Project Pi take five Raspberry Pi Computers to Kasupe Primary School in Malawi

This August, a team from Manchester, England, took out five Raspberry Pi computers to a small village school in Chigonere, near Monkey Bay, Malawi. The aim of the project was to set up the Raspberry Pi computers in a newly built primary school library, enabling pupils, teachers and community members from the school and neighbouring villages learn basic IT skills as well as getting online and connected. [see bottom of post for a short video]

Left to right: Tim, Rebecca, Richard, Witness, and Tyson.

Project Pi was co-founded by Tim Greenwood and Tyson Dye in 2014. Their aim was simple, leveraging the power of the Raspberry Pi to help teach and inspire IT literacy with anyone who was interested.

They cut their teeth in 2014 with a trip to the Khaya Centre in Johannesburg. Tyson, chief architect for Project Pi, was able to draw upon his years of experience as a solutions architect for a large IT company in Manchester and design a Raspberry Pi set up which would not only be cost effective but also durable. This meant, among other things, choosing the right combination of monitor, keyboard, mice and networking gear within budget and quality spec. No mean feat. In total they took out ten computers, kindly sponsored by Tyson’s firm, UKFast.

The duo also selected a number of open source applications they thought would inspire learning and creativity (Scratch, Minecraft-Pi and Libreoffice). Tim, a psychologist with a background in education and learning, was then able to support members of the Khaya Centre in setting up the Raspberry Pi, learning about the core features and software available as well as learning how to design and run sessions in a hands on and exciting way.

Mandla (left) and team at the Khaya Centre, Lehae, Johannesburg, 2014
Tim and Valencia (Khaya Centre Lead)

Soon after arriving back in the UK, September 2014, Tim was approached by an old friend Davy Chilakalaka, co-founder, with his wife Sally, of the Charity Kasupe. Davy had connected with Tim on LinkedIn and when catching up on Tim’s news, his heart skipped a beat when he heard about the project which Tim and Tyson had just completed in Johannesburg. Davy wanted to know if Project Pi would like to bring the power of the Pi out to his home village in Malawi; where he was just starting to project manage the building of a new set of school buildings. There would be a new library which Davy knew would be just perfect for a Raspberry Pi computer suite.

Children playing at Chigonere Primary School, Malawi
Davy and Sally Chilakalaka, co-founders of Kasupe Charity

In case you are wondering what a Raspberry Pi computer is, it is a small (credit card sized) computer which is capable of running OS like Linux or Android. Raspberry Pi are cheap (under £30 at the time of writing, see here). And they are very good for projects which need a reliable and easy to fix computer. They are perfect for children and those new to computing to learn and tinker without fear of breaking either the software or hardware. In fact this was what inspired their creation by the Raspberry Pi Foundation (see here).

The new Raspberry Pi 2 Model B which we used this year in Malawi
Tyson experimenting with a Raspberry Pi 2

Davy was born in Chigonere, Malawi and came to England to study in 2000. His work at Kasupe has allowed a ‘bridge’ to form between Chigonere and the UK. Davy himself has one foot in both cultures, providing him with a unique standpoint to facilitate development projects in Malawi. He understands firsthand the impact of high quality education as well as a love of his home country Malawi, and old stomping ground, Chigonere village.

Tyson and Tim had learnt a lot from Johannesburg and with the prospect of a second project in Malawi they put their thinking caps on, reaching out to a number of other projects using Raspberry Pi within projects in the UK and abroad. One such conversation, with Dr Maximilian Bock (madanyu.org), had alerted them to the need to support Teachers in becoming confident with using the Pi within the classroom. In short, if you want to avoid Pi gathering dust on classroom shelves, you need to capture hearts and minds. This created a particular line of inquiry for the project: How do we work with teachers in such a way that they will feel confident and inspired to incorporate Raspberry Pi within their curriculums and classrooms?

Elise, Tyson and Toby ready to check in at Manchester Airport.
Tim taking a selfie at Nairobi Airport.

