this study I investigate the potential of a resource pavilion inspired
by museum experiences as an approach to informing and educating the
indigenous people of Botswana. My proposed museum of global information,
which I have called the Omnilogical Resource Pavilion (ORP), will have
the potential to present information in various fields of study in a
relatively neutral, unbiased manner, regardless of limitations in
language, literacy, and formal education. The ORP will serve as both a
sustainable information resource center and a research center wherein
social scientists can study the learning patterns of the users and the
effectiveness of the presentation. For the users, the ORP will have the
capacity to deliver global information in a hands-on, interactive, and
unobtrusive approach for the purpose of empowering underprivileged
masses, particularly the indigenous people in less developed countries.
increasingly rapid development of technology in recent years enables
one to communicate with diverse communities around the world. The
changes brought about by globalization affect the relationships between
societies, especially in political, economic, and cultural areas. As
resistance to the notion of a global culture and anxiety over social
identity increases, especially in countries consisting of various
indigenous groups, there is a widely need to preserve ways of life and
Considering the importance of communication in finding solutions to
various global dilemmas, recent technological advances can provide a
bridge for communication gaps brought about by linguistic and ethnic
differences. It is important to provide access to information to
societies severely impacted by globalization. This lack of information
can partly be seen as a result of inadequate communication tools.
The problems of information access in societies with a
substantial indigenous population as well as disadvantaged societies
widely considered to belong at the bottom of the pyramid in the global
social strata, include the barriers of literacy and of access to
technical skills and equipment, and the need for the presentation of
information to be adapted to the natural and cultural environment in
which people live. This adaptation should be a process; the information
system should have the capacity to evolve along with the people in the
environment. The literacy boundary and the fact that indigenous people
in general, which is the target population of this proposal, are a
pragmatic and nomadic people also make acute, as I will show, the need
for a multimedia, experiential approach to information access and for
one that allows for the freedom to select items of interest and the
ability to learn in a leisurely and even recreational manner. The
internet is one model for an information access system that has these
advantages, but it requires literacy, technical skills, and access to
computers. It is therefore an incompletely adequate model for the kind
of information system I propose.
The purpose of this proposal is to promote the establishment of
institutions along the lines of what I am calling the Omnilogical
Resource Pavilion (ORP), which utilizes a museum-like setting to present
information. The word "omnilogical" is my coinage; it comes from the
prefix "omni-," meaning all, and the suffix "-logy," which signifies a
science or branch of study. An ORP is a kind of museum of global
information, which is a sort of physical version of an internet in the
sense that it is a space that has a global reach by virtue of the
information communication technology (ICT) that it makes use of. The ORP
will have the potential to present different kinds of information from
different fields of study and tell a story with this information so that
a user will experience it instead of having to read it, and will
present it in a relatively neutral and unbiased manner, thereby
overcoming the barriers of language, literacy, and formal education. The
ORP as I understand it will also play a role in maintaining a
sustainable information environment within the society it serves.
input and participation of various development enterprises and
non-government organizations will enable the ORP to facilitate the
ongoing participation of its target audience so that it can continue to
meet their information needs as these needs evolve. Furthermore, the ORP
will aim to integrate all fields of study (such as history, science,
religion, and current events) and deliver global information in a
hands-on, interactive, and unobtrusive manner, as opposed to the
existing proposals of various development enterprises for empowering
underprivileged masses, particularly indigenous people in the least
developed countries, such as the museum-in-a-box, mobile schools,
distance learning, and the $100 laptop. The purpose of this proposal is
to create a new technology to empower a potential market base that
basically comprises a huge percentage of the global population and to
enterprise their potential to innovate, which will then aim to create a
new market base. I will present a program framework prototype for the
ORP which will serve as an initial basis in designing a prototype that
can be transported and franchised in various countries. The ORP is based
on the model of experience-based museums, which are museums that are
designed not just to present information but to facilitate experience
through the use of multiple and interactive media. They are museums in
which the presentation of information is organized not according to the
subject matter but in terms of mode of presentation. The ORP can also be
localized, .i.e., designed according to the environment it serves, and
therefore can be implemented in various least developed countries,
including sub-Saharan Africa.
