Coding for Success

Chaos

As technopreneurs, we are quite used to living life on the edge and improv… Until we met the kids of CATCH Plus. Energetic. Loud. Rowdy. Tell-it-like-it-is. The CHILDREN AND TEENS COMMUNITY HUB PLUS (CATCH Plus) is a holistic activities programme for children from low-income families in Jalan Kukoh, under the Kreta Ayer-Kim Seng Constituency. At this multi-coloured estate with a “hanging” basketball court and wide, open space, it is not uncommon to find families averaging 5 and above in size cramped together in 1-2 room units of 26-45 sqm.

As parents toil over long work days, children often go unsupervised. The adult drama would often roll over into children’s lives as relationships soured, fights took place, employment statuses changed… As chaos emerged as a persistent theme in these children’s lives, it is unsurprising that plans are unheard of. In fact, many are pushed into rental housing due to “deteriorating family ties – divorce, abandonment or strained relationships” and stairwells lurking with drunks, drug abusers and loan sharks.

The challenge posed to us is then: How do we systematically, sustainably encourage these children to create with technology? How can we help them chart a better course forward, within constraints and given the particular challenges of their situation?

 

Scarcity

Just a 5-minute walk from Chinatown MRT, and “a few hundred metres away from the hustle and bustle along Singapore River and a street across high-end condominiums at Robertson Quay”, Jalan Kukoh has been called the “slum of Singapore” and is one of the poorest neighbourhoods in Singapore. People lead intensely claustrophobic lives due to big family sizes and may eat as little as a meal, or none, through the day.

Such scarcity wields a powerful influence over behaviour. When resources are scarce, people are more predisposed to compete than to cooperate; when there is little social contact between neighbours, people are more predisposed to be aloof than to adopt prosocial behaviours. This is a phenomenon that has been well-studied by Mullainathan (Robert C. Waggoner Professor of Economics at Harvard University) and Eldar Shafir (Tod professor of psychology and public affairs at Princeton) in the book “Scarcity: Why Having Too Little Means So Much (2013)”, presenting years of findings from the fields of psychology and economics and empirical research of their own:

That’s a phenomenon well-documented by psychologists: if the mind is focused on one thing, other abilities and skills—attention, self-control, and long-term planning—often suffer. Like a computer running multiple programs, Mullainathan and Shafir explain, our mental processors begin to slow down. We don’t lose any inherent capacities, just the ability to access the full complement ordinarily available for use.

But what’s most striking—and in some circles, controversial—about their work is not what they reveal about the effects of scarcity. It’s their assertion that scarcity affects anyone in its grip. Their argument: qualities often considered part of someone’s basic character—impulsive behaviour, poor performance in school, poor financial decisions—may, in fact, be the products of a pervasive feeling of scarcity. And when that feeling is constant, as it is for people mired in poverty, it captures and compromises the mind. (Source: http://harvardmagazine.com/2015/05/the-science-of-scarcity)

 

Fear

In this context, it is hardly surprising that there is an underlying current of pervasive fear. Fear of betrayal, fear of trying, fear of being ridiculed or laughed at. While most children may have parents, teachers and other adults pushing them on, urging them to keep trying if not telling them that they are the centre of the world, kids growing up in disadvantaged families enjoy no such cushion. Lack of supervision often means that they have to learn to take care of themselves and younger siblings from a young age, all while trying to grasp academic work that can oftentimes feel far-removed from their daily experiences.

This fear holds people back, and they dare not tread on to newer grounds that may provide more fertile pastures for their talents. In practical terms, this means that our coding classes are not just about technicalities and the mechanics of making an app, but getting these children to believe in their abilities to create as well. And why might coding classes for children from disadvantaged families be necessary rather than a luxury you ask?

 

Why Coding?

Research from OECD “found that richer teenagers were more likely to use the internet to search for information or to read news rather than to chat or play video games.” Computing costs have never been cheaper and information has never been more accessible, the critical bottleneck when it comes to unleashing digital opportunities for growth and innovation has been the missing analogue foundation of education and awareness.

