Education Through IT in MahaboA Feasibility Study

Community Development and Environmental Preservation Through Entrepreneurial Collaboration (U85 5140), Spring 2012

Daniel A. Bentle | MBA Candidate, 2013 Olin Business SchoolWashington University in St. Louis

Overview

Part I: The Issue and Opportunity……………………..…………………….……………… 3

Part II: The Implementation Team ………………………………..……….……….……… 10

Part III: Financial and Time Estimates ……………………..…………….….…..…….…... 14

Part IV: The Value ……………………………………...………………………..……..……. 18

Part V: Measurement and Gauging Effectiveness ………………..………………….…...… 19

Part VI: Areas of Uncertainty ………………………………………………………………....

Appendix……………………………………………………………………………………….. 22

Part I. The Issue and the Opportunity

Education and awareness is crucial to the social, economic, and environmental development of any region of the world. As such, centers for education in any form cannot be plentiful enough. This is especially true of the Mahabo region of Madagascar and Sub-Saharan Africa as a whole. However, given the infrastructure challenges of the Mahobo region – lack of roads and general physical inaccessibility, want of electrical power access and shortage of clean water – and the complications and cost of hiring and training teachers, rural areas within developing countries suffer from lack of access to educational opportunities. Thus, the exploration of innovative and effective solutions is needed to foster education and empower the youth of developing countries.

The question was posed by Chris Birkinshaw, Technical Advisor for the Missouri Botanical Garden staff of whether or not there was some part that information technology could play in meeting this need. This project is intended to explore the viability of such a project in one of two forms:

1. A stationary, self-sustaining (solar-powered) computer kiosk 2. A series of durable, hand-held computer learning devices (tablets) that will allow students

and community members to learn at their own pace and leisure.

Both these options would employ user-friendly and engaging software that would allow to the students to teach themselves and others in their free time. It is intended that such a project would allow for free and self-managed education requiring minimal literacy and no formal training.

The Precedent

Just such an approach to addressing the issue of lack of access to quality teachers, insufficient funding, and lack of infrastructure, was taken by Professor Sugata Mitra of Newcastle University in 1999. His ‘Hole-in-the-Wall’ (HIW) experiment explored children’s learning in unsupervised environments and was aimed at proving that children could benefit from computer learning easily and without formal training. Terming this approach “Minimally Invasive Education” (MIE) Mitra began by placing a single computer in a durable kiosk within the wall of a slum in Kalkaji, India which children and passers-by were allowed to use freely (see Exhibit 2). The computer terminal proved popular with the children who, with no prior experience or guidance, were able to learn to use the unit on their own.

Mitra agued that the results of his endeavor proved that, given free and public access to computers (“with entertaining and motivating content and some minimal (human) guidance), children can become computer literate on their own. He posited that such a system allows children to teach themselves enough English use internet search engines, improve their pronunciation, mathematics and science scores in school, answer examination questions above their level, change their social interaction skills and value systems, and form independent opinions.

Since 1999 Professor Mitra’s HIW experiment has been repeated in multiple locations

throughout India (HIW has 23 Kiosks in the country). In 2001, Hole-in-the-Wall Education Ltd (HiWEL) was formed as joint venture between the NIIT and International Finance Corporation to broaden the scope of the experiments and conduct research to fully prove and streamline HWI. The project currently maintains projects in Botswana, Mozambique, Nigeria, Rwanda, Swaziland, Uganda, and Zambia, and Cambodia and claims to have benefitted more than 300,000 children. HiWEL asserts that the results conclusively prove that children can learn to operate and play with the computer with a minimum amount of intervention acquiring new skills through the construction of their own learning environment.

Application in Mahobo

Professor Sugata Mitra’s HIW experiment has numerous implications for the Mahobo region. From basic education in French, English, Math, and Science to environmental awareness, entertaining and educational computer software has the potential to provide a necessary supplement (and doubtless, in many rural cases, a meager replacement) for classroom instruction.

The initial proposal is for an experimental stand-alone unit (or series of units) in close proximity to the local primary school and MBG headquarters. Such siting will allow the “minimal intervention” and level of observation required to assess the effectiveness of the tool. The goal of the experimental unit will be to attract Mahobo students and engage them in a self-learning environment that will encourage a greater level of interest in education and foster a collaborative learning atmosphere among groups of students.