Social Benefits Of The Proposal
The indigenous people considered in this proposal, as
a sample population of the proposed prototype, are nomadic populations,
and specifically groups of hunter-gatherers/pastoralists. I am using
the term "indigenous" because in societies such as the one I am studying
the nomadic populations are the original natives. These nomadic
populations are an extreme case of the world's poor. It is generally
known that nomadic/indigenous societies have the lowest rate of literacy
and of enrollment in public schools due to the failure of educational
and social institutions to address concerns pertaining to their unique
and traditional way of life.
Development Goals (MDGs) outline a set of objectives ranging from
halving extreme poverty and providing universal primary education to
developing a global partnership for development by 2015. Some argue that
these goals are too ambitious, considering the timeframe indicated.
Others, such as Kofi Annan, the former Secretary-General of the United
Nations, optimistically maintain that they are achievable; indeed, Annan
thinks that the achievability of the MDGs is one of the things that
make them unique. There may be cause for optimism insofar as recent
events show that there are various movements worldwide to address these
issues. Although access to education is the second most important goal
of the MDGs, what is missing in these goals is, in my opinion, the need
to provide access to information, including information about history
and current events; and they do not include the goal of making human
knowledge available to all people, including indigenous people. The
increasingly rapid development of technology in recent years enables one
to communicate with diverse communities around the world, and the
introduction of the internet has offered relatively unlimited access to
information. A museum of global information can play a critical role in
making readily available information which has the potential to empower
indigenous people and aid in development.
Changes brought about by globalization affect the
relationships both between and within societies, in all areas of
political, economic, and cultural life. As resistance to the notion of a
global culture and anxiety over social identity increase, the
preservation of threatened ways of life and belief systems becomes an
issue, especially in countries consisting of various indigenous groups.
If indigenous people become better informed about these changes and ways
of dealing with them, the likelihood of conflict will be reduced. Among
other things, this is likely to increase tolerance towards other
cultures. Considering the importance of communication for the solution
of social problems, there is a need for resources which bridge the
communication gaps brought about by linguistic and ethnic differences.
The ORP will be considered in this context.
The ORP aims to empower nomadic communities through
the power of information, which may eventually contribute to sustaining
the country's competitive edge or to the creation of new markets through
innovations made possible in part by indigenous knowledge and skills as
they are incorporated into the global information system.
the age of globalization, where markets are global, there are
repercussions of competition, which by definition entails that there are
winners and losers. Often, countries lose because they are not equipped
with the right tools to compete. Taking this into consideration, there
is a need for nation-states, individuals, and communities to defend
themselves from the negative effects of globalization. Such a defense
depends both on the development of local strengths and on the need to be
informed, particularly with regard to recent global changes and
technological advances, in order to sustain a competitive edge. The
proposed ORP aims to provide "accessible" knowledge-based information to
aid indigenous groups and place them, with their own developmental
strategies, on a level playing field in relation to mainstream
development. Accessibility will be provided through the utilization of
ICTs that are specifically designed to bridge language, literacy, and
Museums & Other Information Media
The Educational Function of Museums
Taking into consideration recent developments of the
museum experience, as well as the rapid growth of information
technology, the question arises, what do people expect to learn from
museums, particularly those which include ICTs? Is it possible to
foresee a cutting-edge potential for learning through a museum of global
information? I have taken the museum as a model because museums give
the user an opportunity to determine for himself what he wants to learn.
A museum is an unobtrusive and dynamic learning environment because
there is no teacher and it is a space one has to move around in.
Although the museum shares these features with, for example, the
internet (and in contrast to, for example, schools), the internet has
the literacy and technical limitations mentioned above, which render its
utility limited for the societies under consideration. The museum also
promotes interaction with other users and with the environment. These
aspects of museums have accrued to them increasingly over time, but were
The ORP is designed to both
educate people and empower them to make changes in the natural and
social environment, and it can do so without dictating to them the ways
in which they should understand or act upon their environment.
The Limitations of Other Information Media
The existing media that are being used or that are
proposed for use to educate and empower the indigenous people in
Botswana provide limited access to information. For instance, the
Botswana National Museum in Gaborone functions as a post-colonial nation
building institution and aims to research and help preserve Botswana's
natural and cultural heritage. The Botswana National Museum also
spearheaded the museum-in-a-box program, designed for Remote Area
Dwellers (RADs) and sponsored by UNICEF. The program focuses on cultural
issues to help augment the enrollment and retention of RAD students.
Although the museum provides a variety of programs essential to
Botswana's cultural heritage, it does not provide options for the user
to seek further information. For that, users would need to go to the
Botswana National Library; however, although the National Library is an
excellent information resource on Botswana, the design of its
information interface is once again too sophisticated for nomadic
communities to utilize.
