In our modern times of media cycles fighting for our short attention spans, it is easy to ride the momentum of a highly visible campaign that can quickly fizzle out once another competing story emerges. Since the kidnappings of approximately 300 Nigerian girls by militant Islamist group Boko Haram last month, the international community has embraced the hashtag, “#BringBackOurGirls”, in a very vocal and visible social media campaign demanding action to rescue the Chibok girls. But one month since the mass kidnapping without the rescue of the girls, do we need to take a different approach? Will #BringBackOurGirls be just another campaign we forget about once the next celebrity scandal becomes breaking news?

#BringBackOurGirls goes global starting in Nigeria

Most of the #BringBackOurGirls campaign activity has been highly visible on Twitter, Facebook, and international media outlets. In this fascinating Twitter heat map created using the tool, CartoDB, featured in TIME Magazine, we can see a time-lapsed digital map of how the hashtag, “#BringBackOurGirls” spread globally, starting organically from within Nigeria in mid April.

(We’ll be touching upon CartoDB, and other digital mapping tools in our upcoming Mapping for International Development course later this month.)

The #BringBackOurGirls hashtag has been embraced widely by many public figures and has garnered wide support across the world. Michelle Obama, David Cameron, and Malala Yusafzai have posted images with the hashtag, along with celebrities such as Ellen Degeneres, Angelina Jolie, and Dwayne Johnson. To date, nearly 1 million people signed the Change.org petition. Countries including the USA, UK, China, Israel have pledged to join the rescue efforts, and other human rights campaigns have joined the #BringBackOurGirls Twitter momentum, as seen on this Hashtagify map.

hashtagify #BringBackOurGirls

Is #BringBackOurGirls repeating the mistakes of #KONY2012?

Kony_2012_Poster_3

A great example of a past campaign where this happened was with the KONY2012 campaign, which brought some albeit short-lived urgency to addressing the child soldiers recruited by Joseph Kony, leader of the Lord’s Resistance Army (LRA). Michael Poffenberger, who worked on that campaign, will join us a guest expert in TC110: Social Media for Social Change online course in June 2013 and compare it the current #BringBackOurGirls campaign. Many have drawn parallels to both campaigns and warned of the false optimism that hyped social media messages can bring when context is not fully considered and understood.

According to Lauren Wolfe of Foreign Policy magazine, “Understanding what has happened to the Nigerian girls and how to rescue them means beginning to face what has happened to hundreds of thousands, if not millions, of girls over years in global armed conflict.” To some critics, this hashtag trivializes the weaknesses of Nigerian democracy that have been exposed. Critics of using social media in advocacy campaigns have used the term “slacktivism” to describe the passive, minimal effort needed to participate in these movements. Others have cited such media waves being exploited for individual gain, as opposed to genuinely benefiting the girls. Florida State University Political Science professor, Will H. Moore, argues that this hashtag activism is not only hurting the larger cause of rescuing the kidnapped girls, but actually helping Boko Haram. Jumoke Balogun, Co-Founder of CompareAfrique, also highlights the limits of the #BringBackOurGirls hashtag impact.

Hashtag activism, alone, is not enough

With all this social media activity and international press, what actual progress has been made in rescuing the kidnapped girls? If the objective is raising awareness of the issue, yes, the hashtag has been successful. If the objective is to rescue the girls, we still have a long way to go, even if the hashtag campaign has been part of a multi-pronged approach to galvanize resources into action.

The bottom line: social media can be a powerful tool to bring visibility and awareness to a cause, but a hashtag alone is not enough to bring about social change. There are a myriad of resources that must be coordinated to effectively implement this rescue mission, which will only become more difficult as more time passes. However, prioritizing and shining a sustained light on the problem, instead getting distracted by competing media cycles on celebrities getting into petty fights, is the first step toward a solution.

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What do you think about the impact of the #BringBackOurGirls campaign? We’re only scratching the surface here on the topic of social media for social change and invite you continue the discussion with us in our upcoming Social Media for Social Change online course which runs June 16 – July 11, 2014.

