The Cape Town Siyavula team was met with wintry weather in Durban as we touched down early on Friday morning. This did not dampen our spirits as we made our way to the Southern Sun North Beach Hotel to set up for the workshop. With a turnout of 21 AMESA teachers, we were A-for away and the workshop began.

As often happens when one has a set agenda, we veered off course straight away and got stuck into building topic trees, for assigned school Grades. Amidst much discussion the topic trees emerged, and it was then felt that a break for tea was well deserved. This was followed by an interesting talk by Prof Michael de Villiers of UKZN, who spoke about maths and symmetry in everyday life. As early evening approached, Mark initiated the introduction to uploading questions to the FullMarks website (agenda item 1!). He also demonstrated how to create equations using MathML, and how to take screenshots to upload diagrams.

This brought us to 19h10 which meant we had to hot foot it to uShaka for our dinner reservation at the Cargo Hold. There we spent an enjoyable evening getting to know one another and watching the fish and sharks swimming peacefully past us in the aquarium, as our 3 course meal was served. Despite our previous threats that the slow uploaders or those who misbehaved may end up being shark food, I am pleased to announce that everyone behaved themselves and so were spared this terrifying fate.

We were greeted by a beautiful summer’s day on Day Two, which began with a lovely breakfast buffet in the dining room of the hotel. The workshop then kicked off just after 09h00, with the goal for the day being to upload as many questions as possible.This had also been the goal from Day One which unfortunately was not realised, but we were determined to see success by the end of the afternoon. With a quick revision to start with, and internet voucher numbers entered, the teachers were ready to go.

The Siyavula team were on hand to provide tech support to the uploaders, especially as they attempted to use the maths editor on the FullMarks website. The maths editor is not particularly difficult to work with, it just takes a bit of practice to understand how to enter the data. It didn’t take long before everyone was getting the hang of things, and so the team agreed it was time to throw a spanner in the works and show the AMESA teachers a new system for uploading questions and answers!This was presented to them in the form of an OpenOffice template, which Mark promised was a very simple and far more efficient system to use. A fairly quick demonstration was given, which was greeted with exclamations of “why didn’t you show us this from the start?” and “this is so much easier than the other way!”. So much for being worried about confusing everyone further!

We had a very productive afternoon as the teachers’ confidence increased as they practiced using the OpenOffice template, and uploaded multiple questions and answers to the FullMarks website. As the sounds of success echoed around the room, another tea break was due and the chance to discuss our learnings amongst ourselves. It’s amazing what milktart and tea can do for conversation!

That was to be the final feeding and watering of the troops, and so once that was over Mark began the wrap up of the workshop weekend. Tasks were assigned to different teachers, and a discussion took place over what the next step would be. With tentative plans in place for the next workshop, everyone went their separate ways amidst smiles and hugs, and the Siyavula team was left feeling satisfied at the knowledge that was imparted and the progress that was made.

The Southern Sun North Beach Hotel provided a great venue for the workshop, despite the issues with holding an online workshop using internet vouchers. The vouchers had to be purchased in denominations of minutes to spend online, as opposed to MB or GB usage. It didn’t take long before vouchers were expiring and thus logging the users out of the FullMarks page, usually mid-upload; or if the page was left idle for too long, the same thing would happen. This hindered progress somewhat and caused frustration, especially as the uploading process is relatively painless and straightforward. However, the teachers were very patient, and understood that when they upload from a stable line, they will not have this problem.

Overall the Siyavula team had a great weekend of meeting new people, imparting knowledge, eating far too much delicious food, and most likely not getting enough sleep! Well done to everyone that attended and to the Siyavula team for organising this great event.

The Sunday Times newspaper commissioned a study of South African schools which they released this last weekend. There is a lot of information in the report and one could spend a lot of time unpacking it. The Sunday Times chose to highlight some things that would definitely lead to a fair amount of debate, some of the classic ones being:

• same-sex versus co-ed schools, and
• girls being smarter than boys.

I’m not really very interested in venturing down either of those paths at this time, or at any time for that matter.

