Presentations/May 2008 Country Workshop
All presentations and video can be downloaded from http://download.laptop.org/content/conf/20080520-country-wkshp
Tuesday, May 20
Nicholas Negroponte, Chairman, One Laptop per Child
|10:45||OLPC Operational Strategy
Chuck Kane, President, One Laptop per Child
|11:00||Future and XO 2.0
|11:30||OLPC as the Ninth Development Goal for the New Millennium
Nirj Deva, Member of the European Parliament
|12:15||OLPC Deployment in Uruguay
Miguel Brechner, President of the Uruguay Technology Laboratory (LATU)
|12:35||The Starfish on the Beach: Why OLPC for the Poorest and Most Remote? and How?
Oscar Becerra, Chief Educational Technology Officer, Ministry of Education of Perú
|12:55||Q & A with Miguel Brechner and Oscar Becerra||video:||swf||ogg|
|1:15||Lunch and Demonstrations|
|2:30||High Quality Education: A Basic Human Right
David Cavallo, Chief Learning Architect, One Laptop per Child
|3:35||Q & A and Discussion with the Panel Members|
|4:20||Children as Media Makers
Glorianna Davenport, Prinicipal Research Associate, Head of the Media Fabrics Research Group
|4:30||Music Painter Across Cultures
Barry Vercoe, MIT Professor of Media Arts and Sciences, One Laptop per Child Asia Pacific Liaison
|4:40||Sowing the Seeds for a More Creative Society
Mitchel Resnick, LEGO Papert Professor of Learning Research, Academic Head of the Program in Media Arts and Sciences, Head of the Lifelong Kindergarten Research Group
|5:00||Beyond the Printing Press: Computers as Learning Environments for All Children
Alan Kay, President, Viewpoints Research Institute, Inc.
|5:30||Reception and Demonstration of One Laptop per Child Learning Activities|
Wednesday, May 21
|9:00 - 9:30||Welcome & Overview of the workshop|
|9:30 - 10:00||Introduction to Sugar Desktop and User Interface
Jim Gettys, Vice President, Software Engineering
|10:00 – 11:00||Sugar User Interface continued with Q&A
Eben Eliason, UI Designer
|11:00 – 11:15||Break|
|11:15 – 12:30||Localization on the XO Laptop
Jim Gettys, Vice President, Software Engineering
|12:30 - 1:30||Lunch|
|1:30 - 3:30||Connectivity – school, community and the internet
Michail Bletsas, Vice President, Advanced Technology & Connectivity
|3:30 - 3:45||Break|
|3:45 – 4:00||The Uruguay Experience
Fiorella Haim, Plan Ceibal/LATU
|4:00 – 4:30||XO Laptop School Server
John Watlington, Vice President, Hardware Engineering
|4:30 - 5:30||Discussion|
Thursday, May 22
|9:00 – 11:00||XO Laptop Software Roadmap
Kim Quirk, Director of Technology
|11:00 – 11:15||Break|
|11:15 - 12:30||XO Laptop Power
Richard Smith, Hardware Engineer
|12:30 - 1:30||Lunch|
|1:30 - 2:45||Support and Repair
John Watlington, Vice President, Hardware Engineering
|2:45 - 3:00||Break|
|3:00 - 5:00||Technology Open Discussion|
Friday, May 23
|9:00 - 9:30||Activities Presentation
Dale Joachim, MIT Media Lab
|9:30 - 10:30||XO Laptop Activities: loading, developing and sharing
SJ Klein, Director, Community Content
|10:30 - 10:45||Break|
|10:45 - 11:30||Building and leveraging community
Mako Hill, MIT Media Lab/OLPC
|11:45 - 12:00||Brazil Presentation
Jose Aquino, Special Advisor to President Luiz Inacio Lula da Silva
|12:00 - 1:00||Lunch|
|1:00 - 1:15||Uruguay Presentation
Shirley Siri, Marcela Brener, Fiorella Haim, Plan CEIBAL - LATU
|1:15 - 2:45||Key Learning issues: Local Teams, Teacher Development & Collaboration
David Cavallo, Chief Learning Architect
|2:45 – 3:00||XO Laptops in Kliptown, South Africa
|3:15 – 4:00||Discussion and Wrap up|
|unknown||OLPC in New York City
Keynote Speech by MEP Nirj Deva
Transcription of the keynote speech from the May 20, 2008 OLPC Countries Meeting at the MIT Media Lab:
Your Excellencies, Distinguished and Honoured Ladies and Gentlemen
Today we meet as a family.
A family created by the passion, drive and dream of Nicholas Negroponte and his team to give “One Laptop per Child” to children in need. A family is not something you choose.
Instead it is a given. We are a family obsessed. Driven by a passion. Our very obsession unites us into what we are. We are driven by a purpose.