The proposed $100 laptop developed by Nicholas Negroponte, co-founder of
Media Lab at Massachusetts Institute of Technology, is another medium
that could in principle be used for indigenous communities. However,
this medium also limits access to information due to literacy, language,
and operational limitations. Using the laptop as an information
resource requires mastery of keyboards and internet browsing, which
requires basic literacy and technical skills. Hence, it also assumes
that its users can read and write, which usually means having had a
certain level of formal education.
The Omnilogical Resource Pavilion: A Prototype
am taking as a model for the ORP what I am calling the experience-based
museum, which engages the user of the exhibit in terms of his
experience of the exhibition space rather than in terms of the objects
being exhibited. Experience-based museums tend to use interactive media.
They present information in an unobtrusive, non-authoritarian manner as
opposed to spaces that seem to dictate a certain perspective. They are
designed for maximum accessibility, so as to reach a mass audience
within a controlled environment. They can challenge or call into
question existing social practices and can present a diversity of
world-views. They are spaces that many people are likely to feel more
comfortable in than traditional object-based museums. The ORP will have
all of these features.
The ORP has the
potential to provide greater accessibility than other consumer-dependent
media and tools. It is more accessible because it depends neither on
special technical knowledge nor on literacy. Moreover, in order to
ensure maximum accessibility, the ORP will be located where tribal and
nomadic communities reside. The ORP will also resemble mobile museums in
providing ground transportation for users.
goal of the ORP is to provide a universal framework for learning
opportunities delivered through a museum-like experience, with access to
global information through the aid of ICTs. The ORP will specifically
target communities in which formal educational institutions are not
applicable due to specific knowledge barriers involving language and
culture (and also because, although there are educational programs for
adults, due to considerations of practicality and lifestyle many adults
in this society do not feel motivated to make use of them), and in which
existing and proposed ICTs exacerbate the digital divide instead of
breaking down these barriers. ICTs are useful, however. McLoughlin and
Oliver (2000) argue that, perhaps on the analogy of an electronic
amplifier which enables sounds to be heard more widely, the internet
serves as a "cultural amplifier." Similarly, ICTs as "cultural
amplifiers" enable features of cultures to be shared across distances.
The learning framework of the ORP is based on the concepts of
constructivist learning and situated cognition (McLoughlin and Oliver
2000). Constructivism in learning theory is indebted to the work of the
Jean Piaget, who "suggested that through processes of accommodation
and assimilation, individuals construct new knowledge from their
experiences. Assimilation occurs when individuals' experiences are
aligned with their internal representation of the world. They assimilate
the new experience into an already existing framework. Accommodation is
the process of reframing one's mental representation of the external
world to fit new experiences (Wikipedia)".
short, "the theory of constructivism suggests that learners construct
knowledge" (ibid.). Constructivist theory suggests the utility of
situated cognition, which is learning within the context of everyday
situations and includes learning by doing and through participation in
social environments (McLoughlin and Oliver 2000).
Instructional design models are the basis of various forms of online
learning, on which the ICT framework of the ORP is based. Instructional
design models and paradigms take account of cognitive, social, and
pedagogical issues (McLoughlin and Oliver 2000). Henderson (1996),
arguing that "instructional design cannot and does not exist outside of a
consideration of culture," identified and critiqued existing
instructional design models in terms of their limitations with respect
to the cultural dimensions of learning and pedagogy. He identifies three
mean models. First is the "inclusive or perspective approach, which
imports the social, cultural, and historical perspective of minority
groups, but does not challenge the dominant culture and is therefore
cosmetic" (McLoughlin and Oliver 2000, 4). Second is "the inverted
curriculum approach which attempts to design an instructional component
from the minority perspective but fails to provide the learners with
educationally valid experiences as it does not admit them into the
mainstream culture" (ibid.). Lastly, there is "the culturally
unidimensional approach which excludes or denies cultural diversity and
assumes that educational experiences are the same for minority students
as they are for others" (ibid.). These limitations of existing
instructional design models points to some of the elements that are
needed in providing a culturally-inclusive learning environment.
Consequently, the ORP will make available information about the social
environment that will enable members of indigenous communities to
develop their own critical perspectives on their society and culture.
It will also bridge minority perspectives and the mainstream culture.
And it will be open to cultural diversity. It will also provide users
with the capacity to interact globally with other communities.
