In an informal learning approach, development outcomes will come through the ongoing process of using ICT’s rather than from the product. Although all ICT4D projects will have a process of some form, this can be a more or less empowering process of learning.
This dissertation focusses on how informal learning can be the central focus of an intervention. We construct a theoretical model, building on a range of Southern examples, and drawing on theoretical work from development, the social sciences and pedagogy. We use the model through case studies to illustrate how one can analyse and explicitly design a project through reference to informal learning and ICT’s.