The report is worth a couple of blog posts but I’d like to start by just focusing on one school that was mentioned. Mbilwi Secondary School was ranked in the survey as the top science school in the country. It is a school that I have never heard and, I am quite sure, many other people had never heard of. I haven’t done any additional research on Mbilwi … yet, but there are somethings that jump out at me from the report:

• Mbilwi has large classes, and
• students have to share study guides.

Why do those fact jump out? Large classes and a lack of resources are often cited reasons for poor preformance at schools. Reading a little further they point out just how large the classes are (pupil:teacher ratio of 56:1) and that the school attributes their success to:

• identifying weak learners at the beginning of matric and providing extra support 4 days a week right up until the final exams,
• extra tuition on Saturdays, and
• focusing on more than Grade 12 but working to help learners from Grade 8.

These are the reported statistics that allowed them to achieve the top spot (Matric 2008 numbers):

• 201 Matrics cadidates
• Pass rate 100%
• Univeristy entrance 93%
• 309 A symbols
• 80% passed Maths with more than 50%
• 75% passed Science with more 50%

My take-away from this is that a lot can be done with the right attitude. If the learners didn’t want to learn the extra tuition wouldn’t mean anything, if the teachers didn’t care but were forced to provide the extra tuition they’d not do a very good job. The fact that they do it, do it well and that it is well received tells me that everyone involved with Mbilwi has reaslised that the problem is not insurmountable and that hard work can pay off, if everyone does their best working together.

Another point I can’t help but mention,  EVEN THE NUMBER 1 science school in South Africa will benefit from having access to FHSST, Siyavula and OpenPress to solve their resources problems.

To help teachers get the most out of the the full library of Siyavula, Connexions, Free High School Science Texts (FHSST) and many other open textbooks, we want to see these resources printed as cost effectively as possible while still ensuring high print quality. We believe that by aggregating print orders we can do just that. We will facilitate this through an online print aggregation service that we are calling OpenPress.

Our vision for OpenPress is to provide a web-service for the aggregation of print orders, offering users the benefit of economies of scale achieved through collaborative purchasing. Our primary aim will be the dissemination of open educational resources (OERs). A cost-effective printing solution will add significant momentum to the adoption of OERs as well as incentivise the creation or release of further OERs and allow real classroom use which is a necessity for the iterative, collaborative development cycle of quality OERs.

OpenPress is beginning to take some real shape and we’ll start spreading the word about our first phase in the next 48 hours. Before we roll out the online service we will do a pilot run. This will be a full manual implementation of the process as a proof-of-concept. The second phase will be the development of the web-service that implements the process, informed by our learning from the manual process.

For the manual process we have selected the FHSST Grade 10 Mathematics book. The FHSST books and other open education resources have no authors’, editors’ or publishers’ royalties so we only need to worry about the cost of printing. Everybody knows the more of something you produce the cheaper it gets per unit and the same holds for printing. If we all put our individual orders together, everybody benefits from a better price. Our goal is to help everybody get the cheapest possible price by finding as many orders as possible and aggregating them together. To make it even more attractive we’ll place an order for the first 1000 books (R50,000) which we’ll donate to severely disadvantaged schools. This will guarantee a maximum price of R50 per book and every additional order will makes the price cheaper for everyone.

Details for the first pilot print run:

The process:

• We place the first order for 1000 Grade 10 FHSST Mathematics books with OpenPress
• All interested schools, organisations and individuals submit the number of books they are interested in to OpenPress at openpress@siyavula.org.za
• Submissions must reach us before the 15^th of November 2009 (Please note that this is merely an expression of interest and not binding. We will not hold you to it in any way)
• OpenPress finds the best possible price for the total order
• OpenPress contacts everyone who expressed an interest with an offer at their best price
• Parties wanting to commit to this print run completes a contract for the number of books they require
• OpenPress prints the books, followed by payment and collection.

Other titles:

We are accepting expressions of interest for any of the 6 FHSST Books, Mathematics Grade 10,11 and 12 as well as Physical Science Grade 10,11 and 12 as part of the manual process. However, we can only guarantee a maximum price of R50 on the Mathematics Grade 10 book to start.

As soon as the OpenPress site goes live we will make available the full list of open titles available for order. To date we have located literally 100s of titles that have been released under an OpenPress-friendly copyright license.

