Maker Faire

I am on my way to Maker Faire in New York City! I may see OLPC's SJ there.

Top three things on my schedule:

* Squishy Play-Doh Circuits (also seeing sewn and papercraft electronics)

* Africa and Unconventional Industrialization - talk about getting Africa's skilled craftsmen and craftswomen into this higher-tech form of arts & crafts, from MakerFaire Africa

* ArcAttack - music with Tesla coils!

Photos from today (part 2 of 2)

Most of this week, I showed some of the Big Picture photos from around the world. Hugely popular with students of all ages and the computer teachers. Some photo sets even have a whole bunch of pictures of kids and the US. Students shared the more interesting photos with some other visitors and volunteers.

Today, I had the students make and test their own sensors (I had a lot more influence than I'd like to on what the groups made). I showed one of the teachers how to code Python programs that read words, spell words, and solve math problems. Then there was a school assembly.

Black and white colobus monkey (with a baby!)





School grounds (during and after school assembly)




A door can be open or closed; so can a ciruit

Photos from this week (part 1 of 2)

Today, I showed some of the Big Picture photos from around the world. I had the students make and test their own sensors (I had more influence than I'd like to on what the groups made). Then there was a school assembly.

Using a box as a footstep sensor / pressure pad



The pliers are a squeeze sensor



The marker is a pointer which senses when you touch Uganda on the map



Seeing tea fields through the forest (between Kiko and Kanyawara)



Viewing Dance around the World from Big Picture

Doing More, continued

OK, minor cliffhanger on the last post. A lot happened in Fort Portal, then the following Tuesday again in Fort Portal, then just yesterday, Thursday, at Rweteera. Instead of typing it all out while I had internet access up and running, I decidedto wait and post later.

SO, I was directed into this weird hidden attic above the UTL mobile shop. There, the technician was playing some CDs on his computer, surrounded by some decent electronics equipment. After waiting for the first customer to get their phone back, it was my turn to get tech support. A couple of men also came upstairs to ask me questions about where I was from and to see what sort of mobile I had. To their delight, I pulled out my RFID reader, which had no discernible purpose and the four output wires taped or soldered on by a thread. I explained what I needed to the technician and he looked it over. I pointed out my own sloppy wiring and assured him that the 4 wires could be in any position. I offered solder for the connections, but he dismissed that. A few minutes with the soldering iron, and the wires were firmly attached to the reader.

Now I wasn't sure what to do next. The technician wanted to know what the device was, and what the wires connected to. The other customers were very eager to see this, too. I was wondering how I could explain any of that. I told them that I taught science at Kasiisi Primary, that Uganda's UWA uses a similar system (I brought an RFID tag sticker for an example) to track animals, and the students
would use it to learn about uses of technology. We talked for awhile about the school, my work, and African tech, I said something or other about Apps4Africa which I had read about that morning, and I left with a photo and e-mail address of Brian, the technician. Will send him photos of the device working with my class today. On return to the US, I ought to ship him an Arduino and robot parts or something.

My co-volunteers were occupied elsewhere, so I went to the Panga river to collect a water sample. Humming to myself and ignoring the stares of the people on the bridge, I donned gloves, knelt at the riverbank, and filled my water bottle. Above me, a few high school age kids yelled that it was bad water. "I know! I know! I will test it!" I shouted back. A few stuck around to talk to me. One asked me point-blank: "can you test if my water is chlorinated or unchlorinated?" I got his name, Tsuiime Moses, and his school, Kitumba Secondary School. I didn't have extra pH paper on me, so we traded phone numbers and I promised to return in a day or two.