Logistics – Option 1 (self-sustaining, solar-powered computer based learning center)Special consideration must, of course, be given not only to the security and durability of the unit(s) to heavy use and the elements themselves, but to the amount and source of electricity required to run it (or them). HIW’s units are placed behind sturdy metal doors with a screen covered in Plexiglass for protection. The keyboard is covered with a durable sheet of clear plastic and a fan is installed in the wall of the kiosk to ensure that the equipment remains free of dust and debris (see Exhibit 3). A sensor registers humidity and other environmental factors that must be taken into account.

HIW units in India included extra batteries in the housing to guard against frequent power outages and included a satellite dish on the roof for the Internet connection. However, in the case of application for the Mahobo area, we are proposing a solar photovoltaic array (and battery for power storage) as it will be ideal for the unit to be self-sustaining for eventual application in the even more rural areas of Madagascar. With regard to a satellite dish, we recognize that internet access may be neither possible nor necessary in these early stages of experimentation.

For the purposes of measurement and observation the kiosks will ideally be equipped with a webcam and a microphone (similar to those produced by HIW) so as to record and observe the behavior and interactive experiences of the students.

Depending on the site, it is likely that the unit(s) will require their own power source and possibly a stand-alone structure to house them.

Logistics – Option 2 (hand-held learning devices)The option of smaller, hand-held devices (similar in size and function to Apple’s IPad) (see Exhibit 4) seems much more attractive on a number of fronts.

First and foremost, multiple devices might be obtained and easily transported. Secondly, should a relationship with the philanthropic arm of a major tablet manufacturer (i.e. Apple or Samsung) be established, there is the strong possibility of a greater level of technical and financial support (and perhaps even media coverage). And thirdly, a larger, solar PV system to power the units will be unnecessary.

There are, however, limitations relative to option 1. Most obviously, there is the problem of access. The use of the portable and less durable tablets would have to be supervised constantly. This is problematic for two primary reasons.

1. Limited Usage Time. Students would not have the freedom to use them at their leisure. This would likely mean that ‘in-school use’ would be the primary (if not only) source of time that students would have to allocate to the use of the learning software. Furthermore, a small group of students would have to be chosen to use the likely limited number of tablets.

2. Limited Access and Scalability Issues. Given the need for supervision of the portable, and more delicate, tablets the possibility of moving units out into the more rural areas will prove to be much greater challenge requiring some sort of infrastructure and man power.

Measurement and observation, however, might be easier from a manual standpoint. Direct behavioral effects on learning and positive interactive experiences might be more readily observed within the controlled environment of the classroom (or MBG compound) and a lesser degree of reliance might be placed on internal controls (such as the usage record, webcam, and microphone of the kiosk option).

Effects The most direct effect will naturally be upon education in the region. It is hoped and intended that the pilot unit(s) (kiosks or tablets) will attract the long-term interest and engagement of the students in the Mahabo area surrounding the city and MBG compound. By siting the first stationary kiosk close to the school (or using the tablets within the classroom) where MBG staff and local teachers can assess the level of use and long-term effects on classroom testing and learning improvement, an accurate assessment of the software (and required adjustments) will be possible. Such an ideal pilot site will also allow for immediate observation of amelioration and, we hope, an observable and a direct connection will be found. Once it is proven that Malagasy children can operate and learn from the units with a minimum level of intervention, additional units can be acquired and sited in more rural areas surrounding Mahabo where direct supervision

will not be possible.

Furthermore, we would hope that a greater level of comfort is found with technology as a tool for learning, communication, and entertainment. This may pave the way for additional application of IT such as long-distance learning opportunities between Malagasy students on the ground in Mahabo and volunteers in the United States. If IT is to play a role in fostering improvements in education in Madagascar, a level of comfort with it must be achieved. Even if a direct correlation between use of the units and learning improvement is not found, at the very least an increasing familiarity with technology as a useful tool will be achieved, laying the groundwork for future endeavors on this front.

ImpactThe overarching implication of fostering education and the empowerment of the Malagasy youth is staggering. Such a project has the potential to cultivate curiosity among younger generations and create a sense of ownership of one’s learning. In turn, this will ideally nurture a greater motivation and work ethic, cultivating a hunger for education in general. A country with educated citizens has the potential to decrease poverty and increase spending power, which will in turn drive economic growth and development.

