework A problem framework was designed in order to explain the current problem. This method is very good for showing the specific understanding of a problem from the designer perspective.
02
Model of the design intervention Following the same layout of the Problem framework, the Model of intervention explains the context and the elements around the hypothesis. It is helpful to easily explain the general approach to people who are not familiar with the project.
03
Personal goals The focus of the design intervention was defined according to with the personal goals the student mentioned during the research.
04
Focus of the proposal Improving the mobility of the literacy students was defined as the focus of the ideation.
05
User journey map and analysis A user journey map is a way of following and describing the experience of a user interacting with a service. In this case, the literacy students with the public transportation system.
68
Develop
06
Ideation The selected idea was to re-design the learning material in order to be more connected with the real life of the students.
07
Proposal A new learning material is going to be developed focusing on everyday challenges that literacy students face. The specific challenge is the mobility in the city of Bogotá.
08
Context For the development of the design proposal, it was important to gather and share information about the city, the public transportation system, the service and it‘s problems.
09
Design and prototyping Let‘s do it! it‘s time to design. One round of socialization and one of prototyping were done to collect feedback and iterate upon the design.
10
Conclusion and next steps The project is not finished yet. It is necessary to keep iterating and polishing the proposal.
69
Develop
01 -
Problem framework:
Actual situation: Abstract concepts don‘t bring Manuela closer to her goal (or it takes her too long).
Student of literacy
English
Number line
Mathematical sets
Grammar Her personal goal
70
Hyphenation
Fine motor skills
Math problems
Intonation
Sums
Comprehension skills
Literary genres
Division
Logical reasoning
Develop
02 -
Model of intervention:
Hypothesis: A practical approach based on her everyday life may be more effective.
Student of literacy
Her personal goal
71
Develop
03 -
Personal goals:
To be able to sell things
To be better parents
To don‘t be fooled again
To get closer to God
To learn new recipes
To improve their mobility
In order to help literacy students to achieve their personal goals, I reviewed the interviews and documentation gathered during the research again. I also talked with the volunteers of ColombiaCrece to review if they had already done something related to this approach. In total, I found six personal goals they mentioned, from which the money or to don‘t be fooled again was the only one that the literacy school has tackled before. However they don‘t do it on a regular basis, in that opportunity, the students talked with the math teacher and he agreed to explain them the concept of money.
72
Develop
04 -
Focus of the proposal:
To be able to sell things
To be better parents
To don‘t be fooled again
To learn new recipes
To get closer to God
To improve their mobility
All the goals are important and valid for taking into consideration. However, the focus of the ideation is going to be about improving the mobility of the literacy students, because it‘s a common challenge they face every day.
73
Develop
05 -
User journey map:
01 How do I get there?
02 How do I recognize my bus?
They ask relatives or neighbors
They ask people around
Dependency
They stop every bus and ask the bus driver Dependency Discomfort
They take someone with them to feel safe Security Comfort Dependency
Steps Feelings
74
They follow their companion
Develop
03 Where should I get out of the bus?
04 Final destination
They ask people around
They ask people around
They recognise landmarks
They recognise landmarks
They count the number of stations Anxiety Fear They follow their companion
They follow their companion
I interviewed two students and one teacher (who accompanied one of the students to make a diligence) of ColombiaCrece to construct the user journey map. I marked the patterns in italics, which were: ask, landmarks, number of stations and follow.
75
Develop
User journey map analysis:
Methods
User journey map
Findings
They take someone with them or ask people around to help them to take the public transportation
They don‘t usually have smartphones and they haven‘t had almost any exposure to internet or apps They can slowly read but the buses in motion are to difficult for them. The size of the bus information is too small for them
They don‘t know how to read maps
76
Develop
Insights
They depend from others to find the information and to recognise buses and addresses, which restricts their mobility
They use analog ways of finding and remembering information
Design principles
It should encourage them to move more independently around the city
It should be easy to understand and use for someone that has had no access to technology
They don‘t read the complete information, they recognise the first letter or the colors
It should include both written information and also other sources such as color and landmarks
They won‘t be independent even after learning how to read because they can‘t find new sitp routes (internet or printed)
It should set a basic ground of information that allows them to understand more complex systems
77
Develop
06 -
Ideation:
City hacking
Learning with new sources
Learn and practice literacy skills in real time through technology while going through the city.