With the help of Professor JMK, I returned to Fort Portal that Tuesday. I'd been meaning to meet with the sysadmin of Mountains of the Moon University, since he knows HTML. I wanted to know his skill level: if he knew JavaScript, if he used DreamWeaver, that sort of thing. After making arrangements, I biked to the professor's house, joined a 4-person carpool into Fort Portal, and had him introduce me to the ICT people there. They showed me the computer labs; I showed them my programs for the XO laptop. We both were impressed by things. Mountains of the Moon is a mostly Windows school, but a non-profit called Camara (do I remember them from my Mombasa project?) gave them a whole Linux computer lab, too. If there were problems with the computers, none were discussed with me. I asked if they had heard of Ushahidi from Kenya, Appfrica in Kampala, or the Google Maps API. Strikeout. The lecturer I spoke to *did* know about Google Mapmaker and that they could edit the maps. That was a good thing. I gave him the paper from WhiteHouse.gov announcing Apps4Africa, and underlined the mention of Appfrica from Kampala. To make this long story short, we discussed their web-development certificate program, they showed me the plan for a computer science degree program starting up this August, and everyone agreed that I should return on the 17th after classes have begun. That'll probably be my last day in western Uganda for a very long time, but I agreed. They want me to do a talk, seminar, or workshop... I think I'll ask Appfrica if we can do an event for Apps4Africa, plus I'll talk about five technologies from Africa, instead of the usual "technology for Africa" boilerplate used by so many projects, to get people started. I suspect they'll be contacting me for some help getting FrontlineSMS or Ushahidi running on their computers.

Then I got a call from Moses, back at the river. I met him there, demonstrated the tests, and suggested we give the tests to his secondary school. He found a boda-boda driver and we were whisked away to this unknown place. Somehow this worked out really well. The deputy director of the school nodded politely as I explained pH and dissolved oxygen, and I was afraid he wasn't following. I paused at how to explain the usefulness of the DO test for aquatic life. He suggested "bioavailable oxygen?" and I was silent for a moment, then only able to say, "yes! exactly!" He'd also been to an AFROKAPS meeting (Kasiisi Project's alias in Uganda) just a few days before. Small country. He insisted that I direct a class on litmus paper. The school had hydrochloric acid, ammonia, and some tap water ready to go. I demonstrated the methods to a crowd of 40 or so people who weren't in exams. A few other students wanted to test their water, so I gave them some more litmus papers. I also got to see the exams going on in secondary school. There were kerosene burners and some chemicals in the science labs, stalks of grain and bushels of some plant on tables for agriculture exams, and so on. It looked like a cross between the SAT and Potions class in Harry Potter.

Thursday was my appointed day for Rweteera, if you recall my conversation with their head teacher last week. I rolled up my papers, packed my markers and pencils and stickers, and glided over there on my bicycle. I was directed to teach 7th grade, which I feared would be too many to teach. But there are only 38 kids in 7th grade out of 800 at the school. Richer kids can afford to go to other schools, while other kids start work or get pregnant before graduating the 6th grade. Even the 2nd grade class is far smaller than the 1st grade class. I'd like to have more facts and statistics about how this is.

Numbers aside, this was one of my best and easiest classes. The kids were a bit jumpy at first to have a muzungu teacher, but when we rolled out the satellite map of Rweteera, enough paper for 4 groups, pencils and markers, the whole kaboodle... we had everyone on board. The students have been taught to repeat the phrase "a map is a rep-ree-zent-tation of something from above" but now we could actually make a map. Once the student groups had drawn their way north to the river and south to the Rweteera town trading center, I revealed the farming stickers. First I had to show them how to peel off a sticker and attach it to things. A few minutes later, stickers were everywhere - maps, hands, and faces. The students remembered to include Kibale Forest, and I gave out the jungle stickers. After this third phase of mapping, I took a ton of photos, presented things to the headmaster, accepted lunch from him, talked briefly to a school assembly, and was done.
But two things bothered me. One: what is this from the Uganda exams about representing things from above? My suggestion that we go from a direct top-down roofs-only view to an angled view, at least to represent the school, was rejected. I talked about putting on-the-ground health information on points, and this type of map didn't fit into the Ugandan definition of a map, either. Two: why had two separate groups put a windmill sticker on the Rweteera tea farm?