I’m writing this from the SAA lounge in Nairobi’s Jomo Kenyatta International Airport on my way to Kigali, Rwanda. It was worth the $20 to get into the lounge to watch the final 10 minutes of the Bloemfontein test match between the All Blacks and the, victorious, Springboks. I called it, Heinrich
Brussow was man of the match.  But before I get side-tracked, this post is actually about Rwanda (map).

I’m visiting Kigali for all of 48 hours to participate in a meeting involving, primarily, the Open Learning Exchange (OLE), OLE Rwanda, and
the Rwandan Ministry of Education. From my perspective, the meeting is about how they can most effectively use the content that Siyavula
has made available as part of their One Laptop Per Child (OLPC) initiatives. Truth be told, I knew very little about Rwanda, apart from
the horrific events that transpired 15 years ago, and wasn’t every excited about the trip.

Then I did a little research which has made me very very excited about the prospects for Rwanda. First I’d like to set the scene with
some of Rwanda’s vital statistics. The country has a population of just over 10 million people but is quite small (26 000 km²), making it the
most densely populated country in Africa. The perimeter of the country is 893km – for the South Africans that is less than a drive from Cape
Town to Kimberley. That’s the perimeter – the country is approximately 150km across at its widest point. So it’s a small country. 70% of the
country is literate, despite 60% living under the breadline ($1 per day).

So what is there to be excited about? Rwanda has committed itself to moving from a subsistence- to knowledge-based economy. So has South
Africa (at least moving from resource- to knowledge-based) but the thing that is exciting is they’re actually doing something about it
other than just making pronouncements.

Rwanda is committed to deploying fibre-optic infrastructure so that schools, universities, government offices and institutions have
direct access to fibre. Not only that, they’ve already laid more than 2000km (~2300km) of fibre! Now go back to my earlier comments
and think about what that really means given the size of Rwanda. If Rwanda put down a star-network of fibre emanating from Kigali then it would have 24 spokes with about 400km of fibre to spare, and each spoke would arrive at the border of the country less than 40km away from the adjacent spokes. You’d need to lay at most 20km of fibre to connect to a comprehensive backbone. I have no idea what their network actually looks like but no matter how you slice it, 2300km of fibre in a country that is 150km across is incredible.

The government intends to connect to the Seacom cable before the end of this year. If you have broadband in Rwanda in December this year, you may
have the best broadband in Africa! I’ll ask Steve Song to correct me on this one but you’d be MUCH better off than having broadband in South
Africa.

Just laying fibre doesn’t solve any of the countries problems but it opens up amazing opportunities for innovative solutions to solve those
problems. Fibre is the ultimate foundation for communications infrastructure. The Rwandan government teamed up with one of the most
wired countries in the world to roll out their fibre, Korea. Korean Telecom (KT) is doing a lot of the implementation.

Now all of sudden my meeting to discuss putting content on laptops in a Rwandan school is a lot more exciting. I’m starting to imagine all the things
I wish we could try in SA:

• a class of African school children that can actually stream video from open courseware sites or teacher tube
• run simulations online
• communicate with learners elsewhere in Rwanda and the world
• teachers video conferencing across the country forming lots of niche communities of practice
• extensive, rapid development and deployment of OERs ensuring content used in Rwanda is as up to date as possible
• effective use of national databases for learners and their assessments
• on-demand one-on-one tutoring for learners online
• learners really embracing content creation and their own creativity
• and so much more!

Thats a far from comprehensive list and each item requires a little more than just fibre but none of them works well without fibre, something else that Rwanda probably tops the density list for.

Just browse the projects they’ve got listed on the Rwanda Information Technology Authority – they’re embracing e-government, e-health (OpenMRS for example), etc. and I think that they will leap frog many other developing countries. The full benefits will still take years to appear, as the benefits of education for example always do, but I am convinced that if the Rwandan government sees this through, and embraces openness and innovation, then the sky is the limit not only for education but for the country as a whole!

Despite always being a proud South African, I’ll be forever jealous that SA has spent years suppressing our telecoms industry and hasn’t adopted a comprehensive broadband strategy like Rwanda. The silver lining is that at least we’ll have a shining example in a year or two of what is actually possible. Lets just hope Rwanda manage to pull it off.