This August, Tyson and his wife Elise (a talented musician) and Tim and his 9 year old son Toby (a talented Minecrafter) set off for Malawi with 5 Raspberry Pi computers. And like the Johansberg project, UKFast kindly provided the five Raspberry Pi kits we took out.

A brief diary of their adventures can be found [here].

During their stay, they worked hard to set up a working Raspberry Pi computer suite; train and build relationship with teachers from Kasupe Primary school as well as other local primary and secondary schools; get to know and partner with Kasupe’s Malawi side project team; and other key stakeholders within the community e.g. village, village group and district authorities who are key players with regard to authorising any projects within their territories. We were even lucky enough to have a visit from Malawi TV!

Toby and Tyson with the Headteacher of a local primary school.
Moses (Teacher at Kasupe Primary School) helping a colleague learn to use Libreoffice Write application.

By the end of the week we had Teachers asking when we were coming back, a moment which really made us feel that we had made some lasting connections. Tyson was particularly blown away by some of the progress made by attendees on the educational software we had installed (e.g. touch typing). For many people coming to use the Pi, this was their first time using a computer, which meant learning a whole new language. Just imagine the amount of things you take for granted when using a computer, from where to click to maximise a window, how to scroll down a list of font sizes, where to put your fingers when touch typing, how to log on to the computer when you can’t see what letters you have typed into the password field. And hats off to people learning all this in a second language!

Teachers from a number of local schools experimenting with Libreoffice Write.
The Deputy Head teacher of a local Primary school being supported in using Libreoffice Write by two colleagues.

After coming back from Malawi Tim reflected that: “So far Tyson and I/Project Pi have taken on two very different projects and I have been excited by what we have been able to do with a relatively small budget. I just love the fact that computers are really great teachers in themselves – you either get them to do the thing you had in mind – or you don’t. And they’re always ready for you to come back and have another go!”

As part of the project, there was also opportunity for some cultural exchange and Elise was able to facilitate some singing workshops with local musicians. Elise reflected that she was ‘amazed to discover the local choir sang in tune without any instruments to aid rehearsal or training and in up to eight parts – and they didn’t seem to think it was anything special!’  During her workshop she noticed the group were excited to learn they could make a more dynamic sound by simply using their voices in different ways while singing – with no fancy instruments needed.  Elise commented that  ‘It was incredible to me to observe the similarities between singers in Chigonere and in the UK, even down to their perceived improvement needs.’

Elise working with a talented
local choir from Chigonere Village.

Update: Mid September 2015

So where next? We left having installed the Raspberry Pi; having worked hard with local teachers on looking at what the Pi can do; and having gained a lot of interest in the project from a wide range of stakeholders (from local authorities to interested citizens). But one of the key outcomes for Project Pi, has been leaving with an open communication channel to the small team we left in charge: Witness, Rebecca and Richard. WhatsApp has proven to be a great tool for sharing updates, asking questions (both ways) and sharing pictures.

We have been able to start charging a small fee (50 MKW, which is about 0.6 GBP) for accessing the internet and basic computer training. All the funds raised are being reinvested back into the project to cover key running costs, such as 3G data charges to connect the wireless router to the internet.

Check out the project video:

Tim Greenwood

Tim currently works for Living Systems. His background is in psychology, and he has been working as a psychologist within education and the community for the last ten years. He recently gained a Masters of Arts in Management, Learning, and Leadership from Lancaster Business school focusing on the use of Action Research to promote curious and evolving ways of working with individuals, groups and organisations.

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Project Pi Diary | Malawi 2015

Day 1 | Monday 24th August 2015

Today we went to Chigonere village and participated in an impromptu meeting with a number of key local authorities including the DC (District Councellor, one of 27 in Malawi), who then speaks directly to the government, and the MP. This was the DC’s first visit to the new Kasupe Primary School complex and his timing was perfect as it meant that he also got a chance to see the new Raspberry Pi suite being set up.