Creating a new radio learning program to help students to practice their skills out of the literacy school.
This idea was not selected because creating an effective intervention for the city of Bogotá without being there, would have limited the prototyping.
This was a powerful idea because of the use of new media that literacy students also have access to. However, this idea was not selected because it‘s risky to assume that they‘ll find extra time to include this new source in their routines. Also because the size of this project would be too long for the time given for my thesis.
78
Develop
Intervening the learning material
Role-playing
Re-design the learning material in order to be more connected with the real life of the students.
Designing a role game in which adults can learn in a safe environment about everyday life challenges.
This idea is the one selected because the literacy classes are already part of their routines. The institution is already a safe environment in which they are not afraid to learn new skills.
Role-playing is a good solution for children and adult to learn without being exposed to a real situation. This solution was not selected as a whole but it may be included in the third one Intervening the learning material, as one of the activities.
It is a long-term solution but the progress is going to be visible and that is going to keep them motivated.
79
Develop
Potential solution A new learning material is going to be developed focusing not on abstract concepts but into everyday challenges that literacy students face. The specific challenge is the mobility in the city of Bogotรก. The material would be implemented in Literacy Institutions such as ColombiaCrece. Its content should represent the reality and have true facts and information. It also should be didactic in order to engage the students.
80
Develop
08 -
Context:
Bogota is the capital city of Colombia. It has a surface of 1,587 km² and a population of 8,080,734 people.17 Everyday tasks require people to travel long distances around the city.
17. (En.wikipedia.org, 2017)
Illiterate people, however, face some limitations to move around the city. The address system is based on names and numbers that have to be read in order to find specific locations, hence they have to ask people around or take someone with them. Reading is a skill required to have a driving license, so they can‘t drive cars. The sitp (public integrated transportation system) is made up of 8 different kinds of buses with similar but not identical ways of functioning. The complexity and big amount of routes require people to be able to read in order to recognize the buses, the names of the stations, the time schedules, among others. Depending on others to be able to move from a point A to a point B or deciding not to go to new places restricts the freedom of mobility that a citizen should have. This situation represents a problem to illiterate people which makes them feel insecure, uncomfortable, dependent and sometimes frustrated.
81
Develop
About the dimension:
Map of Berlin
These two maps were created for illustrating the size of Bogotá in a better way. The map on the left is from Berlin (891,68 km²)18 and the one in the right is from Bogotá (1,587 km²)19, both maps are in the same scale. Bogotá has no trains, no trams and no subways. The only public transportation system is the sitp (public integrated transportation system).
82
18. (En.wikipedia.org, 2017) 19. (Es.wikipedia.org, 2018)
Develop
Map of Bogotรก
0
10
20
30
km 83
Bogotรก, Colombia. (SkyscraperCity, 2014)
Develop
SITP (Public integrated system of transportation):
Transmilenio
Urban sitp
Feeder sitp
Complementary sitp
Special sitp
(Pedestre, 2014)
86
Develop
Disinformation and disintegration:
The size of the city and the need to connect it with the periphery makes it necessary to have a big transportation structure. However, the city has no trains, no trams or subway. The sitp was implemented in 2002 and is made up of only buses, these have different sizes and colors depending on their roles. The integration of the system has been really slow and every year a lot of changes are implemented. Different cards were necessary to access to them. The buses only stop at their assigned stop, different as it used to be with the previous system. Some of them stop inside the Transmilenio stations others outside, some of them need to be paid once in the bus, others once the Transmilenio stations are reached and others are covered already if you take them inside the Transmilenio stations. The communication system is not as clear as it should be and the citizens had no transition period or training before the implementation of the new system. There is a lot of information available but only online. So any user with no access to internet suffers from disinformation. Routes are changed constantly in order to improve them. According to El Tiempo, in 2015 there were 321 routes and more than 5900 bus stops in the city.20
20. (El Tiempo, 2017)
87
Develop
SITP (Public integrated system of transportation):
(El espectador, 2015)
(Wikimedia, 2014)
88
(CĂvico, n.d.)
