Category: MIL-OSI

Source: The Conversation – Africa – By Ismaila Sanusi, Postdoctoral Researcher, School of Computing, Faculty of Science, Forestry and Technology, University of Eastern Finland

Digital literacy is the ability to use digital tools and technologies effectively, safely and responsibly. This includes the use of smartphones and devices, navigating the internet and exploring coding basics.

In an era where digital literacy is more important than ever, it’s essential to understand how young children perceive computing concepts.

As a computer science education researcher, I led a team of researchers to study young children’s ideas about computing in an African setting. Our recent study sheds light on how children aged five to eight in Nigeria think about computing, including computers, the internet, coding and artificial intelligence (AI).

While most children were familiar with computers and had some idea of the internet, coding and AI were largely unfamiliar or misunderstood. The children’s understanding was shaped by what they observed at home, school and through the media.

This kind of research matters because early digital literacy prepares children for future learning and careers. In African countries, studies like this highlight the urgent need to bridge the digital divide – the wide variation in access and exposure to technology. Without early and inclusive computing education, many children risk being left behind in a world where digital skills are essential. They are crucial not just for the jobs of tomorrow, but for full participation in society.

The study approach

The study took place in two socio-economically distinct communities in Ibadan, Nigeria. It offers valuable insights into how concepts and ideas are formed in relation to understanding technology.

This research chose a small group of children for an in-depth study, rather than a huge sample. Using a “draw-and-talk” method, the researchers asked 12 children to draw what they believed computers, the internet, code and AI looked like.

Artificial intelligence is when machines act smart, like answering questions or recognising faces. Coding is writing instructions that tell computers what to do. The internet is a global network that lets people connect, share and learn online.

These drawings were followed by interviews to explore the children’s thoughts and experiences. This method revealed not only what the children knew but how they formed their ideas.

What children know and don’t know about computing

The study found that most children were familiar with computers, often describing them as resembling televisions or typewriters. This comparison highlights how children relate new concepts to familiar objects in their environment. But their understanding was largely limited to what computers looked like. They had little awareness of internal components or functions beyond “pressing” keys.

When it came to the internet, children’s conceptions were more abstract. Many associated the internet with actions like watching videos or sending messages. This was often based on observing their parents using smartphones. Few could say what the internet actually was or how it worked. This suggests that children’s understanding is shaped more by observed behaviours than formal instruction.

Coding and AI were even less understood. Most of the children had never heard of coding. Those who had offered vague or incorrect definitions, such as associating “code” with television programmes or numbers. Similarly, AI was a foreign concept to nearly all participants. Only two children offered rudimentary explanations based on media exposure, such as robots or voice assistants like Google.

Children’s misconceptions about computers, coding and AI reflect limited exposure and are consistent across different cultural contexts in Nigeria and outside Nigeria. They highlight the need for hands-on programming education and tailored learning models.

This study was based on a prior study conducted in Finland, and the results also have similarities with other studies.

The role of language and environment

A key finding of the study is the influence of socio-economic status and language on children’s understanding. Children from the higher-income community generally had more exposure to digital devices and could express slightly more informed views, especially about the internet.

In contrast, children from the lower-income community had limited access. They struggled to express their ideas, particularly when computing terms lacked equivalents in their native language, Yoruba.

This language barrier underscores a broader challenge in computing education in Africa. There are few culturally and linguistically appropriate teaching materials. Without localised terminology or relatable examples, children may struggle to grasp abstract computing concepts.

Implications for education and policy

The study’s findings have implications for educators, curriculum developers and policymakers. First, they highlight the need to introduce computing concepts like coding and AI at earlier stages of education.

While many African countries, including Nigeria, Ghana and South Africa, have begun integrating computing into school curricula, the focus remains on basic computer literacy. There’s little emphasis on programming or emerging technologies.

Second, the research emphasises the importance of informal learning environments. Children’s conceptions were largely shaped by interactions at home and in their communities. It seems parents, guardians and media play a big role in early digital education.

Initiatives like after-school coding clubs, community tech hubs and parent-focused digital literacy programmes could help bridge the gap.

Finally, the study calls for a more inclusive and equitable approach to computing education. Children from lower socio-economic backgrounds must be given equal opportunities to use technology. This includes not only access to devices but also exposure to meaningful learning experiences that foster curiosity and understanding.

Building a digitally inclusive future

As the digital divide continues to shape educational outcomes globally, studies like this one provide a roadmap for more inclusive computing education. Educators and policymakers can design interventions that are developmentally appropriate, culturally relevant and socially equitable.

The future of computing in Africa depends not just on infrastructure and policy but on nurturing the next generation’s curiosity and creativity. And that journey begins with listening to how children see the digital world around them.

– What do Nigerian children think about computers? Our study found out
– https://theconversation.com/what-do-nigerian-children-think-about-computers-our-study-found-out-260602

Source: The Conversation – Africa – By Matthew Germishuizen, Postdoctoral research fellow, Mammal Research Institute Whale Unit, Department of Zoology and Entomology, University of Pretoria

Most people are lucky to simply get a glimpse of some fragment of a whale. A subtle puff of mist over the horizon, the curve of a dark smooth back sliding beneath the surface, or for the fortunate, the flash of a tail or the explosive splash of 40 tons of flesh pounding the surface of the water when they breach. The immense satisfaction experienced during these brief appearances is a testimony to the whales’ elusiveness, and the immense difficulty of studying them.