I will not discuss the physical and spatial design, planning and
organization of the Omnilogical Resource Pavilion (ORP), but will
present the design of a sustainable program framework for this prototype
of the ORP.
The ORP will both draw upon
experience-based museum exhibits and make use of various ICTs as well as
interactive media and exhibits, visual presentations, and virtual
spaces, in order to address issues pertaining to knowledge barriers
stemming from cultural and linguistic differences, in cases where
existing educational mediums are deemed inappropriate, particularly in
framework explains how the presentation of information within a
museum-like experience and with the use of ICT media can empower
indigenous people. This proposed framework incorporates the essential
features of other existing media. Learning through the ORP is neither
limited nor restricted to a specific level. The ORP is designed to
provide a two-way learning portal for both users and researchers, as
well as to encourage local initiatives that reach out to subset groups.
There is a need to establish and maintain constant communication between
local and foreign research groups and the nomadic communities in order
to identify appropriate information that may be of interest to them
and/or vital for their empowerment.
The Ten Design Principles of the ORP Framework
The following framework explains how the presentation of information
within a museum-like experience and with the use of ICT media can
empower indigenous people. This proposed framework incorporates the
essential features of other existing media. Learning through the ORP is
neither limited nor restricted to a specific level. The ORP is designed
to provide a two-way learning portal for both users and researchers, as
well as to encourage local initiatives that reach out to subset groups.
There is a need to establish and maintain constant communication between
local and foreign research groups and the nomadic communities in order
to identify appropriate information that may be of interest to them
and/or vital for their empowerment. (See Table 1)
The ten principles, which I have adapted from McLoughlin and Oliver
(2000), are presented in Table 1, which also contrasts other media in
terms of their incorporation of these design principles. The table
shows the advantages of the ORP in these terms.
|No. ||Design Principle || |
|1 ||Experience-based approach; learning by doing; based on a theory of knowledge consistent with constructivist learning. || |
| || |
|2 ||Authentic, existentially designed learning activities. || |
| || |
|3 ||Flexible learning environment. || |
| || |
|4 ||Help desk features, including guides, tutors and mentors. || |
| || || || |
|5 ||Simplified and clear communication tools; universal language and literacy capabilities. || |
| || || |
|6 ||Interactive capability: function as a two-way portal to external and global communities. || |
| || |
|7 ||Capacity to provide self-directed/self-determined tasks, learning paths, and contributions. || |
| || |
|8 ||Provide a strong and visible support system in terms of maintaining locally trained guides and staff. || |
|9 ||Multiple perspectives and access to varied information resources. || |
| || |
|10 ||Sustainable research environment. || |
| || || || |
is worth discussing each of these principles, all of which are central
to the ORP, and which, taken together, both distinguish the ORP and
constitute its usefulness for indigenous communities.
Experience-based exhibits in museum education are a
model for the ORP. Experience-based learning emancipates students
because it empowers them to construct their own knowledge, and provides
them with the opportunity to discover new information according to their
needs and to draw upon their prior experiences, such as, in the case of
indigenous peoples, their traditional ways of knowing. It allows users
to choose what they want to learn, and to learn by doing.
designed learning activities are essential for the culturally inclusive
instructional design of exhibits within the ORP, which is inspired by
the culturally inclusive aspects of internet design. By existentially
designed I mean that the information curriculum is designed in such a
way as to accommodate self-determined needs and progressions. Its
content will be designed through a joint collaboration of local and
foreign researchers, who will manage the ORP in order to provide a
balance of indigenous and modern information inputs. The assessment and
evaluation of learning, on both cognitive and affective dimensions, will
be similar to that used in the experience-based museum discussed above.
Flexibility in all aspects of the functions of the ORP is key in the
creation of the atmosphere of this learning environment. Each learning
program should be sensitive and adaptable to the learning capacity and
cultural makeup of its users. Instructional design for indigenous
communities must take account of the skills and values of the community,
and the presentation of information should be sensitive to the
community‚Äôs cultural traditions and also flexible enough to
accommodate developments in the learning capacity of members of the
community individually and collectively in response to changes in the
socio-economic landscape. Custom-designed learning activities may play a
key role in this context.
