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Polices and discourse on global development in recent years have increasingly centered on the instrumental role of information and communications technologies (ICTs) in political development and change. The recent (2011) events in North Africa ensure that these inquiries will continue. At the same time, many initiatives and programs have emerged in developing regions featuring the implementation and use of ICTs for development. In the Andean region of South America, some of these are designed and promoted by national governments, some by the regional organization, the Andean Community, and others by external organizations such as the Canadian IDRC. This paper evaluates the outcomes of these initiatives, specifically focused on Internet use, in one Andean country, Ecuador, with an emphasis on the responses of civil society organizations. The research is based on the premise that the engagement of the civil society is a likely measurement of the outcomes of various initiatives to integrate ICTs into the development process, and address empowerment of marginalized groups and regions. The paper addresses a fundamental question: How do the activities of civil society organizations connect ICT policies to practice in ways that address political marginalization? We highlight the intersection of ICT for development policies and societal activities in a region that exhibits one of the highest levels of socioeconomic and political cleavages. [ABSTRACT FROM AUTHOR]

Classroom simulations are a well-known tool in learner-centered education, and in the field of international relations simulations have been utilized for years to stimulate student learning. The literature has shown that simulations encourage active learning and retention of information, however there are challenges with conducting simulations online, and the tool has been relatively underdeveloped. While there are models for online simulations, there has been less research on the effectiveness of various approaches, particularly in classes that are completely online, and those simulations entirely designed and implemented by faculty. This paper will review some of the literature on simulations, hybrid and online, create a design framework from the literature, and then analyze research done during a simulation implemented in an online class, Political Development in Latin America, in the Fall of 2010. The simulation was built on previously taught online courses, utilizing an established technique of student country groups. The goal was for students to understand the political context of a particular country, and to step outside the U.S. context and understand how the region and the world appear from the viewpoint of their country, empathizing with that perspective. Results showed positive learning and feedback from the students; however, several features will be changed in the simulation design to improve future simulations. Further, suggestions will be offered on how this type of simulation can be tailored for different courses. [ABSTRACT FROM AUTHOR]