With education and affluence an appreciation for impacts of one’s actions on the environment will eventually come. An understanding of the environmental consequences of agricultural mismanagement will hopefully lead to better stewardship of the natural resources that Madagascar has to offer.

Part II. The Implementation Team

The project proposed would be lead by MBA student, Daniel Bentle, who, along with ex-officio in systems-engineering student, Anne Dohmen, would perform the initial:

• Site exploration (assuming option 1) with MBG staff • (Also assuming option 1)• IT systems/software research

The MBG oversight is to be provided by the organization’s Technical Advisor, Chris Birkinshaw, who originally proposed such an IT Education Station for use in Mahabo.

Once the initial research has been done (see following), potential sites have been determined (assuming the kiosk option is deemed most viable) and the pilot project is given the green light, MBG staff will be responsible for acquiring and installing the computer hardware/software and power system. Monitoring of the unit and student interaction and development with it is envisioned as a joint effort between MBG and local primary school staff.

The three-week trip in the spring/summer will involve a great deal of research inclusive of (but not limited to) the following:

MBG and School Staff Discussions: The thoughts of the residing education and research officials will be of the utmost importance in planning and implementation of this project. The counsel of experienced teachers and MBG officials will be crucial to all aspects of the project - from risk identification and planning to siting and construction to software selection, and perhaps most importantly: project goals and measurement.

Classroom observation and interaction: The Washington University student project leads will need to develop an understanding of the cultural and educational norms, which will play a large part in informing what software will be most useful to the Malagasy students and appropriate to gauge the use of the unit.

What may also be useful during this initial research period is the use of tablet learning sessions with small groups of children (and adults) to experiment with different educational software. Such experimentation will be useful in determining whether or not smaller, portable units would be appropriate or feasible in lieu of the proposed kiosk ‘center’ or ‘station’.

Mahobo Library Visit: A short time to peruse the selection of literature available in the MBG library will provide a helpful frame of reference when choosing software packages.

Site Identification: Assuming the durable kiosk is a viable option and deemed appropriate, a suitable site will need to be identified in which to place the unit. We envision this as either the wall of an existing structure into which we can recess the computer unit (with ample space atop for the required solar PV array) or simply a new structure into which the unit(s) can be placed (see Exhibit 3). In either case, the site will ideally be a major intersection or thoroughfare so as to maximize exposure and provide ready access to as many as possible. Once a site has been chosen, we will be better able to determine construction/renovation and PV array placement costs.

Undoubtedly, unexpected challenges will arise and the summer following the visit will likely involve a deal of ‘off-site’ research and long-distance coordination and problem solving with MBG staff on the ground to overcome these.

Part III. Financial Estimates and Timeline

Option 1 (Stationary, Self-sustaining Computer Kiosk)

Year 1A single unit similar to those HiWEL has made use of in their HIW operations can be obtained at a cost of $3,700 USD (for a period of 3 years). This includes not only the computer unit itself (with two screens as seen in Exhibit 5) the learning software itself, and training costs for key stakeholders, but the cost for site surveying, selection and the civil engineering costs for erecting

a protective structure as well1. For the purposes of this report, we shall assume that the itemized costs (as identified per footnote 1) are non-negotiable and that, even should MBG handle site selection and erection themselves, commensurate costs would apply.

Delivery of the unit will involve air transport to Madagascar and ground transport to the MBG compound in Mahobo. The table below details cost estimates for the delivery and installation of the pilot unit.

HIW Computer Kiosk (includes software, training, site selection and construction)

~$3,700.00 USD

Delivery (air and ground) ~$4,000.00 USDSolar PV Unit of appropriate scale ~$1,000.00 USDMaintenance, monitoring and evaluation from HiWEL (see below)

~$518.00 USD

Total $ 9,218.00

* Note: Costs bases on single unit. Does not include labor.