After the meeting had finished, those present moved through to the newly built library where we unpacked and set up some of the Pi-s for them to see. Gift, who runs an Internet Cafe in Monkey Bay, the nearest access to computers which is 15km away, was also able to help us unbox and set up the Raspberry Pi.

As Tyson introduced people to the Raspberry Pi technology, some showed signs of being mesmerized. Tyson was doing a great job as front man while those present waited for the inverter to be setup to provide AC power from the DC solar panels. Without the solar panel, inverter and batteries to supply the juice, the Pi were not that interesting.

Tyson then invited anyone to ask questions. The Village Group Headman (VGH), a level above the Village Headman, (VH) (we soon recognized how many people had official roles around here), naturally responded, ‘How can we have questions when weve never seen a computer before?’

The power supply was promptly sorted. Tyson then presented a whirlwind tour of the OS (the Raspberry Pi we had brought were set up to use an operating system called Raspian) and various applications useful for the school’s curriculum. Again, many of those present seemed fascinated by the complete novelty of what Tyson was demonstrating. The room was strangely quiet and people grouped closely together listening and watching. When it came to the Minecraft demo (a free piece of software that ships with Raspian made by Mojang), it was time for the expert… Toby, Tim’s 9 year old son. People there were unfamiliar with seeing a child so confident on a computer and they’d certainly not previously even seen a Minecraft game. It was great that Solomon, one of Kasupe’s project managers in Malawi asked for a round of applause for Toby’s help. Perhaps it opened their eyes to the fact that you didn’t need to be UK computer expert (potentially how Tyson had been introduced at that point) to be good with computers?

Day 2 | Tuesday 25th August 2015

Day 2 was all about the teachers. We led 2x three hour sessions with them, which someone commented is longer than their school day. We focused on some of the basics of how to logon and logoff, reboot if the Raspberry Pi freeze up, and shutdown at the end of the day.  We showed them how to hold the mouse and where to find applications to run once they’ve logged on.

A basic question among the teachers was how to create documents, we showed them how to open LibreOffice Writer and type their name and their head teacher’s name. This went down well, with a lot of focused effort and participation; it was as if somehow seeing their name as a creation on the computer screen was significant; they had created something and this really got many of them visibly excited! (we noticed smiles, pointing at the screen, bringing others over to see and teaching/supporting others to be able to achieve the same results)

Tyson reflected that for those who have grown up with computers these may seem extremely basic tasks that would take anyone at UKFast only a few moments to complete: logging on, using the mouse to control the graphical user interface and so on. This process took us the whole of the first three hour session. We recognized how we had forgotten that learning these fundamental IT skills really is like learning a new language.

Many of the Teachers were fast learners. While at the start, many did not know how to find particular right keyboard keys, by the end of the session, many had become very accomplished. It was amazing to think many of those present were multilingual and learning and typing in a second language. Tim recognized how some teachers spontaneously began teaching others the skills they had mastered and commented ‘it’s amazing how you just forget what it was like before you learnt to interact with computer GUIs, like just knowing that to make a window bigger you drag the bottom corner, or to scroll down a list of font sizes, you hold and click the bar at the left and drag it down. It all just becomes second nature. None of it is that complicated, but if you don’t know, you don’t know. It’s exciting and humbling that these teachers could see the potential for the Pi in their classrooms and so wanted to learn how to become ICT literate themselves, going back to basics, and being open to new things!’  

Having about 20 teachers and only 5x Raspberry Pi computers, it took more time than we might have expected to swap around and let everyone take their turn.  Another time factor was that although the computers were being donated tothe Kasupe Primary School Center, the session was open to all teachers in the three village area overseen by the GVH. This meant that we had teachers from the local ‘community day secondary school’ and another primary school. This turn out was considered extraordinary for development projects, especially as it was an unpaid event. We were encouraged that the teachers were motivated to give up their entire day. This raised an interesting question about intrinsic andextrinsic motivators. Clearly, the opportunity to use the computers and learning the basic IT skills was reward enough at this point. The recognition dawned on us that the teachers were  imagining how the computers could fit in with their teaching methods.

