This de-identified dataset contains pre-survey, post-survey, and follow-up survey responses from participants in 12 International Development Design Summits that took place between 2014 and 2017. It contains information on participants' goals, takeaways, and post-summit actions and engagements.
This paper shares findings and insights from across IDIN's research program. The paper introduces and clarifies the concept of local innovation and shares two key pathways through which local innovation contributes to local development in the contexts that were included in the research.
This collection of case studies illustrates the range of outcomes that D-Lab's Creative Capacity Building trainings have had in communities across Uganda. The cases illustrate an evolution in the ways that CCB alumni apply the design process after the training is over: a progression from designing for income, to designing for resilience, to designing for development.
This presentation features all of the Build-Its that were included as part of the curriculum at IDDS Climate Change. Participants created constructs using these designs, many of which were originally made by C-Innova innovators. Creating these products helped attendants learn and practice basic design and construction skills that will help them with many of the technical components of working on their own innovation projects.
UC Davis D-Lab senior staff Jorge Espinosa and Sean Maxson developed curriculum for a workshop titled “Introduction to Appropriate Technologies & Sustainability.” This curriculum was developed for a collaboration between UC Davis D-Lab and a D-Lab “satellite” in Honduras at the University of Zamorano. The curriculum was designed for a week long workshop around appropriate technologies for horticultural production in smallholder settings. Jorge Espinosa has been in communication with IDIN partners in Guatemala to incorporate some of this content for their summit of Hogares Sostenibles. The curriculum is in Spanish.
This curriculum describes the training objectives, methods, courses, and criteria for assessing trainees who would be provided the opportunity to have hands-on training, knowledge and skills can help create jobs and generate income in Ghana and other developing countries.
Boa Vista do Acará is a small agricultural community in Northern Brazil that consistently faces financial instability. This interferes with their access to basic social services such as healthcare and education. Currently, Boa Vista harvests 50 tons of herbs per year, however, rather than distilling essential oil themselves, they sell their herbs as wholesale raw material to the Natura company. If Natura were to ever pull out of their contract, Boa Vista would be in a financial crisis. Therefore the ability to distill essential oils independently would allow Boa Vista Do Acará residents to stabilize their income source. Currently, our team is partnering with with the Association of Organic Farmers of Boa Vista do Acará (APOBV) to build an oil distillation device specifically to suit the needs of this community.
This paper discusses the different practices that can be infused in an academic makerspace’s culture to enhance learning and to remove barriers to making. Best practices with examples and their corresponding results observed at an academic makerspace in Pakistan have been discussed. The makerspace in question is the first and currently the only academic makerspace in Pakistan, appropriately named Make-i-stan. It is based in Information Technology University of the Punjab (ITU) which offers STEM degrees at undergraduate, graduate and doctorate level.
This paper discusses the role of academic makerspaces in creating social impact, in light of the work done at Makeistan; DLab courses taught at Massachusetts Institute of Technology (MIT) and Information Technology University (ITU); and the program of Information and Communication Technology for Development (ICTD) at Atlas Institute, University of Colorado Boulder.
IDDS participants and community partners sought to elevate the value of silk products to generate a fair income for silk weavers in their 40s to 60s who love the silk-weaving craft. The team co-created a collection of silk products with silk weavers and village teenagers by setting up a fashion show/booth to display and deliver products to customers, demonstrating the potential for youth and weavers to collaborate in selling silk products to untapped markets.