Over the first year of operation, HiWEL factors in a cost of approximately $518.00 USD for the following services:

General maintenance Monitoring of the unit(s) Data-based and community based assessment of the project’s impact Visit by the HiWEL research team (includes cost of travel, boarding and lodging) Bi-annual reports Local interventions designed to improve outcomes based on findings (includes cost of

travel, boarding and lodging)

The pilot will involve the first 3 weeks of initial research and planning by the student team working with MBG (May of year 1) and the Mahobo school officials and an additional 3 months of risk assessment and planning before order of the pilot unit. We would anticipate an additional 2-3 months before delivery of the unit (and solar PV array) and MBG staff training by HiWEL which will provide ample time for the school and/or MBG officials to:

a) Administer pre-kiosk usage aptitude assessment tests in language, math, and science (see Part IV.3 of this report)

b) Prepare potential sites with whatever construction or renovation is required. By this time, it will be October or November of the first year and the final 5-6 months of the year will be spent monitoring the student’s use of the equipment, gathering data, and preparing to administer the post-usage language, science, and mathematics aptitude tests for frequent versus non-frequent users of the kiosk(s).

1 “Proposal for Proposed Partnership between National Children’s Academy School, Pune and HiWEL”. April 21, 2012. http://www.docstoc.com/docs/116564740/Hole-in-the-Wall-Pilot-Project#

Year 2-3The first month of the following year (year 2), a follow up team of Washington University students will hit the ground that May to coordinate with MBG staff (and possibly HiWEL personnel) in either assessing the effectiveness of the units in improving the aptitude of frequent users or reviewing the data of such research already conducted by teachers and MBG staff.

Washington University students, MBG staff, HiWEL (if possible), and teachers will perform a thorough assessment of the effectiveness of the unit(s) in its current stage (see Section V) and identify any pitfalls that may be avoided moving forward. Assuming success of the pilot in fostering learning and improving aptitude among users, the satisfaction of the school and MBG staff, these stakeholders will coordinate in reviewing appropriate locations to site additional units. We can anticipate a discount on larger orders of the units and necessary parts. Assuming the cost per-unit above, the acquisition of parts, delivery, and installation of an order of 2 will be approximately $15,000 USD. Over the summer of year 2, these units will ideally be delivered, installed and up and running.

Assuming an excellent learning curve and little difficulty in monitoring the outlying stations, a full year will be required to accurately assess how these units stand up to the elements and (hopefully) frequent usage in more rural areas with little supervision.

Beginning in year 3, it would be ideal for the next group of Washington University students (arriving again in May) to have the chance to not only review with MBG staff the effectiveness of these two outlying stations, but to have a part in installing one themselves. Thus, this 3rd May trip would be coordinated with the arrival of a 4th unit and spent not only helping MBG conduct the necessary testing of frequent versus non-frequent users but erecting this unit in an additional rural location and unveiling it to the that surrounding community.

Thus, the budget for year’s 2-3 would include the following:

HIW Computer Kiosks (2 units) delivered in beginning of year 2

~$7,400.00 USD

Delivery (air and ground) ~$8,000.00 USDSolar PV Units of appropriate scale ~$2,000.00 USDMaintenance (year 2) for total of 3 units ($518 per year)

~$1,554.00 USD

Total for Year 2 $18,954.00 USD

HIW Computer kiosk (1 unit) delivered beginning year 3

~$3,700.00 USD

Delivery (air and ground) ~$4,000.00 USDSolar PV Units of appropriate scale ~$1,000.00 USDMaintenance (year 3) for a total of 4 units ($518 per year)

~$2,072.00 USD

Total for Year 3 $10,772.00 USD

Total for years 2-3 $29,726.00 USD

Years 4-5 Assuming success in year 3 and a collective decision on the part of all stakeholders to continue to scale the project, it will then become an issue of site viability. Questions must be asked such as: Where is there the most need? What is a viable distance from Mahabo? How frequently is maintenance required and, do we have the manpower and resourced necessary on hand?

Option 2 (Portable Tablets)

Year 1A small number of tablet units (say 5 units to start) can be obtained at a cost of approximately $2500 USD ($500 USD/per unit) from Apple or Samsung. For the purposes of this report, we shall work under the assumption that the tablets are not donated. Delivery of the units will involve simply a lone traveler and carry on luggage.

5 tablets ~$2,500 USDDelivery (air and ground) ~$4,000 USDMaintenance ~$500 USDTotal ~ $7,000* Note: Costs do not include labor of any sort.

Over the first year of operation, there foresee the need to build in maintenance costs for both the computer itself and any protected storage area that might be required. To be on the safe, side I have here assumed $500 USD.