Develop
Elements of the communication system:
The communication system can be divided into two: a. The first one comprehends the Transmilenio (red buses), which only stop inside the Transmilenio stations. b. The second one is the one related with all the buses which stop at the designed bus stops in the streets: urban sitp (blue buses), complementary sitp (orange buses), feeder sitp (green buses) and especial sitp (red wine buses). The first case, the Transmilenio (red buses) and the dual standard Transmilenio (yellow and red buses) is in many aspects better. The change of buses is unlimited paying the same tariff as long as the people don‘t go outside the stations. They count with facilitators (police officers telling passenger which bus to take), the buses have big light signs on the front and inside the Transmilenio stations, people can find maps and time schedules in a proper sight height and size. In the second case, the communication elements could be easier to understand. The information regarding the urban sitp (blue), complementary sitp (orange), feeder sitp (green), especial sitp (red wine) is placed on the streets since they have no exclusive lane or big bus stops. The information is not in a sight height and the reflection of the light makes it even harder to be read. In the communication pieces, there is too much information and the size of everything is very reduced. The color palette of the different areas of the city was not well designed and a lot of them look very similar. For that reason the project is going to be focused mostly on the second case, the one regarding urban, complementary, feeder and complementary sitp.
89
Develop
What is important to meet the target needs?
After a long desktop research, I found one source that could help me with recommendations to design learning material for adult beginning readers. The book is called practical guide for extra-school education published by the UNESCO. The source is not updated anymore in some aspects because it was published in 1963 but some other aspects are still valid so I‘m going to mention them next: 1. The difference between reading material and the material to teach how to read. The reading material fulfills a complementary function: to improve the ability of the beginning reader and communicate theoretical and practical knowledge. 2. There are several factors that make a text easy or difficult to read. a) the simplicity or complexity of the subject; of ideas and the vocabulary and style used to express them. b) How good the reader knows the subject and the vocabulary used. 3. The extension. The extension should never be too long. It is always better to divide the content into different publications. From the studies carried out in Latin America, it is clear that the amount of data that an adult remembers after reading a simple, illustrated book is inversely proportional to the total number of information presented. The more the author insists, the less the reader remembers.21
90
21. (UNESCO, 1963)
Design & prototyping
Design & prototyping
Content:
True information Storytelling didactics balance between visuals and text
For the content of the learning material, those four principles were followed. An extended desktop research was made, so the information of the booklet is true and as updated as possible. The narration is going to be made through storytelling, following the UNESCO recommendations for reading material for new readers. The activities are going to be as didactic as possible and a balance between visuals and text is very important. Not that many visuals so the students don‘t get to practice their reading skills, but as well not that much of text that they would feel overwhelmed.
92
Design & prototyping
Initial design proposals:
1. Simple Illustration and some details of the context + fill-in exercises
93
Design & prototyping
Initial design proposals:
2. Simple Illustration + fill-in exercises
94
Design & prototyping
Initial design proposals:
3. Real pictures + reading exercises
95
Design & prototyping
Initial design proposals:
4. Games related to the topic
96
Design & prototyping
Socialization and feedback:
After different rounds of socialization with my second advisor, my peers and some friends able to speak Spanish; important feedback was received to improve the booklet. Proposal 1 a. The illustration is not friendly and it doesn‘t help the user to connect with reality. b. There are too many distracting elements. The illustration should be as clean as possible. Proposal 2 a. The illustration is friendly but it still doesn‘t help the user to connect with reality. b. There is no hierarchy in the elements of the activities, which makes it harder to understand what to do. c. For long texts, it would help to ¨tab¨ the beginning of it, so beginning readers can read easily. d. Texts were still too long. Proposal 3 a. The use of pictures is a good way of connecting the users with the reality but is too cold and boring. b Icons and conventions could help to improve the readability of the booklet and the development of the activities. Proposal 4 a. The game is simple, smart and related to the topic.
97
Design & prototyping
Second design proposal:
5. Mix of real images and illustration + titles + icons
98
Design & prototyping
A new memory game
99
Design & prototyping
Second design proposal:
More games and differentiation of the exercises
100
Design & prototyping
Prototyping session arrangements:
From left to right: Paula, Manuela and Andrey.