In an age of fermenting populist fury at digital disruptions and widening inequality, the way forward cannot be a retreat to tribal enclaves but to forge a more inclusive globalisation and to enhance access to opportunities – and coding is a critical pillar of that since the ability to communicate with machines is the new literacy that is richly rewarded in our Information Age.

Technology, or rather the lack of effective use of it, is a source of much inequality. Without proper guidance, kids fall prey to games and entertainment when they could be making their own games instead. Hence, learning to code holds the key to closing up the gap of the digital divide.

 

Piloting Catch Plus Geeks

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A generous donation by Facebook and an introductory session on making virtual pets using Scratch for about 15 children later, we are ready to roll forward to more differentiated and smaller classes to cater to the children’s different interests.

Following this, primary school and secondary school children would have separate sessions from 3-4.30pm and 4.30-6pm on September 5,7 and 9 as we equip them with basics in Scratch and MIT App Inventor respectively. This would be done using a mix of unplugged activities, bomb defusal game (Keep Talking and Nobody Explodes) and guided tutorials so that these children build confidence in their own computational skills and gain basic proficiency in finding their own answers from the internet at the same time.

The sessions do not always run smoothly, of course – but we had our eyes on pushing the students toward the creation of mid-way showcase projects to further bolster their interests. To give every child the extra helping hand that they need, we enlisted the help of a team of NUS students.

 

Connecting Communities

These 20+ NUS students are part of an overseas community expedition group that is meant to deliver technology resources and programmes in a rural village in Guizhou at the end of the year. On September 15, they were brief about the children of CATCH Plus and had a crash course on Scratch before we deploy them to help tutor these kids one-to-one.

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Sep 15: NUS students were trained on how to use Scratch and engage CATCH Plus kids

11 of them volunteered on September 19 from 3-6pm, games were played and preparations were made to turn the children’s crazy ideas into projects for presentation on Children’s Day.

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The kids shared their ideas ranging from underwater worlds to witches in forests and get to work. Once everyone was done, we set off for games in the “hanging” open area.

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Sep 19: 11 NUS volunteers conducted games and tutored kids on Scratch, in preparation for their Children’s Day celebration

 

1 last tutorial session was held on 23 September (Friday) from 4.30-7.30pm and we are all ready for Children’s Day celebration on 7 October from 3pm-7pm!

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Laptops were lined up and all children were able to view and cast votes on their favourite project while neighbourhood boys busied themselves with setting up a Computer Science unplugged A-Maze-ing Coders activity.

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We saw the boys demonstrate remarkable spatial awareness and division of labour as they prepared the grounds for our activity. In the A-Maze-ing Coders activity, kids “programmed” their friends to navigate the maze with a standard set of commands that have to be executed in sequence; the difficulty level was turned up a notch with blindfolds as well to keep them challenged.

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The timekeeping team consists of centre staff Yu Chan, volunteers Alyson and Gracie and Ernie who basically made sure that the kids executed the commands correctly.

At the end of the day, children walked away with prizes, new gifts and plenty of fun!

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With so much going on in their lives, learning to code and experiment with computers is a safe space for these children to iterate and learn together. Such an interactive STEM experience that is very hands-on has the added advantage of providing an effective mean for engaging these children in learning too.

Moving forward, we expect the engagement with the children of Jalan Kukoh to continue through regular classes culminating in a hackathon and/or employment options at some point. Stay tuned! Please write to us at [email protected] if you are interested in working with us on this initiative.

Researched and edited by Ernie.

What made the girls stay back?

Women used to run the world, or at least the computing world. It remains a bit of curious history as to why they dropped off the radar – but that’s work for other people to do. Our job is to inspire and kickstart people’s interest in coding – and make it fun for them while they are at it!

Code for Communities (Nanyang Girls' High School, 20 July 2016) from Code for Asia Society on Vimeo.

A few weeks ago, I started preparing the material for a MIT App Inventor workshop at Nanyang Girls’ High (NYGH). My fear was that it would be too difficult to sustain the interest of a class of over 30 teenagers, and to pitch the workshop at an appropriate level. If the tutorial was too simple, they would be bored, and if it was too hard, they may be discouraged and give up altogether.

