Welcome

Three and a half years ago, Katrin Macmillan watched the TED Prize 2013 talk by Sugata Mitra, Professor of Educational Technology at Newcastle University, in which he discussed his ‘Hole in the Wall’ research project and stated his ambition to build a ‘school in the cloud’. He wanted to find out if children who have little or no access to education could educate themselves, simply by having access to the Internet. The children exceeded his expectations – and his TED talk became the inspiration and motivation for Katrin to start Project Hello World.

In response to Professor Mitra’s innovative concept of self-organised digital learning, Project Hello World developed a solar-powered outdoor Internet kiosk, the Hello Hub. Each Hub is WiFi-enabled and is loaded with educational software and applications. With unlimited access to state-of-the-art technology, children who lack formal schooling have an opportunity to shape their own learning and thereby create a brighter future for themselves, and their communities.

Because of its principles of community engagement, sustainability and open source sharing of its technical designs, Hello World challenges traditional notions of development work. The project has initiated a new approach to learning, with just one goal in mind: to end the education deficit across the globe.

Critical research on the impact of child-led digital learning and the Hello Hubs is still at an early stage. A new and important collaboration between Project Hello World and SOLE Central, Professor Mitra’s centre for research and practice at Newcastle University, will now enable ongoing evaluation of the effectiveness of the Hello Hubs and their impact on the communities they serve.

If I was to go back to school anytime soon, I’d want Arun Chavan as my teacher: he’s intelligent, articulate, inspiring and best of all, not afraid to rock the boat a little.

Now in his third year of a PhD in Evolutionary Biology at Yale, USA, Arun may have come a long way from his home village of Shirgaon, India but he hasn’t forgotten his roots.

It was there that Arun first encountered the Internet as a 12-year-old, placed in a hole in a wall by Professor Sugata Mitra as part of his early experiments into self organized learning.

Now Arun is taking part in Skype sessions at the School in the Cloud lab at Phaltan, Maharashtra, just an hour from where his parents grew up. Having known School in the Cloud’s research director Dr Suneeta Kulkarni since he was a child, Arun didn’t take much persuading to give something back to the project.

His first session – switching often between his native language Marathi and English – was with a small group talking about all the different birds and trees found around the school.

“The Hole in the Wall seems a very long time ago now,” Arun admits. “I do remember surfing the net and searching for things and that it was all in English – a language I barely understood at the time. I used to copy it down and go back to ask my father what it meant.”

Arun, unlike many of his peers, was in a privileged position as he had educated adults around him who helped to foster his love of learning.

“I was very fortunate that my father was involved in so many things outside of my own village,” he explains.

If you’re new to School in the Cloud then you won’t need to read this post, but if you’ve landed and gone ‘Whoa! This looks different…’ then don’t panic! We’ve had a bit of a makeover but hopefully you’ll still find everything you need to support your SOLE journey.

You might notice there are a few things we’ve had to drop, such as the option to launch your SOLE session from the site. Feedback from users suggested that although the countdown was useful, as was the ability to put the Big Question up on the screen, it wasn’t essential. We also found children were happiest using Google to search externally.

The Granny Cloud will also have a new website soon, dedicated to this amazing group of volunteer e-mediators, but in the meantime, if you want to apply to be a Granny, please do visit their page on this site.

One of the aims of School in the Cloud is to not only support and inspire the educational community, but also to put you in touch with each other, so please do sign up to Join Our Community (your old login will no longer work – sorry!). We’re working on creating another community online forum where registered community members can connect with each other. There are already many classrooms linking up across continents to run SOLEs together and we’d love to help facilitate more. Feel free to reach out to the community via social media for now.

We hope you enjoy visiting our new site – there are literally 100s of Big Questions and dozens of inspirational blogs to choose from, along with helpful ‘how to’ guides to make your SOLE run as smoothly as possible (but obviously still with a fair amount of ‘learning at the edge of chaos’ for good measure!)

Something’s changed in our house recently… internet use by my children is fractionally less gaming and on-demand tv and more educational. There’s been an internet revelation and I think that’s down to SOLE being used at my children’s school.

Unlike my generation, today our children are surrounded by constant online connectivity and like many parents I worry about the detrimental effects of continual access to the internet. Don’t get me wrong, I’m not an internet luddite, in fact I love the internet, but I do worry that my children aren’t using it effectively. One barrier is that from an early age we, rightly so, teach our children about the potential dangers of the internet but we don’t necessarily teach them how amazing the internet can be when used safely. My husband and I are great at modelling how to use the internet for managing the mundane aspects of our lives – banking, utility bills, grocery shopping – hardly inspiring stuff, so it’s no wonder that all our boys used the internet for was gaming and tv where they are “safe”.  But recently there has been a slight shift towards a more enriching use.

My 10 year old son, Arthur, has a fascination with the  natural world, in particular Space, which he shares with his grandfather. There is a constant email stream between the two of them and to my delight Arthur can now be regularly found searching through the NASA and ESA websites looking for answers to questions posed by his grandad, relishing when he teaches his grandad something new. For me it has also been lovely watching their relationship grow (and who’d have thought that the internet could facilitate that?) SOLE talks about its Cloud Grannies but don’t dismiss all the Cloud Grandads out there.

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has” – Margaret Mead, Cultural Anthropologist

Magna Rautenbach was ready to ‘semi retire’ with her husband to their tranquil country retreat – but then she discovered SOLE and everything changed.