- Help desk
features, including guides, tutors, and mentors are important because
the need for support, conversation, and direction is vital to the ORP;
and the roles of the mentors, tutors, and guides are crucial to its
progressive development. Flexibility and support can be built in by
ensuring that a physical presence is available without necessarily
making the user dependent on it. This feature is unique due to its
hands-on and user-oriented approach, in the sense that these guides will
observe and engage users in conversation in order to identify their
interests, instead of just answering questions. The roles of tutors,
mentors, and guides needs to be flexible in light of user responses.
Their receptiveness in addressing the needs of the user is vital in the
sense that this is where the initial assessment and evaluation of what
kind of learning is of interest to the user can be made and expressed. A
hypothetical example would be: A nomadic person would enter a specific
exhibit space which features various religions, with certain traditions
and practices, and which could virtually narrate the history of a
specific religion through an experience-based exhibit. A guide could
observe provocative images, which could be identified as a possible
stimulant that could spark some interest from the user. The guide could
note the visitor‚Äôs body language, facial expressions, focus of
attention, and other physical manifestations, which could be visual
signs that questions may arise from the visitor. Guides can
strategically position themselves so as to allow for the possibility of
engaging in a conversation with the visitor. Their mere presence within
an exhibit space increases the likelihood that they will be approached.
- There is a need for simplified and clear
communication tools utilizing universal language capabilities.
Interactive media, visual techniques, and video presentations are some
ways to bridge literacy gaps. Providing access to multiple channels of
communication through interactive visual media and an experienced-based
museum setting provides an easy and simplified access to information.
interactive capabilities of the ORP enable it to function as a two-way
portal to external global communities, for example through video- or
teleconferencing. Participatory interaction between users (both local
and foreign) is encouraged through an informal, virtual meeting place,
which provides the potential for a real-time video chat.
ORP will have the capacity to provide self-directed or self-determined
tasks, learning trails, and contributions. A hypothetical example would
be that of a pastoralist encountering an animated 3-dimensional space
depicting images or a virtual presentation about the different varieties
of farming techniques. He could either agree or disagree that such
techniques would be good for his livelihood. Information about the
development of farming techniques from ancient to modern and
contemporary times would also make him aware of other kinds of farming.
In the event that he agrees with a specific technique, he could choose
to further explore information about it. If he does not, he may
nonetheless stumble on other information that could possibly stimulate
the creation of ideas on how to make use of his indigenous knowledge
- There is a need to provide a
strong and visible support system by maintaining locally-trained guides
and staff. Through its help desk feature, the ORP can engage its users
in dialogue through discussion forums between participants, and can
provide examples of communication protocols and other learning processes
required for a specific activity. Locally trained guides and staff must
have the capacity to understand, interpret, and speak the languages of
these indigenous communities. Guides who understand the languages and
can represent these indigenous communities could also provide a more
familiar learning environment for members of these and similar
communities due to their presence.
providing an internet interface through touch screen monitors and other
interactive visual media, the ORP will allow the learner to choose the
information to be accessed according to his needs. Unlike typical
museums, where information is limited according to the curriculum set by
the museum educators, the information provided within the ORP will be
relatively unlimited in a manner similar to the design of the internet.
This information will be made available according to the user‚Äôs
self-determined progression. The ORP will also feature the inclusion of
- The ORP will be a
sustainable resource environment. The input and participation of various
development enterprises and non-government organizations will enable
the ORP to facilitate the ongoing participation of its target audience
so that it can continue to meet their information needs as these needs
evolve. The ORP will be a controlled environment that will allow
researchers to carefully observe and document the likelihood of users
being interested in a specific branch of knowledge. This should be done
in consideration of traditional ways and customs after the user‚Äôs
basic information needs have been temporarily met at a specific point of
the visit. The advantages of a physical space include the fact that it
can be a manageable environment in which to observe user‚Äôs responses
to exhibits. The ways in which users visit and use exhibits, and
evidence as to their motivations for being interested in the exhibit,
can be studied and evaluated to determine if this orientation is
primarily cognitive, imaginative, or emotional (in addition, of course,
to the orientation to satisfying basic needs such as food, shelter and
clothing, which is assumed). This could be useful in tailoring the
design of exhibits. The incentives of satisfying these basic needs
provided by development enterprises and nongovernmental organizations
are essential to the ORP because they encourage users to visit the ORP.