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The initial plan was to teach them how to make a simple pet simulation app, with a cat that makes a “meow” sound when it is tapped by the user. For the advanced students, they could go on to program the cat to tell their “fortune” by picking a random prediction from a list when the user types in a question.

I also wanted to teach a bit of Python, so that they could see how the same process of picking a prediction would look like in code. The user-friendly interface of the MIT App Inventor could be a stepping stone to understanding terms such as variables, data types, and lists.

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Imagine how pleasantly surprised I was to see that the girls did not simply follow the tutorial, but also came up with a variety of ways to personalise their app. One girl changed the cat picture to a photo of her favourite Korean star, and another changed the app to be able to “predict” your exam grade.

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The process of app creation was a novelty to most of them. They laughed, joked, and shared their whacky creations with their friends. Some of them went on to make even more challenging apps such as whack-a-mole by using the online resources from the App Inventor website.

One workshop participant, Claire, said that “what I enjoyed the most was the freedom to make anything you wanted ‘come alive’ in a sense and with the help of coding, this can be made into a possibility.”

Many expressed further interest in learning programming languages. Another girl, Jade, said that “I learnt that coding can be simple and enjoyable.”

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It reminded me of my first foray into coding at the start of this year, when I took an introductory course in Python. I had doubted my ability to pick up coding at first, but as the weeks went on, I found myself enjoying my assignments so much that I sacrificed sleep to complete all the extra credit. It is such a thrill to be able to test your own programs and not run into any errors, knowing you have created something that works.

As an educational tool, coding is a great creative outlet and a way to improve logical thinking and problem solving skills. In this age of automation, I am surprised that coding literacy is not an essential skill taught in schools. These Nanyang girls actually stayed back after their regular classes to learn how to code! I hope that they can continue to find supportive environments that allow them to explore their interests.

Digital Academy – Day 3

The final day was packed with entrepreneurial spirit, and the students got the chance to both challenge themselves, work in team, and present the ideas and solutions that they had worked on the previous days. Day three was a good mix of lessons, drama classes and pitching. The Students also got a chance to learn from experienced young entrepreneurs.

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Jackson started out the day with a lesson in entrepreneurship: What is the best way to sell a pen? The students learned about how important it is to sell a solution that others actually need! But entrepreneurship isn’t just about selling a product, the students were introduced to how important it is to actually have a market, viability and a good team!

After the lesson, the students got the opportunity to work on their pitching techniques. An important part is your performance on stage, and the students got the chance to try out different drama techniques to improve their presentations.
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Shortly after the students got to pitch their idea in front of everyone, but first it was time to learn from the experienced. A panel of entrepreneurs shared their experience as young entrepreneurs and what the journey had thought them so far. There was a lot of vice advice, and also some good life lessons!
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“If it is not working, admit that it is not working, and move on. But don’t give up on the vision that you started with!”

Finally, it was the students turn to present their work, and yes, we were impressed! In only three days the students had managed to create interesting and valuable ideas, worked with webpages and web design to present their products, and finally, in only two minutes, pitching the idea to an audience!

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We really hope that some of our entrepreneurial spirit inspired them, and maybe, one day, we will see them again as owners of their own business.

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All the teachers involved in this Digital Academy had a great time, and we want to thank everyone for joining us on this great journey!

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Digital Academy – Day 2

After an exciting first day we set of on the second day of the workshop. We were all eagered to learn more about Kuala Lumpur and the rich history of the city. We enjoyed a guided city tour, where we got to explore some of the famous sites and monuments. Our guide did a fantastic job teaching us about the country of Malaysia and the culture of Kuala Lumpur. We first had a stop at the world famous Petronas Towers. We got a great view to the towers, and a very good spot for pictures. After a photo session we moved on to a delicious chocolate factory, where we also got to taste the famous white coffee of Malaysia. Getting our caffeine fill for the day we got to explore the rest of the city like the national museum of Malaysia, and the King’s palace.

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After our tour we set of to the very impressive offices of MaGIC. They welcomed us to their offices and provided workspace for us, where we hosted the afternoon sessions. After a catered lunch we began the second part of our program. First we had a panel debate about entrepreneurship in Malaysia. We also got a very interesting talk about 3d printing, with a live demo.