After a rich and rewarding career, she had moved to a game farm near Pretoria, South Africa’s capital, in a region called the Magaliesberg Biosphere.*

And it was in this unlikely location that she discovered SOLE and made the connection with what she’d wanted to achieve in the business world for so long.

Frustrated by the “too little, too late” approach to training management-level employees in sustainability, Magna realised SOLE could get the message across where it can make a real difference – at school.

The success of SOLE globally appealed to Magna and she immediately saw the possibilities for South Africa. She particularly liked that SOLE is both transformative and supportive of the current curriculum, knowing that education reform has a track record of stalling when attempts are made to change it.

She launched SOLE South Africa in April 2017 with little more than an idea, a website and a ‘moonshot mission’ to help create 2,030 future-ready leaders, entrepreneurs and change-makers by 2030.

The biggest challenge is taking SOLE into underserved schools. There are a total of 25,574 schools in South Africa, with only 4,639 of those really well-established with computers and Internet connectivity. The majority, largely in rural, underserved areas, do not have any technology; some do not even have electricity.

To make SOLE accessible for the majority of children,

Gouri Ajay Chindarkar was one of the first children in India to experience SOLE, in her village in Maharashtra. Seven years later, she’s studying for a degree in Computer Engineering at Mumbai University.

The 19-year-old says SOLE has played a ‘big part’ in making her life easier. Researching and quickly understanding any subject comes naturally to her and she is also able to communicate confidently with people from all walks of life. “In my opinion it is a better way to learn,” she says. “SOLE gives us very practical knowledge which can be used for our day-to-day life. It is the perfect place for those who want to learn in their own way and better their understanding.”

Gouri is in the 2nd year of her degree, which she tells me is ‘going very well’. She’s not sure exactly what career path to take when she graduates yet, but is considering working as a developer, testing and designing programmes.

Unlike in the UK, where recent figures show just 14% of students on computer engineering degrees are female (there are similar issues in the US), on Gouri’s course it is nearly a 50/50 split.

“I was interested in computers from my childhood and very early I decided that I want to become a computer engineer – when I was about 12/13-years-old,” she says. “SOLE is the main platform that helped me a lot to come close my dream.”

Granny Cloud sessions

The first SOLE at Shirgaon was set up in 2009 with the main emphasis on Skype sessions with e-mediators – the newly formed “Granny Cloud”. The main problem the children faced initially was language, as all their lessons were in Marathi but the Internet and the Granny Cloud sessions were in English.

On Monday 16th January, people from across the world were invited to answer a special Big Question to commemorate Martin Luther King Day, as part of the Freedom City 2017 programme. Here’s how the SOLE Global Community responded:

The UK

George Stephenson High taking part in #FreedomCity2017 big SOLE question @schoolincloud @TEDPrize @Sugatam #SOLE pic.twitter.com/5Kz04k2lD5

— amyleigh d (@amy_leighd) January 16, 2017

Preparing for Global SOLE event. WEA Northeast English class with adults with diverse needs

— Diane Holmes (@DianeHolmescats) January 16, 2017

#martinlutherkingday#FreedomCity2017#SOLE#SpecialBigQuestion@SOLEadvocate@WEANorthEasthttps://t.co/rDHO2F4ax2pic.twitter.com/dBAFNLywKM

— WEA North East (@WEANorthEast) January 16, 2017

Massively connected with Diverse needs: WEA Student of @WEANorthEast tutor Diane Holmes, Judith Straughan Success quote. #SOLEpic.twitter.com/LgsqQTZXbo

— Diane Holmes (@DianeHolmescats) January 16, 2017

WEA Northeast England student Stephen Watson “the world should be lighter but it seems darker’ #SOLE #@WEAnortheast

— Diane Holmes (@DianeHolmescats) January 16, 2017

WEA student Andrew Punter finds that we are connected by speedy wires #SOLE#FreedomCity2017

— Diane Holmes (@DianeHolmescats) January 16, 2017

 

.

It’s all very well Sugata going into schools, shaking things up and then leaving the teachers to it, but what’s it like from a headteacher’s point of view?

Headteacher John Grove shares his thoughts after Sugata visited his school, Belleville Primary School in Clapham, London, to carry out SOLEs (self organised learning environments) with Years 3, 4 and 5 (seven to 10-year-olds).

“The SOLEs that took place were not quite like the ones we’re used to,” he says. “Sugata wanted to try something a little different and see if the children could answer higher level questions from Science A-Level and GCSE exam papers by working in SOLEs. He had recently conducted the same experiment in Jakarta and Gateshead and we were excited to see how the children at Belleville would fare.”

John says to begin with the children were a little uncertain about their ability to answer an A-Level or GCSE question. However, once Sugata asked the class if they thought they could come up with an answer if they were able to use the internet in groups, they felt a lot more confident!

‘Pure SOLE’

He describes what occurred during the visit as a ‘pure SOLE’. “By this I mean one with an open question, not one restricted to a specific class, topic or theme,” he explains. “It was also ‘pure’ in the sense that the adults did not participate or even tour round the classroom. We try to keep our SOLEs pure – our questions, however, relate to the topic or theme that is currently being covered by the class and are usually done at the beginning or the end of a topic or unit of work.”

All classes involved in SOLEs at the school consist of around 30 pupils,