Consider the power button. We only pay attention to it when at its push our devices do not come on, or when we hear a suspicious noise after pressing. The majority of the time, as long as our screen lights up or some machinery purrs, we forget about the power button. We just know where it is and what it is supposed to do when pushed.

Most power buttons are ordinary and forgettable. They are dull-coloured, unremarkable in texture and seldom give any feedback. We rely on some other external action to determine whether the button has worked. At best what you get is a click, a snap or a gentle push back from the resistance of a spring or some such mechanism.

Out first Kio Kit had a decent button. It was stainless steel, durable and had a ring of light that let you know what you were doing and what was happening. The LEDs would first light up for about three seconds to let you know the Kit was booting up. It would then pulse rapidly in yellow indicating the boot-up process was going on smoothly and ultimately settle into a gentle pulse, what we called a heartbeat.

The button responded to a gentle push, was pleasant to the touch and did what any ON button does. Another simple push was required to switch off the Kit. The lights would blink rapidly for about six seconds then the Kit would go off.

We thought we got it right until we received feedback. Feedback is an integral part of our work. How would we know our product works the way it was intended? Feedback one of the reasons we continually test and gather information, even if we will have to get stuck in the mud and cross rivers to do it.

There were challenges we could not have foreseen in the office. The lights were visible only in brightly-lit places, the information relayed by the tiny LED lamps was ambiguous to new users, there was no way to tell how long to keep the button pressed to bring on the Kit, and the button itself was small.

People with large fingers had trouble turning on the Kit. On placing one such finger on the power button, the full button, including the shielding was covered, necessitating use of such objects as pencils to push the button.

The Old Kio Kit Button Against a Twenty-Shilling Coin

A major issue brought about by these shortcomings was making users feel daft. A great product empowers a user. A mediocre one makes them feel weak, and no one likes to feel this way. The Kio Kit is a great product.

Because of this, a new button was required, one that took care of a major pain point: it had to be big enough to accommodate all finger sizes while at the same time enabling the users to see the feedback lights. The button chosen is more prominent and allows users to see what is going on with the Kit when they press it.

The New Kio Kit Button Against a Twenty-Shilling Coin

In this way, we saw a marked improvement in engagement with the Kio Kit. At first, it seems inconsequential. You just need the Kit or any other gadget ON. But, it is the little things that make a difference, like the oft-forgotten and neglected power button. Incorporating this kind of feedback is a great first step in tweaking the button to meet our users’ needs.

Possible improvements on the button would be to let users know when there is no charge on the BRCK by lighting up red and having it change colour as the charge gets replenished and depleted, much like a BRCK.

The year has started off with a bang here at BRCK! We have shipped Kio Kits to a school project in Tanzania, and just yesterday we spent  the day at the Kenya National Library in Thika Town. A big part of why we built the Kio Kit is to easily and cheaply augment already existing learning materials, books mainly, with up-to-date, relevant and engaging text, audio, and video content.

Our focus was mostly on the text part of the Kio Kit’s content, especially as we were in a quiet library setting with children reading books around us.  We have plans to add audio books to the Kio Kit so that book enthusiasts can listen to books as well as read them.  The Kio Kit can play audio and video using the in-kit earphones for each tablet, thus preventing a class (or library) from becoming chaotic when videos are being watched.  The reception was very encouraging and we are excited and look forward to working with more libraries, and schools, in the coming months!

Here are some photos from our excursion:

When we set out to build the Kio Kit, we were challenged by the opportunity to make a difference in education. Our passion for hardware and software, and the difference it could make in classrooms not only in Kenya, but  across Africa and other emerging economies drives us every day.

It goes without saying that we are super excited that we’ve shipped Kio Kits to Tanzania! We are looking forward to having a positive impact on student learning outcomes in Tanzania, and learning even more about how we can make the experience on the Kio Kit more useful.