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After this session we moved on to learn about websites. Ingrid and Mari gave a short lecture on how to build websites in WordPress, before letting the students try it out for them self. Although we encountered some minor WordPress issues we were able to get everyone working on a website. Having received a step-by-step guide by the lecturers the students got to work. They explored the various options in WordPress and had fun experimenting with different ideas and templates. All of the coaches helped out in the work session, making sure everyone got of to a good start. Seeing how none of them had any previous experience with creating webpages, we were amazed at the results. We also applaud their engagement to the task, and their passion for their work.

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After the work session we were ready for dinner. Some of the students were so engaged in their work that they forgot all about the food, but we made sure everyone was well fed. After a tour around their offices we called it a day, and headed back to our hotel for some rest before our last day of workshop.

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Digital Academy – Day 1

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Time: 11:15pm

Location: Ngee Ann Polytechnic in Singapore.

 

Where might we be going?

 

Why, to Kuala Lumpur for a 3-day Digital Marketing workshop, of course! Setting off with 87 product design students from Ngee Ann Polytechnic, Code for Asia collaborated with Tech Society and Xu Bo to pioneer the school’s first workshop abroad.

 

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Happy, cheery faces of organisers. Probably unaware of unforeseen challenges ahead.

 

A speedy coach took us from Singapore to Parkroyal, located in the heart of Kuala Lumpur, in just under 5 hours, and we hit the ground running. Luggages were lugged, quick showers were showered, power naps were nabbed, wifi hotspots were spotted then immediately utilised. A generous international breakfast buffet later – lady economies of scale smiles upon us for bringing a large crowd into the hotel – we were literally within minutes of beginning our first session.

 

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Early crew leaves early to set up equipments. 

 

The first day promised to be a challenging affair – we aimed to introduce the students to Digital Marketing. But what is Digital Marketing, really? From our own experience and research, we know the term digital to potentially be extremely ~vague~ for it encompasses so many things. And so how do you being to condense something that is so expansive?

 

Pedagogically, we opted instead to share basic, transferrable factoids of Digital Marketing: those of strategic content utilisation, compelling storytelling in content creation, and simple economic terms. We filled our examples with examples, both good and bad, with the hope that the bad may serve as lessons and the good as inspirations.

 

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From bus, to breakfast, to ballroom.

 

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Combating fatigue (very intensively) through physical games.

 

The students are young, passionate, and demographically the biggest consumers of digital marketing and social media. Beyond the workshop, beyond the gentle nudging of our workshop, we were certain that they could take charge of their own learning. We offered many interesting case studies of current and past examples of digital marketing, and pointed out how malleable, dynamic, and powerful it can be. It also does not take a pragmatist to note that digital marketing can come at almost no cost at all, with low barriers to entry – on social media platforms, we are all already marketers of our own lives! We ended day 1 on a simple and straightforward thought: effective digital marketing awaits us on our doorsteps.

 

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We made it to the end of Day 1!

 

Aside from food for the mind, we hoped to provide students with food for the body too! It is through the generous catering from The Westin – we held our workshop there on day 1 – that our meals may be taken care of.

 

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And what great job The Westin did!

 

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Tasty, tasty food for the body.

 

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Well fed, and most definitely also well seated.

 

The pioneer project is off to a promising start! And so everyone celebrated it in the best way they know how: by crashing into bed for well-deserved rest.

 

Stay tuned for updates from day 2!

What brought kids, parents and seniors out in Singapore?

While I was sharing our Guizhou project idea in Suzhou to a conference room of developers, working professionals, students and entrepreneurs, our awesome team members finished a marathon training for Michigan and NTU students at the Nanyang Technopreneurship Centre.

How I ended up speaking in Suzhou had to do with cost of living. Upon arriving in Shanghai from Guiyang, Gray and I decided that Shanghai was too expensive and we needed to collect ourselves together in Suzhou first. So off we went. And Suzhou rewarded us tremendously. :)

A Guizhou Story and Asset-Based Community Development from Code for Asia Society on Vimeo. (Please pretend that you did not notice the missing words.)