The pilot will involve the first 3 weeks of initial research and planning by the Washington University student team working with MBG (May of year 1) and the Mahobo school officials. Ideally, the student team will come with a few tablets (if not the actual units intended for long-term usage in Mahabo) that can be used for experimental purposes during this initial trip. These units can be used to assess Malagasy reaction and gauge the effectiveness of basic learning software programs.

We would anticipate an additional 2-3 months before delivery of the actual tablets, which will provide ample time for the school and/or MBG officials to:

a) Administer pre-tablet usage aptitude assessment tests in the areas of language, math, and science (see Part IV.3 of this report)

b) Prepare the site with whatever construction or renovation is required.

By this time, it will be October or November of the first year and the final 5-6 months of the year will be spent monitoring the student’s use of the equipment within the classroom, gathering data, and preparing to administer the follow up aptitude tests for the small group of Malagasy students using the tablets on a regular basis (versus infrequent or non-users of the tablets).

Years 2-3The first month of the following year (year 2), a follow up team of Washington University students will hit the ground that May to coordinate with MBG staff in either assessing the effectiveness of the units in improving the aptitude of frequent users or reviewing the data of such research already conducted by teachers and MBG staff.

Washington University students, MBG staff, and teachers will perform a thorough assessment of the effectiveness of the tablets in their current stage (see Section V) and identify any shortcomings of the initially selected software for use in identifying some programs that may be more appropriate and useful. Assuming success of the pilot in fostering learning and improving aptitude among users, the satisfaction of the school and MBG staff, these stakeholders will coordinate in reviewing an appropriate number of additional units to meet the needs of user groups in the current location(s) in Mahabo and identify other geographic locations where it may be possible to roll out a similar ‘tablet IT learning program’).

Assuming a successful report to provide interested groups and philanthropic donations through stateside organizations or the manufacturer, we would hope to secure additional tablets and software at a substantially lower cost, if any. Over the summer of year 2, these units will ideally be delivered, installed and up and running.

Assuming an excellent learning curve and little difficulty in additional monitoring of other locations, a full year will be ideal to accurately assess how effective the tablet program will be for students in more rural areas with less direct-MBG supervision.

Beginning in year 3, it would be ideal for the next group of Washington University students (arriving again in May) to have the chance to not only review with MBG staff the effectiveness of these ‘tablet IT learning programs’ in these additional locations, but to have a part in implementing an additional program in another school or learning center. Thus, this 3rd May trip and crop of Washington University students would be coordinated with the arrival of more tablets and spent not only helping MBG conduct the necessary testing of tablet user groups versus non or infrequent users but assisting a fresh crop of students in learning how to use the software. Thus, the budget for year’s 2-3 would include the following:

Additional 5-10 tablets delivered in beginning of year 2

~$0 USD

Delivery (air and ground) ~$7,000 USDMaintenance (year 2) for total of 10-15 units ~$1,000 USDAny storage/power preparations to be made for the tablets

~$500

Additional 5-10 units delivered beginning year 3

~$0 USD

Delivery (air and ground) ~$7,000 USDMaintenance (year 2) for total of 25-30 units ~$2,500 USDAny storage/power preparations to be made for the tablets

~$500

Total for years 2-3 $18,500

* Note: Costs do not include labor.

Years 4-5 and BeyondAs in the case of option 1 (and perhaps more so), continued scalability depends on infrastructure. Given the need for supervision and the lack of teachers and schools in more rural areas, it is less clear how the tablet approach could be applied at greater distances from Mahabo and the MBG compound. It becomes clear in this case how a combined approach of the two options mentioned might be required if the ultimate goal of providing options for education in rural areas is to be achieved.

Part IV. Value Created

It would not be surprising to discover a good deal of skepticism with respect to the viability of information technology as a form of effective education. After the disinterest with which such technology has been greeted in the past, this is to be expected. That said key activities must be carefully measured in order to track progress and record learning outcomes to ensure that the success that we hope to achieve with this project is verifiable.

The following presents a list of some of the activities that must be monitored in order to effectively gauge the value created through the program.