Last Thursday, TechChange was proud to participate in the TechGirls program by inviting two young women from the Middle East to shadow our team during a work day. While we’ve always been committed to tech capacity building in the Middle East, it had been almost two years since we conducted a series of trainings in the West Bank, and we couldn’t pass up a chance to invite future colleagues into our home and share our enthusiasm. According to the State Department, the TechGirls program:

“[P]rovides girls from the Middle East and North Africa with the knowledge and resources to pursue higher education and careers in technology. This program builds on the U.S. global commitment to advance the rights of women and girls around the world.”

Nagham joined us from Nablus, Palestine. She is 16 and started using the computer at the age of 5; and she would like to study IT or Science. Nagham expects to improve her programming and game design skills. Sondos is from Zarqa, Jordan. She is 16 years old and has taken classes in robotics, Visual Basic, Oracle, Invention, Photoshop and HTML and SQL programming. Sondos is especially interested in pursuing technological interests that will aid the field of medicine.

With that in mind, we set up a variety of hands-on workstations that included:

Hands-On Coding and Electronics: Combining Art, Problem-solving, and Circuitry

Screenshot of our office temperature as measured by Arduino sensor.

Python-powered office temperature website

Since both TechGirls were interested in both programming and hardware, we started off with our in-house code ninja, Michael Holachek. Michael is 18, an avid robotics enthusiast, and will be attending MIT in the Fall to study Electrical Engineering. Michael started off with a short discussion about the connection between art and electronics (including a TED talk on painting circuits), introduced some basic programming in C and Python, and then demoed a few cool circuits on the Arduino and Raspberry Pi. They then worked together to make a TechChange mood lamp that played the TechChange theme song and display the office temperature on a website. At the end of the session, Sondos and Nagham came up with several ideas for applying these new skills to new problems, including attaching a room thermometer to an Arduino board to trigger an alert if the room became too hot for a baby.

Making Graphic Elements: Generating and Animating TechGirls Avatars

With their new Arduino boards built, both Nagham and Sondos sat down with Pablo Leon and Rachel Roth to try illustrating themselves and then animating their avatars in After Effects. Rachel provided a sketch of our guests and then we loaded them on our custom tablets for illustration. Trying their hands with our stylus, they learned about creating layers, sorting into folders, using filters, etc.

Illustrated avatars of TechGirls

New avatars illustrated by TechGirls!

After they finished creating avatars, Alon Askarov demonstrated how to use the Puppet tool to teach them how create short animations. Given that we were limited by time and that TechChange animations take time (see our blog post on this), these were kept to minimal facial expressions, but we still had fun doing it!

A brief animated loop of Sondos

Animated Sondos

Designing a Four-Week Course: A Tour of mHealth

Since Sondos was interested in public health projects, we tried to show off what we’d been working on for our mHealth and maternal health initiatives. We opened up the most recent course that we had built with the UN Foundation on Mobile Phones for Public Health,but rather than the speakers or content, what seemed to be the most interesting was the 161 participants in the course from all around the world. We agree: It is pretty cool.

Student map from our mHealth class

Student map from our mHealth class

But on top of the novelty, we also chatted about how we believed connecting these students was a core part of online learning — not just transferring knowledge on technology, but building a community of practice. After all, technology is the easy part when it comes to mHealth.

Building Interactive Learning Experiences in Articulate

TechGirls Articulate screenshot

But a platform isn’t enough for online learning. Catherine Shen discussed how to structure content for educational purposes. This meant walking through the current courses being designed for State Department, USAID, and the World Bank. Catherine used a current course from OTI Lebanon on advocacy for the TechGirls to see the mechanics of course design at work.

The TechGirls then created a short interactive presentation on their TechChange day, integrating their animated avatar with a survey that the girls used to tell us about their experience. Using a Likert scale, the girls gave their impressions of their shadow day.

The results were clear: Both of our participants strongly agreed that the job shadow day was fun and inspiring, in addition to being informative and interactive.

It was for us as well. Thanks to the TechGirls team for joining us!

Funny group picture of TechChange and TechGirls

Thanks TechGirls!

This post was written with contributions from the entire TechChange team. Thanks specifically to Catherine Shen and Michael Holachek for contributions in the sections above.