I texted Jin Jian at 8.30pm the night before (June 4) about how I’m more than happy to share about our Guizhou plans if they were still looking for speakers, he said to send slides over so I grabbed dinner, sent slides over at 1.30am and found myself addressing a conference room full of people at the XianJiaotong-Liverpool Conference Center on the 5th of June (and had dinner taken care of :D). What I love most of all about the entire experience was the friendliness and openness of the organisers and the attendees. Really awesome.

Then on 6 June, our team in Singapore spent the night in Nanyang Technopreneurship Center teaching Michigan and NTU students to prototype their ideas.

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It was part of an overnight (and so they had beanbags) entrepreneurship camp so the would-be entrepreneurs were exposed to an overview of programming languages, making a website in Wordpress and rapidly prototyping using MIT App Inventor… All in 6 hours!

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That same weekend, we “brought” kids, parents and seniors out to code using Scratch at the Jurong Regional Library. The participants learnt to make virtual pets on Scratch. So people across the generations are trying out “coding”… What other excuse do you (still) have?

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Thank you all for spending your time with us to build cool stuff together. :)

Everyone can and should code!

Field Report: Kuala Lumpur-Chengdu-Guizhou so far

It’s that time of the year to hit the road and see what people have been up to again!

Incidentally, this trip was also my first time in KL city centre despite having transited in its airport many times and I was instantly won over by Malaysian warmth. It’s that feeling where you know that you’ve always had this idyllic neighbour, but really all you remember about them are konfrontasi and 1MDB… So the friendliness and go-getting spirit of the people has provided further evidence for a pet theory of mine: the greater the degree of state involvement (or efficiency), the lesser the “role” of the citizen. i.e. in a nanny state people are more prone to complaining and waiting on authorities to solve problems for them than roll up their sleeves and do the work themselves.

Definitely not pointing any fingers here.

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Starting Up is Like Falling in Love

Rajesh from the Asian School of Business had a metaphor for entrepreneurship that I think is very worth considering: It is a lot like falling in love. You have no idea what the outcome would be but you take the risk anyway. You plunge in without a care nor concern for what you would or would not walk away with. It is a leap of faith into the unknown. It is rather like sailing across the ocean at night and you can see only as far as your eyes could show you from wherever you are, at that point in time. Remember Mark Zuckerberg’s earlier hopes for Facebook and what he has evolved into. Let’s also consider the Ramp Theory of Learning. I am very fond of the idea that we should hire on the basis of trajectory rather than current state. No one is an overnight success, ever. You go out of your comfort zone little by little, you stretch yourself a little everyday, and as your boundary of maximal capacity expands outward day by day, you complete the turn from zero to hero.

Of course, most of us are lost in the trough of misery, sorrow, sadness, ultimate sh*t from the things that life throws at you. Hence entrepreneurship is a leap of faith. You just trudge on into the unknown, without a care nor concern for what you would or would not walk away with. Profit is of course a very strong incentive, but with early-entrepreneurship we are often talking about potential profit which is almost as good as wishful thinking so passion is absolutely necessary to complete the equation, I think. The insistent willingness to suffer for something – such is the proper definition of passion, and not a stroll by the beach sipping cocktails in the sun.

The best things in life are free. The best things in life do not come easy.

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The Community Outreach team in MaGIC was very kind to show me around despite a university group that they had to entertain at the same time and then there was just 1 of me who ended up meeting close to 10 of their people?

The sprawling building aside, my favourite moment was actually just passing by a group of young people who were sitting around a desk, to our left was the co-working space and where they were sitting, there were pots of plants in the background and random mushrooms on the table itself. And they struck up a conversation. We talked about achieving complete self-sufficiency in MaGIC now that they can grow their own crops, and that perhaps the next step would be animal husbandry — to add on to their start-up work and for some reason, I just found this whole idea really, really awesome. I suspect that it’s the communality of it.

I may have heard about general Malaysian happiness and ran into the chill Malaysian overseas, but to see them where they are and how upbeat they are about it all – that does make me wonder about the things we lose along the way in our striving for ever greater efficiency.