One of the highlights of the day for us was after the second session. Tyson got to talking with Majawa, who teaches maths. He wanted to know how the Raspberry Pi could help him in the classroom. Firstly, Majawa had found logging on to the Pi fairly challenging. He said that when youre typing the password, you only see dots appearing, not the letters you’re typing. This means if you make a typing error (which youre likely to do when first learning to type) you don’t find out until you’ve finished typing and hit enter. Secondly, if you hold down a key for more than a second or so, the letter starts to repeeeeeaaaattttt itself. Again, this seems second nature to a person who has clocked 100s of hours on a computer but can really throw you when you’re new. But we observed how Majawa is a very patient and persistent teacher and not easily defeated.

At the end of the session, Majawa was delighted when Tyson told him about Mathmatica (a hugely powerful maths application that costs lots of money for university students, but is free on the Pi). Tyson offered to show Majawa a few basic uses of the application. In a short space of time Majawa, his teaching assistant, and two of his colleagues were looking over Tyson’s shoulder, eager to see how they might grasp how to teach Math[?s] with the benefit of the computer.

Tyson commented ‘After stumbling around we started building algebra equations. And the next thing I know they were working out the equations on paper behind me as they wanted to double check the computer was correct. It was of course, but they were well impressed with that setup and we started talking about how they could use it in their classes. That led us to the end of afternoon session and Majawa and I both left with silly smile stuck on our faces.’

It was significant that the Head Teacher of the local secondary school became enthusiastic and got involved. He quickly appreciated the potential of the Raspberry Pi for increasing educational opportunities in his school and the area.

Day 3 | Wednesday 26th August 2015

Today we worked with primary aged students. It was great to show them around the OS, how to use the keyboard and the mouse, how to open applications, and all sorts.

We focused on showing them LibreOffice Writer and Sheets for document / office skills, Scratch for programming (which they really struggled with because it requires a high level of computer navigation skills around the user interface), and Minecraft for mouse and keyboard skills (they loved it but didn’t really get it as it was so foreign to them). It was a very short opportunity but we enjoyed working on the primary target of the project.

And today was very rewarding as the district council official connected with what we are doing. He has announced that he is to bring the national TV station crew out to the village to film what is going on here. So tune in to TV Malawi later. (We’ll do our best to to get a copy of the recording)

Day 4 | Thursday 27th August 2015

Thursday was again very stimulating. We participated in a huge meeting to discuss how to connect the school as it is currently, the Raspberry Pi computers, their use in the community, and expanding the school to include additional years (so start teaching secondary students).

It was headed by the Territorial Authority (TA), seated in the red chair in the picture, who is the highest tribal authority in Malawi. The TA oversees dozens of villages and over 200,000 people.  The man speaking in the picture is one of their MPs. He was making pledges to expand the school and was enthusiastic about how much of a gift the Raspberry Pi computers are to the students and the whole community.

That meeting took all morning and into the afternoon. Beforehand we showed more students the basic use of the computers and afterwards opened it up for training the teachers on anything in which they were interested: LibreOffice Writer training, LibreOffice Sheet training, typing, and Mathematica or Python.

Day 5 | Friday 28th August 2015

Friday was our last day at the village.

We held another teacher training period from 1pm to 3pm, open to all teachers from the three villages in this area.  In the morning we held a more intensive training session for Witness, Richard and Rebecca, the three individuals we selected to be leaders of the project after we had returned to the UK. (See attached picture, from the right to left; Tyson, Witness, Richard, Rebecca, and Tim).

Our plan is that Project Pi will communicate with theses three via email and WhatsApp to assist and offer further training remotely, while these three will take the project and the training further with the teachers and then the students.