A year ago, I coined a phrase that grounded my passion for human centered design and is the reason I wake up every morning. “Africa cannot afford un-contextualized design, the stakes are simply too high” never is this so true than in education.

One of the reasons I joined and love BRCK is because BRCK dares to go where others won’t. This week we’re in northern Kenya, a remote place with many challenges. Many don’t go to these extreme environments because of the geographical, social and economic constraints. However, we at BRCK hold a different point of view, that they matter and it makes both social and economic sense to design for the real Africa.

Mark Kamau taking quick notes as the teachers learn the Kio Kit

Tirrim Primary School is a good example. It is school in the desert, a long way up from Isiolo town, and has been the top primary school in testing in Marsabit County since 2008 sending their graduates to the most prestigious schools in the country. It is a charity school paid for by missionaries and has 620 pupils. Their dream, according to one of the teachers, is to become the “RVA (Erik’s former school) of the desert.” It is a lofty and worthy goal, especially considering people of Korr think on themselves as ‘Kenya B’ because of the sense of isolation and neglect of this desert folk feel from the rest of the country. Despite their limited access, these kids are expected to sit the same national exam and pitted against the same yardstick tablet wielding, smartphone trending students in Nairobi.

As a human centered designer with a passion for Africa, this is amazing territory. The Kio Kit sets out to answer a fundamental design question. ‘How can we convert any rural classroom into a digital classroom?’

In tackling this difficult challenge we made some assumption and learnt some lessons these are specific to this expedition.

1. CONTEXTUALIZED GUIDES

We set out to create guides for using the Kio Kit is English as it is the national language upon which all examinations are taken, but the role of local language in education, even when explaining technology is simply too effective to ignore. Today I observed a nuanced but interesting example. One teacher was trying to explain to a class of lower primary kids what the back button was on the tablet using conventional English and it took him a while to get them on board. Another said please click the “Khonjor” and all the students understood it immediately.

Some Rendille children on the Kio tablets

In the Rendille language Khonjor is a sickle, one the kids grow seeing their parents use for cutting plants. This shape allowed them to understand the reference as the blade points “back”. I also observed that even a few miles apart, the nuanced pronunciation of the same word meant the difference in understanding of things. While it is means more work, we have to contextualize the Kio Kit guides in localized videos.

2. COLLABORATIVE EXPERIENCES

With tablets, the idea is that students each get a tablet and are able to access content individually. In this construct, it is easy to diminish the importance of collaborative learning. The younger students are, the more they learn from observing and collaborating with each other. The content and games on the Kio Kit that we tested emphasized the need to have even more experiences in the Kio Kit that take advantage of this collaboration.

A teacher with the Kio tablet

2. AUTHORITY CHALLENGE

The typical construct of a normal Kenyan school is that the teacher has the authority, they dictate what happens in the classroom and assume leadership, responsibility and authority. The tablet presents a different paradigm because with the tablet in their hands, the students have more responsibility than listening and writing. They play a more active role in their own learning. Handling this shift is challenging to teachers and their usual classroom control skills don’t directly apply. We therefore need to invest more time on classroom management training with technology.

There are many more lessons we have learnt from technical centered challenges to human centered challenges that energize us as we ride back home to make the Kio Kit work even better. Most of all, interacting with people motivates us to want to do even better.

Yesterday, while staying with the Samburu near Kalama, I had the opportunity to ride into Archer’s Post with my new Samburu friend Mike. Mike has the distinction of being the seconds tallest Samburu and his size brings with it an equally warm disposition. We loaded in the Land Rover – with an old man from the village who just tagged along for a free ride to do his shopping – and headed across the sandy track that meanders some 20km back to the tarmac.