The kids had insisted on having the windmill, placing it between the tea farm and the forest, and attached belonging to the tea farm. So I headed further south to the tea farm, where I met a woman and a young kid outside a worker dormitory. I fished around in my backpack, and she exasperatedly asked "camera?" I said no, and since I didn't have a pencil, I went for the scissors. I cut out a windmill, like the one from the sticker. By the time I had finished, an English-speaking woman had emerged. "I'm looking for a..." "a windmill" "Yes!" Fantastic. Unfortunately, they don't know of a windmill around here. Maybe there's an old, broken-down windmill on the farm, near the forest, somewhere neither of the women know about yet kids have seen it. But for now, it remains lost.

Kasiisi laptop classes are still going on. Monday, I taught P5 how to take photos and add them to a map. Wednesday, I taught P6 how to use all of the sensors we have at the moment, and demonstrated graphs of what an all-day solar energy thing would look like. They had an eclipse in January, so I used that as an example, too. Today both P5 and P6 are occupied with their exams, so I'm going to teach the RFID lesson to the younger kids who are chilling in the library - kids who may not have used the laptops at all. I'll read them a story that has sounds / onomotopeia(?) and work from there.

Doing a bit more: Rweteera, Mountains of the Moon, and Kitumba

Friday was an unusual day. First, because there was no laptop class. Kasiisi and the other partner schools held a soccer and volleyball tournament at Kigarama (pronounced "CHIgarama"). Second, because I turned left at the main road and traveled south to Rweteera (pronounced "Ritterra", like a cheese maybe).

Although the Rweteera and Kasiisi schools are both in the Kasiisi Project / Kibale School Support Project that I'm working for, Rweteera is the Neptune of the system. still a major planet, but considerably farther out from the others. I was told that I probably couldn't reach Rweteera, and it was a blisteringly hot day, but I took the bicycle up and over the hills to Rweteera. Actually I went through town, passed Ugandan Wildlife Authority (UWA), and got up to the crater lakes (volcanic?) before I decided I'd gone to far. After asking some adults, I turned around and found the school on the way back.

Students were either home or at the Kigarama soccer matches, so the school was empty. My original mission was simple: evaluate the rainwater tanks (which are "not working" somehow), and collect river water. Right away I noticed the schools have maps of Africa painted on the front wall. I thought of the kids at Kasiisi, who hadn't been able to place Kasiisi on the map. Then, I nearly tread on a discarded piece of paper. Written on it:

1) What is a map?
A map is something seen from above
2) What is a picture?
A picture is drawn on a map

[I learn later these are standard questions and answers for the 5th grade exam]

I wondered what it would take to have kids see their school's maps of Africa for what they are, and to connect them to their own location and position in the world.

Back to work. A few kids from Rweteera town arrived, peeking through windows and from distant corners, to watch me pace to measure the water tank, take photographs of everything, and get a GPS position. They could only imagine what I was doing. A door was open, so I checked out a few classrooms and wall posters. The kids began asking me for money, so I left.

A half mile down the road, I crossed the river and made my way down a steep grassy slope to collect a sample (the road is elevated to avoid flooding out during the rainy season). Gloves on. Watching my footing. The water feels refreshingly cool after a long bike ride, but it's turbid and has less obvious health risks. I cap the samples, package the glove, and look back up to the road to see several kids peering down at me, waiting with their water buckets. A passing adult spoke enough English to ask about my work. Secondary school students study litmus paper, so I discussed that part of my work, and he explained it to the kids. That resolved, I made the long journey back over the mountains and...

Went to Kigarama next, a good 8 miles away. The schools were doing their soccer and volleyball finals, and Kasiisi was leading in both, so I was sure to watch and meet up with the teachers. All schools wore their school uniforms to play, except Kasiisi, which had orange soccer team t-shirts. Another volunteer was videoing the whole thing, so I got to help out with sound. For a few minutes we tried to get the kids around us to avoid the recording equipment, but it was far easier to have everyone try on the headphones and teach the oldest kid to follow the ball with the microphone.

Meanwhile, I told the Kasiisi teachers about my trip to Rweteera, and showed them the quiz I'd found. At some point during the ride home, I'd decided that I needed to go back and teach at Rweteera. At first I thought of a SmartBoard, but I don't have a SmartBoard. Then I remembered, the Kasiisi teachers and kids had been interested in my laptop programs, so I showed them the digital maps before doing the old-fashioned paper, pencils,and stickers map lesson, which is too much of an influence . I was thinking I'd need to hold a class with Kasiisi's 4th grade in order to get an authentic map. Instead, I could do it at Rweteera.