1. Students’ response to educational games and videos. Such educational programs and entertainment will ideally present a range of options touching on English, French, Science, and Mathematics. An exciting variety will be crucial to the longevity of the operation. The students must be engaged in order to derive the maximum amount of value from the technology. If a software program fails to attract interest, others must be substituted and thus, a library of potential software may be a necessary element.

2. Frequency of Usage.

Stationary Kiosk. Sustained interest is vital. The unit(s) will not always be able to be monitored, but through some internal recording system the level of activity and frequency of access will ideally be obtained. The level of usage may drop after the initial novelty has worn off, but ideally a moderate amount of daily utilization will be maintained.

After the kiosk is unveiled the community, (and certainly before post-usage testing), a written (or verbal) survey might be administered to the students who have frequent opportunity for access. This will be helpful in grouping students for in school examination scores post MIE kiosk usage (see below). This survey may ask students to group themselves into categories such as the following:

a) Never visitb) Visit once or twice a monthc) Visit one to three times a weekd) Visit daily

Such studies have been helpful in assessing the effectiveness of the kiosks in other regions as well2.

Tablets. As noted, the usage of the tablets will have to be under supervised conditions, and usage time can be dictated on a student-by-student basis as deemed appropriate by the instructors and/or MBG staff. However, it is crucial that the students desire to use the tablets and software and that this interest be maintained.

3. In school examination scores. This will be the primary method of evaluation for the success of the program. Before unveiling the MIE kiosk or tablets, a carefully prepared/administered survey within the nearby school will be a crucial benchmark for assessing the effectiveness of the unit(s). Depending on the selected software for the units, examinations will need to cover the areas of language pronunciation, general science, and mathematics.

After a period of extensive usage (say the first 6 months to a year) MBG staff and/or Washington University students will be able to administer the same test to the same group in order to assess both the overall scores of students (relative to pre-IT learning programs) as well as the test scores of a selected group of more active program participants compared to a less active group. The latter will assist in more concretely proving a direct correlation between usage and learning.

4. Unit processing speed and durability. The conditions in Mahabo may prove problematic for the technology (be it kiosk or tablet) and thus careful observation and

2 Inamdar, P., & Kulkarni, A. (2007). ‘Hole-In-The-Wall’ Computer Kiosks Foster Mathematics Achievement - A comparativestudy. Educational Technology & Society, 10 (2), 170-179.

frequent maintenance will be a key component of implementation. The team must be able to rely on the technology under conditions of heavy use (and harsh weather) if the project is to succeed.

After a year’s time has passed, allowing for pre and post examination, it is hoped that the community will be able to clearly see (from both the examination scores and from interaction with the students themselves) that academic learning and classroom performance has been impacted. In order for the project be sustainable, such improvements will need to be clearly discernable to both teachers and parents. An increased level of enthusiasm for learning, general aptitude and work ethic, and leadership skills will need to evident and a clear correlation with the arrival of technological addition to the community. An pronounced desire from among the students to use the MIE kiosk or tablets and a demand for more such learning opportunities will need to be communicated. The parents themselves will need to be clearly engaged in seeing the benefit to their families and community.

The Washington University student team will ideally have gained a greater level of cultural sensitivity and appreciation for the different approaches to learning must be taken in order to achieve results in very different environments. On the other side of the equation, the community will have gained an appreciation for the uses of new learning tools to which they may not have been before unaccustomed. Furthermore, it is hoped that a greater degree of computer literacy that may pave the way for other IT applications such as long-distance learning and interaction through conference calls with teachers around the region or world.

Part V. Summary Measurements and Conclusions

Basis for Proceeding Post-Pilot Following the designated period of monitoring for students’ usage of the software and the operational success of tablets or MIE unit itself, key results must be achieved with respect to the measured activities listed in Part IV. These can be summarized as follows:

1) Level of engagement and frequency of usage. As noted, the tablets or kiosks must attract and maintain the attention of the Mahabo population. Children must be engaged enough for sustained usage to be achieved.

a) Monitoring.

i) Kiosks. The MIE unit’s internal memory will be accessed on a regular basis so as to determine how often and for how long the kiosk(s) is used on a daily and/or weekly basis. A pre-determined target should be set (with the possibility for periodic adjustments based on potential unforeseen factors) (i.e. Target: access of 4 times a day with cumulative usage of 2 hours). If this target is achieved this will present one point in favor of scaling the project over the next year.

ii) Tablets. Given that these must be used in a controlled and supervised environment,

activity will need to be a regular aspect of in-school activities (or after school programs) as deemed appropriate by school instructors and/or MBG staff. Interest and excitement when using the tablets must be observed.

b) User Identification. As noted above, it will necessary for the trial period follow up examinations that the level to which individual students access the kiosk (or use the tablets) is determined. For the kiosks, this can be done via a written or verbal questionnaire (as noted in Part IV.2) whereas tablet usage will be monitored.