The ORP also functions as a sustainable venue for communication and
learning between organizations; because development enterprises and
non-government organizations are involved in helping the target
populations meet these basic needs. The ORP is a communication and
distribution hub for these non-profits organizations, which will
distribute needed goods and resources within its space. These
distribution programs will contribute to providing a sustainable venue
for development within the ORP. The ORP is sustainable in the sense that
it incorporates all necessary needs of the users, since it provides
access not only to information but also to other livelihood programs
offered by various development enterprises.
sustainability for the ORP will be privately funded and will not be
consumer-dependent. The indigenous communities will serve as the
beneficiaries, but the funding will come from a mix of non-profit and
for-profit sources. Ideally, the ORP will seek funding from private
foundations and corporate donors for operational activities and will
generate income from corporate enterprises for technology research, idea
creation, and exchange between research institutions, since one of the
goals of the proposed ORP is to make it transportable to other
Potential Market & Return of Investments (ROI)
The profitability of the proposed ORP is primarily
the franchising aspects of providing a sustainable resource environment.
The participating development enterprises utilizing the ORP are the
potential market base of the ORP. Examples of these are as follows:
UNESCO, UNDP, UNCDF, WHO, Doctors Without Borders, Red Cross, etc.
The Usefulness of the ORP for Indigenous Communities
The reliance on participation, collaboration, and
shared experiences will give the ORP the potential to enable communities
belonging to various tribal groups to break down social barriers, for
example, regarding territorial issues, that are creating conflicts
between them. Also, the ORP could enhance the possibility of
partnerships or interdependent relationships between tribes in the
pursuit of entrepreneurial interests. Further, the ORP‚Äôs ICT
infrastructure brings the potential to create a new market base within
these challenged communities.
Why are mainstream
development programs considered inappropriate and intrusive for
indigenous populations? I would argue that it is not because of the
attempt to release them from ‚Äúbackward‚Äù conditions but rather due to
the failure to empower them through education and information that will
enable them to respond to changes in ways that draw upon, protect, and
enhance their strengths. I would suggest that modernization is good for
indigenous groups but that it needs to be done in such a way that it is
autonomous and not implanted. The idea is not to pressure them to change
their way of life but to bring in information that enable them to make
choices and changes through self-determination. The target population of
the ORP is not limited to indigenous people. If nomadic communities,
who are isolated and marginalized due to the assumption that they resist
change or mainstream development, utilize the ORP and are in some ways
empowered thereby to participate in meeting the challenge of global
competition, it is likely that it could also work for the rest of the
world‚Äôs poor who are marginalized due to poverty. Due to its
efficiency and sustainability, if it can work for nomadic communities,
it can probably work for the rest of the world‚Äôs poor.
The point being drawn upon here is not that the goal of modernizing
indigenous communities is a mistake, but that attempts to empower
indigenous communities through various development enterprises have
largely failed. The unique culture and sense of identity of indigenous
people needs to be acknowledged and made use of in such a way that it
functions as their competitive edge against other nations as they,
inevitably, take part in the global marketplace.
The information curriculum of the ORP will be designed according to the
self-determined needs of the community it will serve, with the joint
collaboration of the local and foreign researchers who operate the ORP.
The ORP needs to, and can, combine in a balanced way its indigenous and
modern information inputs. The use of multiple channels of
communication, inspired by experience-based museum exhibits, will
provide an easy and simplified access to information. The sustainable
research environment of the ORP will provide a controlled environment
that will allow researchers to carefully observe and document the extent
to which visitors are interested in specific branches of knowledge.
Finally, the proposed ORP also function as a communication and
distribution hub of various advocacy, NGOs and corporate groups.
There is a need, which is especially acute in
indigenous societies such as those in sub-Saharan Africa, for forms of
information access which are highly accessible despite the barriers of
language, literacy, access to technical skills and equipment, and
affordability. An approach such as that of the ORP, based on
experience-based museums and incorporating information communication
technologies, meets these needs, and it meets them more effectively than
the available alternatives. It also contains a number of features
which will enhance opportunities for learning within its space.
Moreover, it is ideally suited to the cultural environment of societies
such as this and to their indigenous populations.
Directions for Further Research
In order to realize the ORP concept, further research
pertaining to architectural and industrial design of the physical
space, and appropriate ICTs and information technology, is needed, in
conjunction with experiments on various communication and presentation
approaches that could be incorporated into the ORP. Also, space
programming, design, and strategic planning should all be investigated
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is an abridged version of a research proposal by April Dequito entitled
"OMNILOGICAL RESOURCE PAVILION (ORP) A proposed museum of global
information; an unobtrusive approach to informing and empowering the
indigenous people in Botswana." To request for the unabridged version,
send an email to email@example.com