The prototyping session was arranged in Bogotรก, Colombia. The participants were: Paula and Andrey both teachers of ColombiaCrece and Manuela*, one of the students of ColombiaCrece.
*Her name was changed in order to protect her identity
Paula and Andrey have been both volunteers for more than two years and Manuela has been attending ColombiaCrece for four years. Manuela is at the B level at this moment. (The institution offers Literacy A, B, and C). The booklet was given to Paula with no instructions on how to use it because it was important to know if the instructions were clear. Andrey was responsible for documenting the session. They developed all the activities except those that were meant as homework. It took them about one hour to complete the tasks.
101
Design & prototyping
Concept, layout and texts:
Paula and Manuela developing a discussing activity. 102
Design & prototyping
Feedback:
After finishing the session Paula and Andrey developed a written survey about the aspects of the booklet they liked, they didn‘t like and how to improve it. Also, an oral interview was conducted with Manuela. The information given next is from the sources mentioned above. They were excited about a booklet with a real literacy approach and they both approved the concept of the learning material. Paula had no problem following the instructions of the booklet and Manuela was able to read all the texts. However, it took Manuela longer as expected. Paula and Andrey agreed that the vocabulary was simple and the texts easy to understand. They recommended more practical and simple exercises to help them to have a small pause between other exercises in which they need a lot of concentration. For example, exercises to join or to enclose in circles. They found the activities useful for learning about the topic and encourage me to present the learning material to the institution. They suggested me to apply the same idea to different everyday life aspects and produce a series of booklets out of it.
103
Design & prototyping
Games in the booklet:
The similarities and contrasts activity
This game was easy to understand and many other activities were developed from it. For example, Paula asked Manuela to count how many circles there were in every set, which one was the one with most and least elements, etc.
104
Manuela had no problem identifying the colors and grouping them. She had fun and she also practiced her reading and writing skills. This was the first time Manuela got to see the different colors that the areas of Bogotรก have.
Design & prototyping
Feedback:
Recursivity and new applications
Two interesting things happened. The first one is that they took the circles and used them to deepen the topic in other pages, which I think is a great application.
The second interesting thing is that Manuela was able to write faster because she took the circles, put them on top of the question and guided herself from them.
105
Design & prototyping
Games in the booklet:
The game of the colors (first picture on the left) was super simple and Manuela liked it a lot. After reading the instructions together she developed it by herself. Paula and Manuela liked the images of the games and the booklet in general because they consider they make the learning material more interesting and colorful. The memory game (second picture on the left) was not 100% successful, it took them a long time to be able to read all the information in the cards and to figure out the couples. A simpler version of this game has to be developed. Paula suggested the same game with less text. Only the most important feature should be highlighted. Manuela developing the game of the colors
Paula and Manuela playing the memory game. 106
Design & prototyping
Paula developing one of the activities of the booklet. 107
Design & prototyping
10 -
Conclusions and next steps:
The feedback received was in general very good. The concept of the learning material was validated by the teachers and except for one, all the activities were developed successfully. The size of the letter was enough to be read. The layout and icons helped the teacher to easily know which kind of activity was coming next to guide the student. One of the most important conclusions out of this first round of prototyping is that the booklet should be divided into different levels. The content can be the same but the complexity of the activities should vary depending on if the students are in the level B or C from the literacy classes. The necessary adjustments according to the feedback are going to be done: • The booklet is going to be divided into two. One for the level B and the other for the level C. • The memory game is going to be reviewed and simplified. • Some small grammar mistakes are going to be fixed. Arrangements for a new prototyping session with a different student are being made to try the adjusted version of the booklet.
108
Final thoughts Reflection
109
Final thoughts
Final thoughts:
I first approached this topic thinking that there should be something that design could do to improve the situation of the more of 2‘000.000 Colombian illiterate people out there, and I reach this point knowing that a lot can be done. I think the human-centered design methodologies are powerful tools to impact and improve the reality of the people and my work is a small example of it. The project is not finished yet but I‘m going to continue working on it and find the way to implement it when I‘m back in Colombia. I‘m thankful for this experience. Sometimes working behind a desk we all forget about the bigger problems and this project helped me to open my eyes again.