A purpose that transcends our own self interests; our pet hobbies and our own vanities.
Our purpose is simple.
Our purpose is to give every single child in the developing world and the developed world, the power to escape poverty, the power to escape ignorance, the power to escape years of neglect, deprivation and non fulfilment.
By doing so we give them a life chance, an opportunity, a window to realise their life potential and join the whole of the global community whatever their own circumstances.
Our purpose is to make them leap from a medieval to a 21st century existence.
We are not delivering a computer.
We are delivering a time machine. A time machine that is so enormously transformational that everything after that is changed. Changed for ever.
A hut in an African village. An old man and an old woman cooking their dinner by firewood . At a small table a young boy about 11 years of age is tapping into a computer looking at the key board in the half light of a flickering kerosene lamp.
He has escaped his hut.
His mind is elsewhere, connected to the global internet community. He is doing his homework together with 7 other kids in similar huts 1 km away. The huts are connected to the children. The children are the nodes and the village community is brought together by their laptops.
The children are learning, interacting, sharing, emailing and surfing. They are developing marketable technology skills, which can lead to jobs and opportunities for the youth of today and the work force of tomorrow.
The challenge now is to bring the old man and the old woman into that community of information, knowledge and empowerment that the children in that village possess.
The laptop unites the child with the world, then binds the village into a community and later connects that community into the global village.
This is a process.
Delivering the lap top is merely the first step.
A small pebble that starts an avalanche of change.
A change so vast, so complete, so comprehensive that every person in that remote village will change and become a part of our global space, the same space as that we now occupy in this room.
It impacts on everybody and everything. Not only the child.
That is why I have called for our programme to be designated by the UN as a Millennium Development Goal. Or MDG 9.
Whatever one’s motivation for combating extreme poverty—human rights, religious values, security, fiscal prudence, ideology—the solutions are the same.
The Millennium Declaration was adopted in September 2000 by 189 nations-and signed by 147 heads of state and governments during the UN Millennium Summit
A political framework was established.
For the first time in human history, a compact was made, between the poorer countries who pledged to improve policies, governance and accountability to their own citizens; while wealthy countries pledged to provide the resources
The aim was to cut world poverty by half by 2015, saving tens of millions of lives and empowering a billon people into joining the global economy.
All that was needed was action and money - a paltry 60 billion USD per year more from a global economy of $32 trillion USD per year.
Action given that we spend 1.0 trillion USD on arms, and 600 billion USD on agricultural subsidies.
Well its 2008 now and you may quite rightly ask are we on track after the half way point ?
The simple answer is no.
United Nations Secretary General Ban-Ki Moon recently said.
"The MDGs are still achievable if we act now. This will require inclusive sound governance, increased public investment, economic growth, enhanced productive capacity, and the creation of decent work."
Progress so far:
Goal 1: Was to Eradicate extreme poverty & hunger
Global poverty rates are falling in Asia. But millions more people have sunk deeper into poverty in sub- Saharan Africa.
Low agricultural output and has led to millions of more people being chronically hungry in sub- Saharan Africa and in Southern Asia, where half the children under age 5 are malnourished. Quick wins are the provision of massive replenishment of soil nutrients and high yielding seeds for smallholder farmers on nutrient-depleted lands, through free or subsidized distribution of chemical fertilizers and agro forestry no later than the end of 2008.
Goal 2: Achieve universal primary education There are some 600 million school children enrolled in schools in 155 developing countries. Of these 66 countries have achieved, or are on track to achieve, universal primary education by 2015. The other 89, in sub Saharan Africa, South Asia and Oceania however, are unlikely to reach this goal over the next decade. Over 105 million children worldwide have not enrolled in schools.
Five developing regions are approaching universal enrolment. But in sub-Saharan Africa, Southern Asia and Oceania fewer than two thirds of children are enrolled in primary school. Increased enrolment must ensure that all children receive a high-quality education. Quick Wins can be achieved by ending school fees and fees for uniforms for primary schools; the expansion of school meal programmes to cover all children in hunger hotspots using locally produced foods, to provide annual deworming and hand cleansing gels to kill bacteria that produce diarrhoea and so improve health and educational outcomes.
Goal 3: Promote gender equality & empower women
The gender gap is closing — albeit slowly — in primary school enrolment in the developing world.
Goal 4: Reduce child mortality
Death rates in children under age 5 are dropping. But not fast enough. Eleven million children a year — 30,000 a day — die from preventable causes. Most of these lives could be saved through low cost solutions
Goal 5: Improve maternal health
More than half a million women die each year during pregnancy or childbirth. Some progress has been made in reducing maternal deaths in developing regions, but not in the countries where giving birth is most risky.