I met the head teacher of Rweteera and, with the help of a Kasiisi teacher, explained my lesson idea. At first he asked if I could teach maps of the world, Africa, and East Africa. Well yes, but... We explained the satellite maps. He asked if this meant laptops for Rweteera. Well no, but... I explained things again. At the time, I wasn't sure if we would get satellite coverage of Rweteera at all.

Saturday, I did. 6 pages of high-res satellite goodness, covering the school and town of Rweteera. I traced my own path and the locations of the crater lakes I'd passed. I'd overshot Rweteera by a mile or two.

On Sunday morning I went to Fort Portal with the other Kasiisi volunteers. An internet cafe there had great internet access, which I used to read the latest from Appfrica and Google Geodeveloper Blog. There's a lot to look over and program with when I go home. Then tilapia for lunch. Then to the UTL office to meet the cellphone repairman. The wires had come loose from my RFID reader, and without a soldering gun it was impossible to get things working. I already played hardware charades looking for a soldering gun, and I'd decided the best thing to do, since my own soldering had failed, was to seek a professional.

The UTL office barely had enough room for a counter and a cashier lady, boxed in
by tons of mobile phones and accessories. I asked about phone repair, wondering
where they would send me. She pointed to a set of steps just to her right, about
wide enough to walk up sideways. Followed these up to a 5-foot high crawlspace.. a makeshift attic.. where I met the repairman, Brian. He's awesome. I've got to send him a thank you e-mail and photos when we use the RFID in class.

A Quest to Rweteera

Yesterday I taught maps to P6, particularly how to add text markers and network with each other. The mesh doesn't do what I'd expect, so I only got a few of the students networked. But those who did - they totally got it.

Today was water quality. I had the whole World Water Monitoring Day kit (pH, dissolved oxygen, turbidity), plus hundreds of litmus papers. We tested everything. All of the students had fetched water from boreholes - except maybe one or two had wells. I wrote everything down, so that I can GPS and photograph more of these sources later.

If we could measure water hardness/softness, I could have demo'd the problem that Moses clued me into, the problem with the Kigarama borehole. That thing is definitely rusting out. Fortunately, it and the Kigarama school were on my map photos. But very disappointing to see people getting water from that hole, when a shallow well a hundred feet away is pumping out clean water.

Matthew, who's been helping out me and a Harvard student filmmaker, recommended I chek out Rweteera school, which is a few miles down the road (actually a bit more than a few). Their rain barrels "don't work" and the kids wash in the river. Want more information on this. Tomorrow is a soccer game for all the schools, so I'm going to make a day trip down there.

Of RFID and Water Sensing

Monday was the last day for Primate Handshake, so they showed the vidoes they had edited together at their campsite. Super good videos with plenty of interviews. The head teacher, Lydia, talked about most of the programs. One of the videos shows off the mapping program. The kids were so funny when they watched the video - whenever they saw or heard something familiar on video (a teacher, or pouring porridge) they would burst out laughing. A few students made their own guided tours of the school programs, so these were very popular with the group.

School goes on break on August 13th, so I have 3 school weeks left, including this one. I've made it a top priority to do our water quality testing this week (more about that later). Also I'm e-mailing back and forth with Architecture for Humanity about the school roofs idea.

I went to Moses and Matthew and wrote out a schedule:

P6

• Finish mapping lessons - share activity and KML


• Lessons about sensors (smaller P6 class only tried them once)


• Making our own sensors


• RFID activity

P5

• Start mapping lessons


• Making our own sensors


• RFID activity

Water Testing (this week)

• Small group of P5, P6, or mixed students?