110
Thanks for reading
111
112
Bibliography Resources
113
Bibliography
General bibliography:
Mantilla, I. (2016). Analfabetismo moderno. [online] ELESPECTADOR.COM. Available at: http://www.elespectador.com/opinion/opinion/ analfabetismo-moderno-columna-632212 [Accessed 15 Oct. 2017].
Castiblanco, A. (2017). Como no sabe leer ni escribir, tratémosla mal»: Un análisis de ideologías de la alfabetización en el sector El Codito de Bogotá. (Bachelor Thesis). Pontificia Universidad Javeriana, Bogotá.
Mineducacion.gov.co. (2017). Mineducación suscribe acuerdo con aliados para seguir combatiendo el analfabetismo en Colombia - Ministerio de Educación Nacional de Colombia. [online] Available at: http://www.mineducacion. gov.co/1759/w3-article-358065.html [Accessed 11 Sep. 2017].
Analfabeto, ta. (n.d.). In: Diccionario de la lengua española. [online] Available at: http://dle.rae. es/?id=2VcZnaQ [Accessed 8 Nov. 2017].
Colombia aprende. (n.d.). ¿Cómo está Colombia?. [online] Available at: http://www.colombiaaprende.edu.co/html/home/1592/article-87778.html [Accessed 8 Nov. 2017].
Adelore, O. and Itasanmi, S. (2016). The Use of Two ICT Tools in Adult Literacy Programmes: Lessons Learned. Journal of Education and Practice, 7(20).
El Tiempo (2014). El país, con menos analfabetas en el 2018. [online] Available at: http:// www.eltiempo.com/archivo/documento/CMS14545615 [Accessed 8 Nov. 2017].
Logan, A. (2017). In pursuit of critical literacy: Understanding experiences of exclusion for adult literacy learners. [ebook] pp.64, 65. Available at: http://doras.dcu.ie/21538/1/76_SCAN.pdf [Accessed 9 Nov. 2017].
Colombiacrece. (2015). ColombiaCrece. [online] Available at: http://www.colombiacrece. org/#educacion-solidaria [Accessed 15 Oct. 2017]. Riva, J. (2004). Fichas para el desarrollo de la inteligencia, 1 Primaria. Madrid: Santillana, p.33. En.wikipedia.org. (2017). Bogotá. [online] Available at: https://en.wikipedia.org/wiki/ Bogot%C3%A1 [Accessed 19 Dec. 2017]. Semana. (2017). Radio Sutatenza, el medio con el que los campesinos le ‚hicieron la guerra‘ a la ignorancia. [online] Available at: http://www. semana.com/nacion/articulo/radio-sutatenzauna-revolucion-cultural-en-el-campo-colombiano/529745 [Accessed 20 Nov. 2017].
114
Uis.unesco.org. (2017). Colombia | UNESCO UIS. [online] Available at: http://uis.unesco.org/en/ country/CO [Accessed 8 Nov. 2017].
Rogers, A. (1999). Improving the quality of adult literacy programmes in developing countries: the ‘real literacies’ approach. Nottingham. Tiempo, C. (2017). ¡No se pierda en el SITP! Entienda la información de los paraderos. [online] El Tiempo. Available at: http://www.eltiempo.com/ archivo/documento/CMS-15875035 [Accessed 19 Dec. 2017]. UNESCO (1963). Materiales de lectura sencillos para adultos. 63rd ed. [Paris]: Imprenta Winterthur, Winterthur (Suiza), pp.9-58. Es.wikipedia.org. (2018). Berlín. [online] Available at: https://es.wikipedia.org/wiki/ Berl%C3%ADn [Accessed 5 Jan. 2018].
