The Birth of the Floating Classroom
So, as you might have been following over the years, through the Ragged Uni project I have been trying to find various ways of delivering free computer training in community situations where people have least access. To see the photos of the floating classroom scroll to the bottom. Meantime, I will try and provide some context as to how this has come together. My personal relationship with modern computers is one where I had to salvage computers from what other people discarded and learn to make them work with the minimum of money invested. It is amazing what gets thrown out; not only does the computer industry build in redundancy to the products pushing people to buy a whole new bundle every three years, but also people throw things out because they think the technology has become redundant.
Being in the low income bracket, this has suited me however only because people have trained me to take what others have thrown away and make it serve my purposes. Without the likes of knowledgeable people percieving that my life would become better if I could use a basic computer set up, and acting on this differential of opportunity in a pragmatic way, I would be no better off. Thus this is the practical ethos which infuses the way I have developed this digital access project. We have to work with what we have available rather than hopes and dreams, paying particular attention to the people all around us who have something to offer in terms of sharing their experience.
Everyday now, I bring to mind the very skills which I was taught so that I could take part in the opportunities that computers afford me, and by proxy of these I hold in mind a series of conversations with Jes and Ed, Kenny, Anthony, Scott, Graeme and numerous others.
Using the language which Prof Virginia Eubanks describes in her book ‘Digital Deadend’, we live in a time of ‘digital haves and digital havenots’; not all of them obvious. My interest is with enabling provision for those who havenot for a number of reasons. The start of trying to provide basic computer training began in Edinburgh where I established a good relationship with Graeme Sturrock who owns and runs Edinburgh Computer Repairs. I had asked him if he would be able to support the project by giving any computers to local projects. He said no problem, and gave ten desktop computers, monitors and mice for me to situate somewhere.
I then spoke to local projects, Adult Learning Project and the Forest Cafe, and asked if they would want some of the free equipment. This is where the complexities started to become apparent, and it was at this point that I started to understand why there is a lack of computer training in the community context. These projects declined to take the computer suite kindly offered and PAT tested. I thought logically, that if I could get working computers donated, there would be a fast uptake to house and use them – with free support offered. I was wrong.
The barriers to community projects accepting free computers were many, to my surprise:
- There is an issue with the way that computer equipment is contractually locked down in the contract that large firms (BT) offer meaning that community projects cannot change when needed.
- The computer set ups which are often encountered inside institutional spaces have a great amount of their functionality locked so that effective practical teaching cannot take place
- There is an issue with insuring the equipment without sinking the projects via added costs; there is an issue with taking on the responsibility of upkeep and maintenance
- There is an issue with PAT testing and the costs associated
- There is an issue with maintaining the software so that bloat does not make the hardware redundant
- There is an issue with getting the right expertise to tailor teaching to the individuals/groups without cost.
- Security and trust of the participants often conflict with each other; thus wareyness often closes down possible opportunities
All these problems give indicators as to why there is such a prominent digital divide in the UK population. As an opportunity, having basic computer skills represents increasingly something which we need to be versed with so that we can stay out of the realm of relative poverty. Many people who live in the lower ends of the economic spectrum have great computer skills, however, do not have access to the internet or the equipment they need to practice the skills they have developed. Again, ‘Digital Deadend’ comes as recommended reading should you be thinking about digital literacies in the times of 2016.
Weighing up the issues, and taking into consideration the constraints, the practical way to go had to be by taking the route of making all the equipment and circumstances to the community which needs it most. Then, at the end of the session, it can be packed down and taken away. After doing free ‘IT and Biscuits’ events at Central Library in Edinburgh each month during 2015, it helped gather together a sense of the computer issues which people wanted help with. Using a simple set up, it worked on an ad hoc basis, where people came along on a drop in basis to work through the issues they had. We also had tea, biscuits and conversation.
Simultaneously in 2015, I started to work with Glenn Liddall and his colleagues at People Know How. He had explained that he wanted to set up a new charity which deftly brought together needs and participants in what he (and his trustees) have called a Social Innovation Academy. Finding out more, I realised that this dynamic and reflective way of working with communities was badly needed. It occurred to me that his vision was to bring together community groups, students and volunteers, and open access learning materials to structure learning opportunities which had the outcome of bootstrapping each stakeholders aims. This was when Ragged University forged a partnership with People Know How. Not only had he the active listening skills, but also a wealth of experience to offer in realising project aims.
My suggestion was that we co-create a floating classroom which would mean that we could deliver valuable computer training in commonly accessible technologies. With the right mobile equipment we could go into community groups and centres tailoring the training to the needs which were situated and relevant. Particularly with the advent of technologies such as WordPress, Youtube, Mixcloud and Linux, the costs and barriers which established and birthing community projects face could be largely removed. Having learned to create websites over the last number of years for the Ragged University project, I knew how much help it could be to a community which wanted to let the world know where they are. Also, passing on the training I have had in finding the relevant information on the internet, or showing people how to self publish seemed to have equal value.
Working with Graeme Sturrock of Edinburgh Computer Repairs to upcycle laptops which were robust and capable, we arrived at a suite of Dell laptops – often cited for their resilience. Reducing down the costs of licensed software by choosing open source alternatives which have come to bloom – such as Open Office, GNU Image Manipulation Program, Mozilla Firefox, Avast Antivirus, etc – we could set up a standardised learning environment in which to instruct digital learning. The next problem was transport, as we needed a low cost solution to getting the right stuff (equipment), in the right place, at the right time, with the right people.
We spoke with Jason Murray of Hofbauer Protective Case Solutions about the possibility of custom making the right case for transporting all the equipment via public transport (lacking the considerable financial and environmental costs of a car etc). He worked with us to design a carbon fiber case capable of carrying all the equipment, keeping it safe on route, and also having longevity. He came up with the solution for us to pilot.
The final piece of the puzzle came together as we needed a reliable internet solution. Often institutional internet networks are slow, unreliable, and so constrained as to not allow many of the useful functions which are essential to practical teaching. To illustrate this, when visiting Newbattle Abbey College in 2013, I wanted to show the tutors there the work of Sugata Mitra; this internet search was barred due to a ‘porn blocker’ software. This is not unique to Newbattle Abbey College, and over the years I have repeatedly encountered accounts from people in very established universities telling me anecdotes of how they, as teachers, were expected to innovate in terms of teaching but were locked out of utilising the technology due to blanket ‘security’ policies. How many times I have heard that ‘Blackboard’ the proprietary software which is often used prevents many educators from educating.
The break came when EE developed – in my humble opinion – the first dependable mobile internet solution; the Osprey and its fellow devices. I have tried so many different mobile dongles and found them to be notoriously unreliable, extortionately expensive and vulnerable to all sorts of manipulations. When these devices came out I waited, read reviews, found people who had used them, and then asked a patron to support Ragged University by sponsoring the use of one. I was surprised when it worked so well. It enables up to 9 laptops to connect to the internet at 4G speeds. Finally we had the common technology solutions which could be brought together in a mobile configuration so that computer training could be done almost anywhere.
Here you can see a photodocumentary of the solutions brought together to produce a floating classroom:
If you are interested in trying out a workshop, please get in touch and we can arrange one without cost, and without the need for endless bureaucracies. As long as you are asking for a not for profit reason, we are happy to try and arrange a session with you.