Target Users & Use Cases
Target User’s Access to Internet
ONLINE: Primary user has good internet.
OFFLINE: Primary user is not able to access content online but can get online to obtain support. Extending service to user with no internet will primarily occur after (1) the system is smoothly running (i.e. they are unlikely to need ongoing support) and (2) there is a method for sneakernet or e-sneakernet updates.
sneakernet: Physically carrying content (ex. via USB stick or handphone) to the user.
e-sneakernet: (1) Handphone (hp) retrieves information from the server (ex. email or content), (2) when the hp has internet access, it will upload/download the appropriate content (3) the next time the hp connects to the server, it will upload the content. World Possible has such systems. (Some other systems exist that can even relay information from hp to hp, so that the initial hp can get the data without ever connecting to the internet but that would be another project.)
1. Teacher access: Enables the teacher to learn content, find lesson plans and get new ideas about teaching & activities.
2. Class presentations: Enables the teacher to exhibit content for the class to view as a group. Enriches class and can convey concepts that are difficult to teach on a blackboard (ex. biology).
3. Computer lab: Enables students to interact with content and learn at their own pace.
4. Continuous computer/tablet per student: Enables in-depth use of Learning Management Systems (LMS) and customized lessons per student.
5. Student computer/tablet at home: Enables more in-depth homework.
Primary focus is on e-learning to enrich and enhance education via teacher use and class presentations because (1) most schools will not have the funds for a computer per student and (2) effectively implementing full continuous ICT in the classroom is beyond the initial scope of this project.
Secondary focus is on computer lab use, where students may spend some time each week on the computer.
BYOD (Bring Your Own Device): Many schools are reluctant to allow students to bring their own devices (ex. hp) into the classroom because (1) of the potential for distraction and (2) the separation of “have” and “have-not” students. We would like to be able to develop guidance on how to safely & effectively allow BYOD in an Indonesian setting.
Case Studies (by others)
World Possible’s Rachel Offline using an Intel CAP WiFi Server:
“World Possible’s Remote Area Community Hotspot for Education and Learning* or RACHEL-Plus* installed on CAP can be accessed via any a standard web browser without the need for Internet connectivity. CAP provides a resilient, independent piece of hardware to host off-line copies of Creative Commons licensed educational, vocational, and reference websites—allowing viewers to access millions of webpages and thousands of videos, and progress through self-paced software. World Possible uses custom-designed websites to store a small copy of the Internet locally on the CAP’s ample 500GB internal drive. CAP also provides a hub for collecting and sharing hyper-local content for a particular school or community. This allows creation of locally relevant content by communities that otherwise lack the infrastructure to participate in the digital revolution.”
“When local ownership is combined with consistent buy-in and a long-term horizon, we have seen tremendously positive outcomes. In one of our longest-running pilot programs in Sierra Leone with CAUSE Canada, Affia Junior Secondary School was previously flagged with unsatisfactory performance on national exams. After introducing our off-line content solution for math and science training, 23 of 24 students received a passing grade in math exams during the following school year.”
“In 2015, Mundo Posible Guatemala installed RACHEL-Plus in 44 schools, trained 743 teachers, and provided off-line content to more than 14,000 learners in schools that lacked reliable connectivity. In 2016, the team presented their work to the new vice president of Guatemala and minister of education, who recognize the value in off-line digital content and potential cost savings compared to traditional texts. ”
Above exceprts from: http://worldpossible.org/docs/wp/RACHEL-Intel-Case-Study.pdf