Tall Mike and myself with the village kids

As we bounced along I turned up the radio and Mr. Marley was singing about “One Love”. Mike asked me if I liked reggae, which I quickly confirmed. I asked him the same question and he said he did, particularly Alpha Blondy. I was shocked that he even knew who Alpha Blondy is and so I quickly switched to my Alpha collection. For those of you who don’t know Alpha Blondy – and it would seem that I have grossly underestimated his popularity – he is a reggae artist from Cote d’Ivoire. Having spent 4 years in Cote d’Ivoire for secondary school had given me a huge appreciation for Alpha Blondy and The Solar System. This was the local music of my youth and something that I and my friends hold dearly to as part of our heritage.

Here I was driving through a land that is completely unlike the terrain of West Africa listening the singing of ja man from a Mande tribe that is nothing like the Nilotic Samburu people who were hosting me. Their dress is different. Their customs are wildly different. Yet, here we were singing about political oppression as loud as we could to drown out the rumbling noise of the diesel engine. Mike starts to explain to me that the words of the song – which is partially sung in the Jula language – sound to him like they are talking about camels resting. He sings the lyrics and describes how he understands them in either Samburu or Swahili. Of course Alpha Blondy doesn’t sing about camels but Mike doesn’t care and it certainly won’t detract from his intense enjoyment of the music.

How is it that people from such differing backgrounds could so easily bond over the simple expression of ideas through music?

Music is not alone in providing such a practical cultural bridge. Technology has just as much potential to be a cultural equalizer. However, just like the mistranslated lyrics, technology is easily misunderstood as it transitions between cultures. A big part of our job at BRCK is to ensure that technology is well optimized to serve as an enabler for cultural exchange. We want to equip these children with the capacity and the skill set to be globally competitive. We are striving to use technology as a tool for enabling this realization. Some aspects of this task are easy – kids from every culture are captivated by animated lessons on handheld tablets. Others are far more difficult – getting the teacher to understand the distraction that comes from putting a long coveted gadget into the hands of students for the first time. We can’t just rework the equation to solve out the bad from the good – unfortunately it all comes in the same glossy, irresistible package.

Elders are elders

Our self-imposed mandate at BRCK is to be champions for culturally relevant technology. To invest ourselves in designing and building platforms and tools that transcend the boundaries of our differences to bring about a unity of purpose for educating children from every socioeconomic strata. This Expedition has been a powerful reminder of how essential the human-to-human connection is to make this happen. If we want to change the entire concept of digital education in the African classroom then we – and everyone else who has a similar objective – needs to spend us much time as possible in the dirty, dusty, sandy recesses of this continent to get to know the students and teachers and find the common grounds of understanding that enables us – as technologist – to build the bridges between our different (yet not so different) cultures.

Children at Kiltamany Primary school

On the road to Korr

Philip fords a sand river in an old BMW R80G/S

Peter shares his love of photography

Kio tablets in action

Kiltamany Primary School is your typical forgotten school. A 20km dusty path from Archer’s Post leads to a small village between Kalama, Samburu and Westgate conservancies. Most women make beaded necklaces and most of the men herd goats. The children giggle coyly when you speak to them, but, like children everywhere, they are curious and eager to learn. As we sat around the campfire last night, it dawned on me how much energy we draw as a team from our “inner child.” I’m thrilled we are working with children this Expedition.

When we arrived at the village yesterday evening, the women sang and danced to welcome us. We took many pictures of their warm and carefully rehearsed welcome. At one point, a woman pulled out her phone and took a picture of us. In that beautiful moment all our hearts soared!

Until 3 years ago, the women of Kiltamany village would walk 13km everyday to fetch water. The new solar powered borehole water tower now means they have a few extra hours in their day. 6 months ago, they starting using tablets and learning how to read, write, add, subtract and now multiply. I watch in wonder as a 50-year old lady learns the concept of division. She weaves her thin fingers between the 12 strands of a beautiful beaded necklace to show me 3 bundles of 4 strands each.