Bibliography
Referencing for visual material:
Es.wikipedia.org. (2018). Colombia. [online] Available at: https://es.wikipedia.org/wiki/Colombia [Accessed 7 Jan. 2018]. RSA (2017). Design for systems change. [image] Available at: https://www.thersa.org/discover/ publications-and-articles/rsa-blogs/2017/07/ from-design-thinking-to-system-change [Accessed 14 Dec. 2017]. Elcampesino.co (2015). La radio campesina. [image] Available at: http://www.elcampesino. co/la-radio-sutatenza-esta-en-el-primer-lugaren-el-siglo-veinte/ [Accessed 26 Oct. 2017]. El espectador. (2015). Delincuentes protagonizaron asalto masivo dentro de bus del SITP. [image] Available at: https://www.elespectador. com/noticias/bogota/delincuentes-protagonizaron-asalto-masivo-dentro-de-bus-articulo-550557 [Accessed 17 Dec. 2017]. Alcaldía Mayor de Bogotá (2012). Inician operación cuatro nuevas rutas del SITP. [image] Available at: http://www.bogota.gov.co/temasdeciudad/movilidad/inician-operaci%C3%B3ncuatro-nuevas-rutas-del-sitp [Accessed 17 Dec. 2017]. Bevione (2017). Bogotá. [image] Available at: http://juliobevione.com/wp-content/uploads/2017/07/cms-image-000060272.jpg [Accessed 19 Dec. 2017]. Wikimedia (2014). Bogotá carrera 5 calle 27 Bus del SITP. [image] Available at: https://upload.wikimedia.org/wikipedia/commons/0/06/ Bogot%C3%A1_carrera_5_calle_27_Bus_del_ SITP.JPG [Accessed 18 Dec. 2017].
El empujón final para un Sistema Integrado de Transporte Público. [image] Available at: https:// ciudadpedestre.files.wordpress.com/2014/05/ servicios-sitp.jpg [Accessed 19 Dec. 2017]. Vindex Colombia (2016). Una mirada foránea al tráfico de Bogotá. [image] Available at: http:// cpanel.vindexcolombia.com/upl/201703141953 39_20161208111222_TRANSMI.jpg [Accessed 17 Dec. 2017]. Nexura (n.d.). Transmilenio. [image] Available at: http://pruebas-transmil.nexura.com/sites/ default/files/styles/slider_arti_dos/public/articles/15_6.jpg?itok=qNzetqEh [Accessed 19 Dec. 2017]. Crisis en la educación. (n.d.). [image] Available at: http://2.bp.blogspot.com/-N8WZydZqyHg/ UCNoh_9ndxI/AAAAAAAACHE/p2QQpCsmdfU/ s1600/Pobreza_en_escuelas3+IPS.jpg [Accessed 27 Dec. 2017]. La FM (2017). Acnur manifestó su preocupación por el aumento del desplazamiento forzado en el Pacífico Colombiano. [image] Available at: https://www.lafm.com.co/wp-content/uploads/ desplazados_afp_1403272253_1405596718-2. jpg [Accessed 27 Dec. 2017]. El Espectador (2013). Pobreza rural en Colombia, relacionada con atraso en infraestructura. [image] Available at: https://www.elespectador. com/sites/default/files/951283dd17dbab92a18 c84c7a308fed9.jpg [Accessed 28 Dec. 2017]. Cívico (n.d.). Avenida La Esperanza. [image] Available at: https://www.civico.com/lugar/paradero-sitp-barrio-capellania-145a06-bogota/ [Accessed 17 Dec. 2017].