So Southeast Asia is a 200 billion dollar digital opportunity… But seeing my Malaysian driver take out a dumb phone was the surest evidence to me that this digital gold would take some hardcore digging. Such hardcore digging would require would-be diggers to go deep into the natural habitats of the consumers that they would love to have and I wonder how many are prepared to actually really do that.

Onto Chengdu.

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I shared a little about the work we are looking to do in Sparrow Village, Guizhou in December and met Quiz from the local Google Developers Group who brought us dinner at this place where locals eat at and the food is way better than what was had at Chunxi Road previously.

Eat like the locals do wherever you go appears to be a good rule of thumb to follow generally.

I feel very fortunate to have met with Quiz and connected with Yasic and Jian Jin — people who are changing my impressions of Chinese developers — and is hugely anticipating the Chinese Free Code Camp (which I am helping to translate too :p).

I am very stubborn about China though it has broken my heart time and again because you just don’t ignore one quarter of the world’s population. Imagine if the education system of one quarter of the world’s population is built around problem-solving! Just imagine that for a second.

Then Guizhou.

A confluence of factors brought us to Guizhou. The initial inspiration was really this Guizhou kid I had run into in Chaozhou last summer. I cannot quite shake off that sense of loss? Regret? Even a little rage perhaps – at the knowledge of how her life circumstances has already circumscribed her possible options and opportunities after our little chat and that’s why we asked around for the right village to begin work in. Many steps and details have been left out of this process but my simple idea is that humanity is about to witness an age of unemployment of never before seen proportions and our best way out is to acquire the new literacy of code and collaborate with machines – and I want to do it in communities that are at the shortest end of the stick when it comes to tapping these opportunities. The community has to buy-in of course – and that is why Gray was sent to scout out around Guizhou previously, and this was going to be our second trip into said village.

Village Life Updates

I have heard about how bad this Chinese New Year was because migrants were getting laid off, but to hear it from Shengchao, to hear about how half of the village youths who were supposed to go work in coastal cities could not find jobs because the smaller factories had closed down and the bigger ones had automated really put things into perspective. The villagers rise with the sun, and rest when it sets, so we are talking constant labour that puts our daily grind to shame.

For construction in the village, the villagers carried bricks from where the truck dropped them off and walked to and fro, to and fro…

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When the cab driver we hired asked for 200 yuan to send us to Sparrow Village (the last public bus had already departed by 3pm) for a 39.2km journey, we bargained it down to 180 yuan. Once we started on the journey, I realised we scored ourselves a real bargain.

We had to “climb” over 3 mountains to get to Sparrow Village. On our way, we spotted people who were building up the road by working from the edge of the road, laying bricks down one by one with their bare hands, with no safety support whatsoever…

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See that tiny footpath? The village is located behind those trees.

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The Economics of Village Life

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The thing about having an occupation as a farmer is that you may make enough for self-sustenance but beyond that, you are hard pressed for currency.

So when the country opened up its economy in the 70s and allowed people to move out of their hukou places, the village saw its first wave of migrant labour from the likes of Shengchao’s uncle. Shengchao himself learnt to cook when he was 10, worked in Dongguan for 7-8 years and another 1 at Ningbo. Apparently his family is perhaps the most well-to-do in the entire village, complete with a toilet and hot water.

Villagers eat what they grow and with whatever surplus that they have, they try to sell. I find the pork to be especially tasty – in general I have found meat of animals that grew up eating household food rather than industry feed to be so much tastier. The youth group has been trying to engage with e-commerce but sending out 2 packets of tea costs 50 yuan (usually it’s 8-12 yuan and the parcel man picks up stuff from where you are at)…

The teacher is paid 1300-1500 yuan per month, and village head 2700-2900 yuan-ish. All of which translates to not a whole lot of money.

The village traces its origins back to war and retreat. Their ancestors had settled here for the defensibility and abundance of water and natural resources. In the modern world, such defensibility by virtue of being hard to reach would turn out to be a drag on the village economy.