Wmalimu Elijah and his class

The Kio Kit charged in the school last night. This morning, the headteacher, Mr Elijah Njogu rang the bell and the children from surrounding villages began to trickle in. “December holidays” do not apply to Kiltamany. We ran 3 classes back to back today. It’s crucial to our design process to understand how exhausting it is to be in a hot, dusty classroom with excitable children all day. Our appreciation of the work of teachers grows every time we go to schools. The children, like all children, take little time to start using the tablets. The headteacher lead them through lessons in counting, nutrition and force. After watching the catchy Ubongo songs, the students remembered key concepts that would otherwise take several lessons to reiterate.

The Kio Kit in a school room

Two children on the Kio

The BRCK Kio Kit

As always, we notice challenges and strive to learn valuable lessons. The classroom where the Kio Kit charged was dusty and the lights of the Kit attracted many bugs; we wonder how many dead bugs we will find in the Kits in a few months, what damage they may do. A shy girl peered at us through the classroom window as her goats grazed nearby; we have come a long way, but still have some work to do to ensure every child has the opportunity to go to school.

The community has not asked anything of us. They express again and again how much they value education and what they dream of for their future. As we sat around the fire tonight eating goat with the elders of this community, we heard a vision for a community that desires equal access to education for all of their children – boys and girls. This cultural shift towards a future that would see a small girl from Kiltamany one day sit as Chief Justice or even President of Kenya is a harbinger of the future that we as BRCK Education are honored to play even a small role in realizing for our country.

Loading up the Kio Kits for our education expedition to Samburu

The trip from Nairobi went well, as you can expect when you’re on the best roads in Kenya. There was only one small problem with a fuel line on the tired out old 1981 R80G/S when we got to Archer’s Post. I’m not bitter at all that my much nicer 2007 Suzuki DR650 is constantly overlooked by everyone as they drool over the old Beemer. We fixed the fuel line by finding a local motorcycle mechanic and raiding his parts bin.

Fixing a fuel line on the 1981 BMW

Shortly after, we shunted off of the main road into the dirt and made our way past Kalama town. Kiltamany Primary School lies about 15km past Kalama, and is the education facility for 170 children. We rolled into the school as the sun was setting, to the singing of the women in the community and the elders waiting for us for initial introductions.

An unexpected outcome of the evening was that we were going to be shown how the women are learning. Sylvester, the younger Samburu man who was responsible for this program, explained that he had built this program to teach the older women and mothers in the community how to read and do basic maths in order for them to understand the value of it. This encourages them to send their girls to school for the full first 8 years of primary school, and possibly beyond.

What was encouraging to see was just how hungry for learning the women in the community were. Sylvester asked us to be the teachers for the evening, so Nivi took over the classroom and worked through some mathematics with the ladies.

The Kio Kit was brought from the vehicle and the ladies watched a video on counting and number placement in Kiswahili. It’s by one of our partners, Ubongo Kids, out of Tanzania. This is one of the great values of the digital education kit, and our content agnostic approach, since we can partner with specialists on education content from anywhere and help get distribution of their content to the far edges of the country.

The Kio Kit about to be introduced to Samburu women

We ended the night with the Samburu elders showing us a luga (dry riverbed) and leaving us to camp for the night. Most places don’t have great connectivity, but we’re getting fairly strong 3g reception here and are able to do posts like this fairly easily.

Day 2 is going to be spent with the children from the school. Focusing on training up the teachers on digital tools like the Kio Kit and making sure that they’re comfortable, then doing some classroom exercises with the students.

This morning finds us on the road north of Nairobi, heading to Samburu country in northern Kenya. [Actually, it finds us delayed by 2 hours as we troubleshoot a bit of the new education software, but that’s besides the point!]

Each year we do an expedition, last year we did a trip to Uganda testing around education. The year before that we went up to the shores of Lake Turkana. Here’s a video from our trip last year to South Africa overland:

Kenya to South Africa / Nairobi to Johannesburg from BRCK on Vimeo.