• Class 1: Explain water testing and reasons for testing (include Dunkard Creek example). Assign water collection


• Class 2: World Water Monitoring and pH tests - use microscopes


• Next few days: (If possible, and teaming up with Chris) visit water sources, take photos and do GPS

The RFID thing isn't going over well. It's complicated and doesn't seem as relevant. I may need to visit a cellphone repairman in Fort Portal to get it re-soldered. I think it gives the students an opportunity to connect real-world and digital things which they've made themselves, but Matthew keeps asking me how I'll explain it (how did I explain light sensors? I said that they measured solar energy, and that was that). I wish people would trust me more, since the other programs are going so well.

As soon as I got to water testing, Moses asked me if I could check out the borehole in Kigarama. "It looks like it has rust," he says. Now this project is much more serious. I wish I'd talked with Moses about this earlier. Right now I'm suspecting bacteria or actual rust. Matthew knows where this is, so I'll make sure to stop by and check things out. Hopefully I won't have to pull a John Snow and break off the pump handle.

Anyhow, we decided a small P6 class can do the water testing. I'll assign collection sites at the end of their next maps class, and get samples from a variety of water sources (rainwater, boreholes, wells, school)... I will get extra Kigarama and river samples myself.

Halfway Done

It's been a busy week at Kasiisi School and the Field Station. This Sunday, I'm halfway through my time here. But not halfway through my projects!

A new volunteer arrived and he's also biking to the school, despite having a
badly-sprained ankle. I've shown him the laptops and their programs and he's
looking forward to helping out with the classes. For now, he's working to register
all of the new books for the library.

Barbara is finishing up her work with the school library and literacy outreach to parents of preschool children. She and I reviewed the kid and teacher books which are on my USBs, worked with the teachers to get an audiobook playing ("The Yellow Fairy Book", short stories "The Three Brothers" and "The Cat and the Mouse in Partnership"), and discussed a few ways the laptops can reinforce reading at the school. That could be anything from adding more eBooks, to putting story-related Wikipedia articles on the laptops, or having the students fill out a generic questionaire when they've read a book. The questionaire would replace a more in-depth but practically more difficult policy of having the students write book reviews.

Primate Handshake is helping to develop this questionaire. They're also working on
environmental resources for the laptops, plus they'll be doing a class today on
that. Their suggestion to collect and analyze students' ratings and reviews of the
book reminded me of my idea for a Distributed Content Network for the laptop
projects in Bhutan and Mongolia. But how to make it work without hacking and
reprogramming the school server? I've decided that it should be made into a new activity. The teachers will turn on their literacy laptop, students will join the activity wirelessly, and their forms will be collected, analyzed, and stored on the teacher's machine.

Classes: I taught sensors to P5 and it started rough - my solar
panel didn't work (now fixed) and the students weren't too sure of the light
sensors' usefulness. On the plus side, I got them to make enough cardboard sensor cards that the school now has 20 light sensors, 16 temperature sensors, 3 LED
lights, and 2 rotation sensors. In our next lesson, I hope we can try out these
and start making our own devices which play sounds when circuits are connected and
disconnected. In leau of a sound library, the students will make the sounds in
Record and attach them in the program.

I had a table of students working with a sensor on a long wire. I had one student
take the sensor outside so the others could see what was happening. Then I turned
the screen around 180 degrees so she could see for herself. She clutched the
sensor in her hand and waited for the screen to do something. "No, it's you!" I
explained. Sensors are a difficult concept.

On Tuesday, I taught the whole P6 class about adding photos to maps. Fortunately I had extra help from Matthew (a Kasiisi graduate who now works for the project), and most of the computer teachers. A few of the P6 kids from my smaller class also helped their classmates find Kasiisi and go through the photo-adding steps. In the middle of the class, the laptop system and the kids were having some trouble switching between taking photos in Record and browsing in Maps. But by the end of class most screens had their photos placed on Kasiisi School, and one even had
an embedded video! I worked for awhile to get video working *just right* so this
was good to see. In the future, we'll take photos and close the activity before
starting Maps.

In the middle of the week I was working a little with Primate Handshake (really nice people, and they had us come to a birthday party! with cake!) and showing students from other grades how to use the laptops and try out the activities. A whole bunch of students wanted to look around Kampala and find people; I found a car, but it wasn't that impressive.