The Village Cultural Life

Because all youths went out to work at some point, they have lost touch with traditional Miao songs and dance. There are about 5 girls who can do embroidery but it is very haphazard because there is no real reason to do so.

Achievement Unlocked: Photo-Op with a Living “田福叔-like” Official

So my mission was to pose for a photo with the village chief and party secretary basically. At professor Donaldson’s recommendation, we wanted to be absolutely sure that the villagers are open to what we want to do. After all, we are talking about converting an empty room into space for play and computers for the kids, amongst others. Indeed they have a spare room right next to the classroom that is just as big as the classroom and is currently used as a storeroom.

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But then they are going to have a village election this coming July so the guards are gonna change. But then knowing the general stability of Chinese villagers and having witnessed the influenced wielded by Shengchao’s family, I am not too worried about dramatic changes in this 300 years old village, if any.

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Most importantly, the kids! My selfish reason for caring a great deal about work in these communities is because I see myself in these kids, I think. Except that I have been so lucky. They have new, roaring red school shirts and it was very interesting to see them in a cheery frame compared to the previous photos I’ve seen of them from Gray.

This is what I have seen prior to making the trip myself:

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Now they look like this:

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(Or perhaps she just takes really bad photos)…

We happened to be in time for Children’s Day and I was not entirely planning for it but I ended up giving a mini-lesson on where Singapore is and “Twinkle Twinkle Little Star”…

Where is Singapore? from Code for Asia Society on Vimeo.

Correction: Guizhou is in the SOUTHWEST of China and not CENTRE.

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When the class started, the teacher spent a good deal of time combing the girls’ hair because their grandparents are too busy with farm work for that.

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So Gray gave her a little helping hand.

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Also the class was made up of kids aged 3-6 so it was obvious that the younger kids could not exactly speak Mandarin yet, but the gang of eldest little boys were very outspoken, daring the teachers to race them, etc.

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老鹰抓小鸡 Eagle Catches Chicks from Code for Asia Society on Vimeo.

For our brief lesson and games on the basketball court, they wrote us letters before we go and it was then that I realised that many of them are unable to even write out their own Chinese names correctly!

I will be really looking forward to seeing these kids again. :) Which means we can’t do any double-blind procedures in the name of research objectivity anymore… But it would be good to track key metrics to make sure that we are making a measurable impact on these villagers’ lives. My two cents is that the most meaningful way to make a difference in someone’s life is to help them secure gainful employment. Rather than charity, rather than grants, put them in good jobs. So we shall see about this. The growth of big data clusters in Guizhou is a very interesting development to keep an eye out for.

Hopes

I hope that they will not grow up only to be faced with a very limited set of life paths to follow, that they will not be saddled with debt only to complete a degree that is next to worthless in the job market, that they will not be edged out of competition simply because their families could not afford monthly F&B expenses to maintain relationships, …

Last but not least, did I mention that the sun rising over Sparrow Village is simply majestic? I actually walked away for a while because it seemed like the cloud will be covering the sun for a long time. Moments later, the sun had risen above the clouds. I feel like I learnt something in that instant. I learnt something about doing a little every time to make incremental advancements vs. keeping still.

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And there’ll be more to follow from the road! :)

How do you teach history in a communist country? (China, April 2016)

When we first started engaging Wang, a history teacher in Wen Hua Secondary School in Yunan (posted there as a Teaching Fellow from Teach for China) to do some Maker experiments (however you call it, actually), it was very open-ended. Deliberately so, because we think it’s important to be patient enough to let ideas grow out of people’s minds rather than prescribe Key Performance Indicators from the outset.

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In between, it came as a shock that lessons are taught by reading from textbooks, and that the most critical tasks expected of students are underlining and highlighting — yet one cannot begin to fault the people who participate in the grind, because the status quo is the inevitable result of standardised exams taken to their logical extremes.