For scientists, the challenge is even greater: whales spend most of their lives far offshore, hidden beneath the waves, or even well within the ice pack in some of the most remote and inhospitable oceans on Earth.

This difficulty has driven researchers to creative extremes – like using crossbows to gather skin samples, flying helicopters to count them, and sticking cameras with suction cups on their backs. I faced the challenge myself during my doctoral research at the University of Pretoria, which set out to unravel how southern right whales are responding to the combined pressures of climate change and shifting ocean ecosystems.

Southern rights are the species that draws thousands of visitors to Hermanus, a town on South Africa’s southern Cape coast, each spring when they reach peak numbers at their calving grounds. They generally start arriving here in June after feeding for a couple of years in the Antarctic, and generally all leave by November back into the Southern Ocean.

Southern right whales are one of the three species of right whales worldwide. All belong to the baleen whale group – the filter-feeding giants that include the blue, humpback and fin whales. Reaching up to 17 metres in length, they are among the larger whale species. The southern right is the only right whale found in the southern hemisphere, with populations off South America, South Africa, Australia and New Zealand.

My research shows that the South African population of southern right whales is being squeezed by climate change in the Southern Ocean. Their reproductive slowdown is a clear biological signal of environmental disruption: fewer calves in Hermanus most likely means there is less food under the ice thousands of kilometres away.

This has two important implications. First, it highlights the vulnerability of whale populations. These animals face an uncertain future in a warming ocean. Second, it demonstrates the remarkable role whales can play as sentinels. By monitoring their health and behaviour, we gain insight into vast, remote ecosystems that are otherwise costly and difficult to study.

Why southern right whales matter

Southern right whales were named by whalers who considered them the “right” whales to hunt: slow, predictable, and buoyant when killed. Those same traits almost drove them to extinction. Today, with international protection, many populations are recovering. But recovery is no guarantee of security. The very qualities that made them easy targets now make them excellent sentinels of environmental change.

These whales are what biologists call capital breeders. Mothers must accumulate enormous energy reserves during their foraging season in the Southern Ocean, then draw down on these stores through pregnancy, birth and nursing. If food is scarce, reproduction falters. This tight link between feeding and breeding makes them a living barometer of ocean health.

What I set out to investigate

For decades, South Africa has been at the forefront of southern right whale research. Since 1969, annual aerial surveys along the Cape coast have tracked mothers and calves, building one of the world’s most detailed datasets on any whale species.

In recent years, however, worrying trends have emerged. After 2009, calving intervals, the time between births, lengthened dramatically. Instead of a calf every three years, many mothers were only giving birth every four or five years. Female body condition declined, and stable isotope studies, which analyse molecules in the skin to indicate what whales have been feeding on, suggested whales were feeding further north than before. This indicates that mothers are potentially taking longer to meet the energy requirements of reproduction.

These red flags raised an urgent question: was climate change disrupting the whales’ food supply in their distant Southern Ocean feeding grounds?

Peering into the whales’ world

To answer this, I combined multiple approaches. I analysed 40 years of environmental data: sea ice cover, chlorophyll (a measure of ocean productivity), and historical whaling records. I deployed satellite tags on living whales to follow their migrations offshore. And I worked with international colleagues to use instruments attached directly to whales, tags that measure conductivity, temperature and depth, to understand the physical and biological features of their foraging habitats.

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Read more: How microscopic ocean organisms and the earth’s temperature are linked

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Together, these methods painted a clear picture. The traditional high-latitude feeding grounds, once rich in one of their preferred prey, Antarctic krill, have experienced dramatic environmental shifts driven by changes in the Earth’s climate. Sea ice, critical for krill survival and reproduction, has declined by 15%-30% in key regions. The marginal ice zone, once a reliable nursery for krill, has retreated southward. In parallel, whale mothers showed signs of poorer body condition, consistent with struggling to find sufficient food.

At mid-latitudes, meanwhile, whales were often found foraging near ocean fronts, dynamic boundaries where warm and cold waters meet, concentrating nutrients and prey. This suggests that when their polar larder fails, whales are forced to adapt by exploiting less predictable feeding zones further north.

Why it matters to all of us

Southern right whales are more than just a tourist attraction. They are indicators of the health of the Southern Ocean, a region that regulates Earth’s climate by absorbing heat and carbon dioxide. Changes in this system ripple far beyond Antarctica, shaping weather, fisheries, and biodiversity across the globe.

When fewer whale calves appear along South Africa’s coast, it is not only a local conservation concern. It is a message carried on the backs of these giants: our oceans are changing faster than they can adapt.

As we celebrate their return each spring, we should also reflect on the bigger story they tell. Protecting whales, and the oceans they depend on, is inseparable from protecting our own future.

– Southern right whales are having fewer calves: what this says about ocean health
– https://theconversation.com/southern-right-whales-are-having-fewer-calves-what-this-says-about-ocean-health-266375