Friday, I taught all of P5 to use sensors. We have 36+ sensors, but only 16 wires, for at least 80 students. I tried to give a sensor wire to each table, and encouraged students to help each other. The students who tried sensors on Monday were really helpful in getting the others to properly use the alligator clips, the microphone port, and the sensors. The science teacher helped me explain the light and temperature sensors, and demo them for the students. I need to bring my flashlight next time. P5 also doesn't know about solar power, that's in P6 classes (P6 actually had a few students talk about 'clean energy' when I showed them the solar panels). Eventually, like Monday, we had to take everyone outside so everyone could see the sensors working. I had a lot of help from the science teacher, so in the end things worked out.

I need to make them 30 or so sensor wires after I go home. I played Hardware Charades in Fort Portal to ask about soldering equipment, but they didn't sell it.

Project Update

Monday, we charged all of the laptops.

Tuesday and Wednesday, I participated in laptop classes on WikiBrowse. One part of my project is to see how the classes use the laptops. The laptops need to have their settings changed so that Frame does not pop up and frustrate the students. WikiBrowse can be made to work better, and articles interesting to the students, such as 'Barack Obama' are outdated. I will be getting text for this article and some others from simple.wikipedia.org so the students will be able to understand the articles better.

Moses's literacy circle was reading Sadako so I talked to them about the book, Japanese culture, and Hiroshima. I showed them pictures and photos on the laptops. For some reason, 7A was much more talkative than the second class, 7B - it might have something to do with how I told 7A more about my own difficulty speaking Japanese. A teacher who has been to Kasiisi several times, and started the library last year, was happy to see the students in an American-style reading group AND using laptops for supporting content. It's the library of the future, here in Uganda!

Wednesday I re-pitched my plan to have a smaller class of at most 32 students - and that it would be more of a "science class" then a laptop class. We will be working "outside of the box" - both in terms of thinking, and in terms of connecting the laptops with things outside of this computer 'box'. The teachers hadn't heard this metaphor before and they LOVE it. I used the Wright Brothers as an example.

Thursday, Primate Handshake showed up with around 20 people and their cameras in a giant yellow safari truck. We were concerned about trying the sensors for the first time in front of them... but we trusted P5 and it worked great! The students were able to connect the sensors to the 5 Senses which they've already memorized and the 3/5 that the laptop already does (I also mentioned that some computers CAN taste and smell, that was a O_O ). We had some time at the end for the Primate Handshake people and the kids to play with the activities, mostly Record and Scratch.

Side note: when it rains just a little, the metal roof sounds like a torrential downpour. I couldn't believe it when I went outside and it was only dripping. The sound drowns out thunder, even. Need to contact Architecture for Humanity about how their sound-dampening projects.

Sensors from (and for) Scratch

Last week, I had the chance to visit the OLPC offices in Cambridge for a sensors workshop. I was there to represent this project and meet Tiffany, a fellow member of the Digital Literacy Project.

Claudia Urrea, Education Director of OLPC Latin America, showed us how to make sensors and integrate them into lessons. The XO laptop comes with Scratch, a programming language for kids, and the engineers at OLPC and SugarLabs have programmed it to work with sensors. Connecting to Scratch makes it possible for kids to have the microphone or other sensors trigger sounds and animations, or use a program to count and calculate the sensors' input.

I had no experience with Scratch before this workshop, so I modified Measure to put a step between the students and the untamed sensor data. Using Scratch lets students decide how to measure and respond to the sensors on a fundamental level, so in the long run it's the right activity for schools and class projects. But the moment I break out Scratch, it becomes a programming class. We are using real-world sensors so that the class can be hands-on and working with the real world - would programming make it too abstract and esoteric? Hmmm...

Claudia Urrea also told us about some homemade sensors, like making the pressure pads from Dance Dance Revolution with paper plates and aluminum foil. Tiffany suggested that the mesh network could be used to let students play a game together or compete using their sensors. This DDR/game idea, and a technical concept, kept me thinking the whole way home. The students should definitely make some different sensors in the class (LEDs will work, too). And if they like connecting their inventions to the laptops, this would definitely be something to add to Measure and/or Scratch.