The obstacles are many:

创客实验对于教育来说,应该是一种,以学生为中心,关注学生需求,基于学生的所学,所想,所听,所说,所看来设计教学活动的思维方法。我想,很多老师在课堂上,用视频也好,比赛也好,设计形形色色的课堂活动也好,与创客都有异曲同工之妙。其区别是,传统课堂可能还是难以改变“老师讲,学生听”的模式,并且是以知识优先,而不是学生优先。作为一名教师,以知识为基准讲课是十分容易的。而以学生为基准讲课则需要耗费更多的精力,倾注更多的心血,这是很多老师,尤其是教学多年已经产生疲倦感的老师不愿意去做的。即使是新来的学生,在他们的眼里也与旧学生无二。更何况,在有了一个非常完整的教学体系之后,人们是不愿意去做创新做突破的,而更喜欢循规蹈矩、按部就班。我想,这是创客难以在所有课堂推广的原因之一。

难点之二,是学科知识如何与科技相互结合。最开始让我做创客,我也是有些迷惑的。对我来说,历史是古人记录下的一连串故事,是书本上的“死气沉沉”人物,是重大的影响深远的意义作用,是要记要背的一个个知识点。如何结合科技?我不确定。设计一个历史故事宝库?做一款猜词游戏?这也只是我的空想而已。

难点之三,是同理心地图。听到,看到,似乎不难,难在他们的内心。和他们相处的时间越久,我越会明显地感受到与学生之间的差距,年龄上的,知识上的,眼界上的,家庭上的,我了解十三四岁的我自己,可是我有点难理解十三四岁的他们。

我也非常困惑,创客实验会给在短时间内学生带来多大的影响与改变,尤其是半年后我即将离开,这样的影响是否还能在学生之间传递下去。

我想,创客带给我的,更多是思考方式,而不是一个单纯的模板或套路。只有真正的学会换位思考,真正的去接触到学生的内心才能完成这一工作。

To translate (very loosely) from the above,

  1. It is most easy to read from the text and lecture for a teacher. To make a student the basis and the centre of the lesson requires far more attention and energy, and this is something that a lot of teachers (especially the jaded ones) are unwilling to invest in.
  2. The second difficulty is in making concrete domain knowledge and technology. How do you make history smart? To me, ancient history is a series of stories recorded by dead men, it is but “dead” characters in books; these are events of far-reaching significance and individual knowledge points, how can technology be integrated into this subject?
  3. Real gaps in terms of age, knowledge, perspective, background persists between myself and the students. I know who I was as a 13, 14 year old but I find it hard to understand these 13, 14 year olds.

Then Ernie sent Wang a link and posed the following questions:

… 反思一下中国教导历史的方法有哪些优劣点。以知识为基础讲课的目的是什么(对谁而言的目的)?有效地完成了这项目的吗?这些我们信手拈来的知识凭什么就是知识,为何不是其他的一些东西?历史课上保留或者对之沉默的东西告诉了我们什么?

What are some of the pros and cons of the way that history is taught in China? What are the aims (and for whom) of delivering lessons with such knowledge points as basis? Has it been effective? Why are these “knowledge” considered “knowledge”, and not something else? What does the retention or silence of history lessons on certain matters tell us?

To which Wang responded eloquently,

that it is perhaps the inevitable result of a system that selects talent on the basis of standardised exams, that this is the history that the powers that be want us to know of.

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Slightly more than a month later, Wang did a little activity to have students guess historical events. 1 would try to guess the keywords involved, while the rest use their vocabulary of historical knowledge and language to prompt. Of the 56 student groups in 7 classes, the best result was 9 right guesses obtained in 3 minutes and the worst was 1 group abstained.

Technology and making in our conventional understanding of such terms are not yet “fully” utilised, but don’t you just love how there is always a Chinese twist on things? We can’t wait to see what happens next.

Web Development and Marketing Design (Singapore, 27 February 2016)

Our Technology Consultant, Nitya and Head Coach of TechSociety Group, Melvin delivered a workshop teaching 16 university students from diverse faculties the following:

  • Setting own DNS records
  • Generating a SSH key
  • Building a Virtual Private Server on DigitalOcean
  • Deploying WordPress live!
  • WordPress plugins: Visual Composer and WooCommerce…

If that seems like plenty of stuff to pack in 3 hours, indeed it was!

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The event was organised by CIO Academy Asia supported by NetApp.