In the morning session we showed them how to use the 3G wifi device we brought, and how to top up the Malawian SIM with credit for Internet access. We also showed them how to troubleshoot the Raspberry Pi computers if they break and how to fix them (i.e. if the SD card gets corrupted or the eCloud USB stick fails).

Tyson commented ‘It was really cool to be able to hand this over and see the sense of pride the three had about taking ownership in the project. Now, it’s time to see what happens next, where the village and the Kasupe project will take this! Now the real adventure begins!’

Tim Greenwood

Tim currently works for Living Systems. His background is in psychology, and he has been working as a psychologist within education and the community for the last ten years. He recently gained a Masters of Arts in Management, Learning, and Leadership from Lancaster Business school focusing on the use of Action Research to promote curious and evolving ways of working with individuals, groups and organisations.

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Raspian missing menu bar [FIXED]

So Tyson and Tim have just got back from Malawi. We took out 5 Raspberry Pi computers for a new library that has been built in a school in Chigonere village.

One of the choices we made when designing the Pi set ups was to boot the OS from a USB stick rather than a partitioned SD card (see here for more on this).

Now on a couple of the Pi we had an issue during the week where the menu bar just vanished. With a bit of googling around (see this page for more) we figured out a solution:

$ sudo rm -r .config/lxpanel

$ startx

This deletes the existing user lxpanel config file and then restarts the x session, which then creates a fresh (and working) lxpanel config file. Job done!

Tim Greenwood

Tim currently works for Living Systems. His background is in psychology, and he has been working as a psychologist within education and the community for the last ten years. He recently gained a Masters of Arts in Management, Learning, and Leadership from Lancaster Business school focusing on the use of Action Research to promote curious and evolving ways of working with individuals, groups and organisations.

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Get involved with our Raspberry Pi Project August 2015

This August, Tim Greenwood, co-director of Living Systems, will be travelling out to Monkey bay, Malawi, to help set up an internet cafe with Tyson Dye of UKFast.

timIMG_20150509_114557

This is the second project the two have delivered as part of their Project Pi. Last year Tim flew out to Johanesburg to set up ten Raspberry Pi computers at the Khaya Centre in Lehae. See more about that here http://www.ukfast.co.uk/press-releases/hosting-firm-sponsors-south-africa-tech-project-.html and here http://projectpi.org.uk/khaya-centre-mount-olive-2014/.

And a short video documenting the trip here:

This year’s project is going to see the duo heading out to the Kasupe Project, Monkey Bay, Malawi (http://www.kasupe.org.uk/).  Tim made a connection with Davy, Kasupe’s co-founder, back in 2005 and when Davy heard about the project in South Africa he reached out to see if a similar venture might be possible for Kasupe.

This August will be about installing 5 Raspberry Pi computers for the primary school which Kaspue has started in a rural village near Monkey Bay, Malawi. This will immediately open up the internet to children for researching assignments, connecting with others socially using social media and learning about basic ICT skills as well as e-safety. There will also be a chance for members of the community to get online for a small fee.

Charging for use of the internet is nothing new, the web cafe concept has been around for a long time. However, this will be a good way of creating a small revenue stream for the new centre which will be re-invested back into the project. This will pay for any breakges, 3G data bills and might even lead to the creation of a part-time job managing the project. These goals are ambitious and will need to be tested for their practical merit in the field.

Tim’s interest in this project is from a leadership/action research perspective which specialises in organisational learning within complex and dynamic environments.

Tyson commented that his is ‘understanding how IT in general can be deployed in developing countries to make a positive and lasting impact on communities.’

Watch this space for updates!

Support us here: https://mydonate.bt.com/fundraisers/projectpi

Tim Greenwood

Tim currently works for Living Systems. His background is in psychology, and he has been working as a psychologist within education and the community for the last ten years. He recently gained a Masters of Arts in Management, Learning, and Leadership from Lancaster Business school focusing on the use of Action Research to promote curious and evolving ways of working with individuals, groups and organisations.

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