Goal 6: Combat HIV/AIDS, malaria & other diseases
AIDS is the leading cause of premature death in sub-Saharan Africa. Prevention efforts must be intensified. Malaria and tuberculosis together kill nearly as many people each year as AIDS. Ninety per cent of malaria deaths occur in sub-Saharan Africa, where prevention and treatment efforts are being scaled up. Tuberculosis is also on the rise. Quick Wins are to provide mass distribution of bed-nets and effective anti-malarial medicines for all children in regions of malaria transmission by the end of 2008.
Goal 7: Ensure environmental sustainability.
Insufficient progress has been made to reverse the loss of the world’s forests and environmental resources. Access to safe drinking water has increased, but half the developing world still lack toilets and basic sanitation. Nearly 1 billion people live in urban slums outpacing the availability of productive jobs.
Goal 8: Develop a global partnership for development
To achieve the Millennium Development Goals, increased aid and debt relief must be accompanied by further opening of trade, accelerated transfer of technology and improved employment opportunities for the growing ranks of young people in the developing world.
So how can OLPC now augment the Millennium Development Goals by revisiting the MDG Programmes and accelerating their progress?
What is needed in these programmes which OLPC can uniquely provide?
The answers are simple and self evident.
The MDGs are failing because it is still “them and us”. There is no common ownership. We give and they take.
There is no interaction, no partnership, no dialogue, no common stakeholder-ship, between the individual beneficiary and the global donors.
Not at an individual level, not at a village or community level, neither at a regional level nor even possibly at a national level.
OLPC creates a new dimension a whole new world of interactivity. It creates a life long partnership of shared information and access to knowledge, between the child, who will be a teenager or adult by 2015, and between his or her village and the global community.
Why should such a interactive knowledge partnership accelerate and promote the MDGs ? OLPC by connecting the internet to the child and the child to the village community introduces a technological component to development. While creating a better future for children it is also doing something for the parents of today.
The children can and will become the purveyors of information to their parents and to the wider village community.
Points of community contact and information will be networked together via the laptops for: education, health, business, and social empowerment.
Local clinics will be connected between far-flung villages, correct information on AIDS prevention will be distributed, preventive treatment programmes for malaria without expensive out-reach workers will mushroom.
Farmers will know the true worth of what they are growing by accessing world prices and prevent being cheated. They will learn to manage agriculture using more sustainable techniques. Deforestation will slow down, water conservation will improve.
The stored books in the computer will not only increase children's knowledge but expand adult's knowledge and ability to interact with the world markets.
Each of the earlier MDGs from MDG 1-to MDG 8 will be enhanced and accelerated by the newly created MDG 9.
Creating a new MDG is not enough.
The new programme has to be speedily and effectively delivered to meet our 2015 target of providing at least 100 million laptops; without having to approach bilaterally 155 countries and their attending bureaucracies.
Can this be done in time?
The answer to this is also quite evident. The HIV Aids crisis led to the creation in 2003 of an huge global fund of some 8 billion USD.
So far US$3.7bn has been spent in 132 countries. The Global Fund has provided 1.1 million people with anti-retroviral treatment for HIV, 2.8 million people with treatment for TB, 30 million insecticide-treated bed nets have been distributed to protect against malaria and many millions more people have received counseling, care, support and training, saving 1.8 million lives to date.
We have now also created under the UN aegis a Global Water Fund to provide clean drinking water and basic sanitation to millions of people.
Under the GAVI immunization Alliance we have created a unique, multi-dimensional partnership of public and private sector resources with a single focus which is to improve child health in the poorest countries by extending immunization coverage.
I now propose that we set up a multi-lateral Global Fund for Digital Education, GFDE - a part of the UN Millennium Goals programme as MDG 9 in partnership with the UNDP and UNESCO.
This would be a public and private sector partnership to raise large enough funds to deliver 100 million OLPC laptops in the next 7 years using the United Nations multilateral institutions for their delivery.
This would require raising some 2.6 billion USD per year from Governments and as Corporate Social Responsibility Programmes from the private sector.
It is a challenge and it is worth doing.
Introduction, Chuck Kane
Miguel Brechner, Uruguay
Oscar Becerra, Peru
NN, intro to OB: A man came to visit us... expressed interested in learning, in meeting Seymour Papert. Becomes a constructionist. And then he becomes the Minister of Education in Peru. And Oscar came with him, and he is now here representing the project; their progress is just amazing, and thank you for flying out.
Oscar Becerra [OB] - Good morning! I am glad we did not see Miguel's presentation before we started, because we would still be planning... <chuckles>
The starfish and the beach.... why OLPC is the right ICT solution for Peru.
(Opening video, with Oscar talking over it.) This town is 2 hours from Lima. .. another about 4 hours from Lima... they are students in Apostolo Santiago? school. another in Arahuay.