Sitp (2015). Mapa de recorrido. [image] Available at: http://www.sitp.gov.co/info/sitp/media/ img72996.jpg [Accessed 18 Dec. 2017]. 115
Bibliography
Referencing for visual material:
Otras Voces en Educación (2016). COLEGIOS EN MAL ESTADO FRENAN LA EDUCACIÓN EN COLOMBIA. [image] Available at: http://otrasvoceseneducacion.org/wp-content/uploads/2016/07/ Escuela-Rural-Colombia-s30.jpg [Accessed 28 Dec. 2017]. Universidad Nacional de Colombia (2016). Identifican capacidad de reexistencia en las mujeres desplazadas. [image] Available at: http://agenciadenoticias.unal.edu.co/uploads/pics/AgenciaNoticias-20160811-01_01.jpg [Accessed 28 Dec. 2017]. Dinero (2017). Mal momento de industria y comercio arrastra a Bogotá a la desaceleración. [image] Available at: http://static.iris.net.co/ dinero/upload/images/2017/6/5/246164_1.jpg [Accessed 28 Dec. 2017]. Medellín cómo vamos (2017). Pobreza y desigualdad en Medellín. [image] Available at: https:// www.medellincomovamos.org/wp-content/ uploads/2010/05/p-Foto-416-1152x759.jpg [Accessed 28 Dec. 2017]. Catamarca (n.d.). Obreros trabajando. [image] Available at: http://airevision.com.ar/wp-content/uploads/2017/01/obreros-trabajando.jpg [Accessed 28 Dec. 2017]. Laus Deo (n.d.). RAZONES PARA REZAR LA LITURGIA DE LA HORAS TODOS LOS DÍAS. [image] Available at: https://www.lausdeo.world/wpcontent/uploads/2016/05/fe_rosario.jpg [Accessed 2 Jan. 2018]. Confidencial Colombia (2017). Día Mundial del agua ¿Qué país se ducha más y cuál menos?. [image] Available at: http://confidencialcolombia.com/images/cache/745x333/
116
crop_0_4_800_362/images%7Ccmsimage-000059301.jpg [Accessed 2 Jan. 2018]. Tripadvisor (n.d.). Lo mejor para el frío, una Agua de panela con queso. [image] Available at: https://media-cdn.tripadvisor.com/media/ photo-s/09/0e/ef/27/photo2jpg.jpg [Accessed 2 Jan. 2018]. El confidencial (2016). Errores que cometes al lavar los platos (tanto a mano como en el lavavajillas. [image] Available at: https://www. ecestaticos.com/imagestatic/clipping/a37/a83/ a37a839e9876ebada54e587f63d1dffd/erroresque-cometes-al-lavar-los-platos-tanto-a-manocomo-en-el-lavavajillas.jpg?mtime=1481647018 [Accessed 2 Jan. 2018]. El Tiempo (2014). Transbordos: solución del SITP a rutas tradicionales que no sustituirá. [image] Available at: http://www.eltiempo.com/contenido/bogota/IMAGEN/IMAGEN-14458621-1.jpg [Accessed 2 Jan. 2018]. Healing cuisine by Elise (2012). Natural cleaning week. [image] Available at: http://healingcuisinebyelise.com/wp-content/uploads/2012/05/ sponge-sprayer-spring-lg.jpg [Accessed 2 Jan. 2018]. Transmilenio (2013). TRANSMILENIO PONE EN FUNCIONAMIENTO LA ESTACIÓN DE SAN VICTORINO. [image] Available at: http://www.transmilenio.gov.co/Publicaciones/info/transmilenio/ media/img260451.jpg [Accessed 2 Jan. 2018]. Primero Noticias (2016). Cayó banda, que con ayuda de policías, robaba en Transmilenio. [image] Available at: http://primeronoticias. com.co/wp-content/uploads/2016/08/Transmilenio-Policia-RCN.jpg [Accessed 2 Jan. 2018].
Bibliography
Referencing for visual material:
De medicina (2014). Pedir Cita al mĂŠdico. [image] Available at: https://demedicina.com/ wp-content/uploads/pedir-cita-medico-pedirlapor-internet.jpeg [Accessed 2 Jan. 2018]. Caracol Radio (2014). BogotĂĄ tiene solo dos rutas nocturnas del SITP, de la meta de 21. [image] Available at: http://cr00.epimg. net/radio/imagenes/2014/09/20/bogota/1411226100_424725_1411244220_noticia_ normal.jpg [Accessed 2 Jan. 2018]. Recetas para compartir (2013). Lentejas con arroz. [image] Available at: https://recetasxacompartir.files.wordpress.com/2013/04/lenarroz91. jpg [Accessed 2 Jan. 2018]. SkyscraperCity (2014). Monserrate (Looking towards the north west of the city). [image] Available at: https://farm4.staticflickr.com/3746/191 56355344_0424813ab9_h.jpg [Accessed 4 Jan. 2018].
117
Declaration of Autorship
118
Declaration of Autorship
Declaration of Authorship:
I hereby certify that the thesis I am submitting is entirely my own original work except where otherwise indicated. I am aware of the University's regulations concerning plagiarism, including those regulations concerning disciplinary actions that may result from plagiarism. Any use of the works of any other author, in any form, is properly acknowledged at their point of use.
Student‘s signature:
Name (in capitals): LAURA KATHERINE CASTIBLANCO PRIETO Date of submission: 12. 01. 2018
119
120