2) Examination Scores. This will be one of the most crucial measurements. Improvement must be illustrated not only within individual students’ performance within the various software learning simulations over time, but especially among the users’ in-school examination scores. As previously noted, a crucial preparation element will be the administration of a written exam before the program is launched. After the determined trial period has elapsed, a marked improvement (of a pre-determined percentage-say 25-35%) in students’ overall performance on the same exam relative to pre-program trial must be observed. Furthermore, groups of more frequent users (e.g. those identified as having used the kiosk an average of 2-3 times per week during the trial period or that group selected to more frequently make use of the tablets) must illustrate a greater average score on the same exam relative to a group of infrequent or non-users. This will be the greatest determining factor in deciding whether or not to scale the project over the next year.

3) Technology Performance. The factors listed above are, of course, contingent upon the operational effectiveness of the technology itself. The MIE unit must be seen to hold up under conditions of frequent use and harsh weather conditions with minimal care and maintenance. Similarly, the tablets must be seen to be durable enough to handle frequent and sometimes indelicate usage. If the MBG staff determines that the technology has not proven itself under such conditions, then even should all other goals be met, a technological hurdle must still be overcome in order to determine that the decision to proceed is a viable one.

4) Power System Performance (in the case of the MIE Kiosk). A reasonably accurate energy model for the solar PV system can be set up using a ‘clean energy analysis’ software such as RETScreen ® or HOMER ®. However, the system must be proven capable of sustaining the kiosk under the noted weather conditions and usage level. As with performance of the kiosk itself, the entire project hinges on this. A viable and financially feasible power system must be possible.

Areas of UncertaintyThis project contains many unknowns. Some overarching concerns are as follows:

Reception and cultural compatibility. Given the dismissive reaction to IT tools that student groups have noted in the past, it is uncertain of whether or not there is reason to believe that this program would garner any greater level of interest.

It will be absolutely crucial to get the buy in of key stakeholders outside of the general

community as well. MBG has already indicated interest, but it is uncertain of how teachers and potential NGO partners will receive the proposal.

Transport Challenges and Related Cost (with the MIE Kiosk). We have yet to confirm cost of acquisition and maintenance with HiWEL. Feasibility of transport (i.e. safety concerns, cost) is an unknown that is the single-most important determining factor in identifying the scope of the initial budget for the pilot project.

Power System Scale and Related needs. The HiWEL models in India and other parts of the world

Appropriate Education Software Needs. Extensive research and testing will need to be done with students on site to determine what learning programs (and within which subject areas) will be most helpful for students and applicable to this pilot phase. Doubtless, even after identifying viable programs, many will be found to be either not engaging enough or user-incompatible.

Uncertainty is not limited to these few areas and other spheres of concern will doubtless be discovered. What will be crucial in managing the implementation of this extension of Mitra’s ‘hole-in-the-wall’ experiment are comfort with this uncertainty, cultural sensitivity, and a substantial degree of flexibility.

Exhibits

Exhibit 1. HIW Results as summarized by Professor Sugata Mitra

Given free and public access to computers and the Internet group of children can:

Become computer literate on their own, that is, they can learn to use computers and the Internet for most of the tasks done by lay users.

Teach themselves enough English to use email, chat and search engines. Learn to search the Internet for answers to questions in a few months time. Improve their English pronunciation on their own. Improve their mathematics and science scores in school. Answer examination questions several years ahead of time. Change their social interaction skills and value systems. Form independent opinions and detect indoctrination.

Exhibit 2. HIW Kiosk (Delhi, India)

Exhibit 3

Exhibit 4: the IPad

First Presbyterian parishioner Jim Mayhall shares his iPad with students at the Faraja School in Tanzania (November, 2011).

Exhibit 5: Kalse Village, Sindhudurg District, India