"We are going to go on line" Rafael Sanches, Arahuay mayor -- it is wonderful, children alreay know how to draw, they spend hours online, they set up competitions, with checkers and chess... they don't spend as much time in the streets.
[a community fair] ....
You know, someone from Microsoft came to me just the other day, asking for help tranlating Vista into Quechua; as we had done it with XP. But it takes me 15 min to load vista on my current computer... the teachers don't need to relearn everything they have done... They need someone simple that is still powerful. What do they say/ ? low barrier, no ceiling.
Be aware : everyone will warn you ifyou are trying tostart onthis project
- there is no pedagogical theory behind this!
- it is a crazy academic idea that is untested!
- there is no proof this will work!
they mean: it wasn't my idea, i did nothingwhen i had the chance.
Others will say
- it will take lots of teacher training!
- this is really much more expensive than suggested!
What they mean is : we dont have something ready, wait until we can make money off of selling our product.
Aside, about logo on a simple computer 30 years ago -- if we all shared that with everyone, all children in the world would have better learning tools, but the industry went in a different direction; now computers are a million times more pweoful, but still slower, bc they are running Vista!
Data about the current implementation : 210k through the gov, and 600k though individual departnemts within the country raising their own funds to extend the project, for 810k in all. They hope to have more than 1M committed by the end of this year. (silence in the room, then applause)
[closing with a video clip, much faster paced, going through activities and what children are doing with them; voiceover again]
Just in case you are still dubious about what can be done withouttraining, I will show you 2 minutes of the first /day/ of the deployment in the travel project, not a pilot (in juan catal.?) Here is a town 4500m above sea level. The children are getting laptops from the pres and the minister of ed.
[a boy travels the keyboard with his fingers, girls use hemouse to explore something unseen... ]
Pedro Santana Jimenez - These children... it serves to reduce the gap between thecities and the countryside... especially in marginal areias.
"look! photos, I see photos! look, there is the internet..." [visualizing sound with measure... taking photos... drawing, painting, writing.]
OB : thankyou very much.
Q & A session
From Mali - How do you choose countries for g1g1, will you let donors choose? nn - we chose 3 countries, from asia, africa, and this hemisphere last time; determined by poverty and enthusiastic head of state. we are also focusing on post conflict countries like afgh on top of what i just mentioned. in the new g1g1 we will find a way to let people designate...
D from Ethiopia - a question. This is a very grand scale and wonderful project. i was moved really by the whole pes. A brief question is - has this all been a gov initiative, or were you supported by other dev partners?
OB - In Peru, it has been a whole gov initiative. We spend more than that in books. So it seems large, but just the books they get in the machine would be more expensive to make out of paper. We are just re-orienting what we are already spending.
The children will hopefully be using the machines or 5 years. The cost is very low, and for other ages.
MB - we are not doing everything, we define and design things such as tech support, which are done by private co's at almost pro bono prices. they are doing this because of size and implication o the project.
ND - I have a question which someone has to answer. It is in the nature of government to want to control their own purchasing, so they will inevitably run a pilot and test study by the time 150 countries run pilot studies we will have missed the boat. How can we give it a global certification so that a pilot study run in peru or uruguay is /enough/ so that people say they don't need to run one, its been found to be working, rather than running pilots?
NN - It is one of our biggest problems. Pilots kill us in two regards. One is they take a lot of attention, and they are an excuse to do something small. [if people really insist on doing a pilot, I recommend they go to Intel. we need people with courage.]
NJ - they are done to cover civil servant backs in case something goes wrong. if they are covered by some sort of certification; unesco and crew -- fda approved, etc is approval you can use.
Mike from Afghanistan -- to the two successful pilot implementations : you have talked a lot about the whole ecosystem you have built up to indicate success. When I have been digging around to find more information to help support this... we need to share.
What are you guys going to do to facilitate better sharing of guidance to make this sort of ecosystem work?
NN - one thing is to have meetings such as this one, and to put more information on our website.
OB - [an aside] sometimes people say "give me more information so that I can better formulate my opposition". there was for instance a sticky keyboard problem mentioned online -- there were three related threads I could find online, two on peruvian noticeboards about what the government would do when this massive fault hits all laptops -- when it happened in 3 out of 160k machines.
MBr - the easiest way to share information is : to come and visit us. better to come spend time to visit schools and see the children, than to write papers it would not be serious to write an evaluation on things we have been doing for 3 or 4 months; it is not a qualified paper to publish, better to visit us. nn - one more question before lunch/?
Marisa? - Hola - (in Spanish,a comment rather than a question) In Uruguay the educational system has parents as a part of it. before children receive a machine, we work with parents in sharing responsibilities about machines. Controlling internet surfing and chat, to use the laptop in the family, and also we are working with parents on the machine for things in the family... not only before receiving them but continuously while having it.