Samburu Schools

This year we’re going up to Samburu county to do two installations of our BRCK Education school system called the Kio Kit. This kit comes with 40 seven-inch tablets that are all wirelessly charged and the BRCK device acts as the brains of the network, loading content supplied by a number of different partners. All the info on the Kio Kit is in this video below.

We Introduce the Kio Kit from BRCK on Vimeo.

The trip north takes us to a school near Archer’s Post, and then a couple days later to one near Korr. Both of them are well off the road, but have been electrified by the Kenya government’s school electrification program. So, while we’re going with some extra solar kits, we’re expecting to be able to use the school’s power system.

On this trip is Mark (UX), Jeff (Design), Nivi (Education), Janet (Ops), Rufus (Customer Service) as well as Philip, myself, Juliana and Peter. It’s a full roster and we’re looking forward to having an adventurous road trip.

We’ll be posting on this trip for the next few days, so you can follow along here on our blog, on our Twitter account @BRCKnet and on our Instagram account @BRCKnet.

There’s a press release (which always seem boring to me, but have added it to the bottom of the page) about Nivi Mukherjee, the founder of eLimu and long-time iHub member, joining the BRCK team offically. I’ve had the pleasure of seeing her grow her company from nothing, getting out ahead of the curve to create a new way to learn, study and test for the big KCPE exam that every kid in Kenya takes in 8th grade. She’s fought and shown the scrappy leader that she is for 4 years, so when we started looking at BRCK Education more seriously six months ago, Nivi was the one I went to for help. While we know a lot about tech and hardware, she knows a lot about education, teachers and students. She also taught us new fancy words, such as “pedagogy“.

The past 4 months have seen us working closely together with the eLimu team on some great projects, and without her understanding of how the education system works we wouldn’t be where we are today.

Nivi is now the President of BRCK Education, a new business unit for us that focuses school-based solutions where the BRCK software and hardware can be used to make a real difference. We’ve seen this happening in Uganda, Tanzania and Kenya as more schools get started with tablets and computers. Nivi’s job will be to fulfill on this in our own backyard here in Kenya, and also to take it to the rest of Africa and the world.

More news on this front soon…!

Press Release

BRCK appoints its Education President
Nairobi, 4 August 2015 – BRCK, a local hardware and services technology company based in Nairobi, has announced the appointment of Nivi Mukherjee as the head of its newly created division, BRCK Education.
Ms Mukherjee will be charged with driving BRCK’s efforts to provide hardware and software solutions to enable online and offline learning.

Commenting on the appointment, BRCK Board Member and Ushahidi Executive Director Juliana Rotich said:
“We are delighted to welcome onboard Ms Mukherjee who has a wealth of knowledge and expertise to take over the Education division. Through this division, we aim to creatively and effectively deliver 21st century technology that will revolutionize the education sector and eventually take digital literacy in Kenya and in the African continent to the next level.”

Ms Mukherjee joins BRCK from eLimu, one of the most talked about EdTech innovations in Africa where she spearheaded the digitization of KCPE curriculum content for Kenyan upper primary students and the development of a literacy application in English and Kiswahili.

The new president is expected to leverage the BRCK, a pioneering connectivity device that is designed to work in environments where electricity and internet connections are problematic. The BRCK is a WiFi access point with an 8-hour battery-life and the ability to store up to 2 terabytes of educational content.

“I am excited to join this great team that has demonstrated its ability to innovate effectively for Africa. I am privileged to be able to leverage this game-changing device, which will enable instantaneous access for up to 40 devices, to promote digital access in education. What remains now is to curate localized and culturally relevant digital content that will improve the learning experience and outcomes for millions of students on the continent,” Ms Mukherjee said.

She reinforced BRCK’s user-driven commitment towards developing sustainable and interactive tools adding that the organization is keen and ready to partner with teachers, parents, students, like-minded organisations and government institutions in order to bring far-reaching changes in the way education is delivered.

Notes to Editors
About Nivi Mukherjee
Nivi is a social entrepreneur, technophile, community volunteer and 2014 East African Acumen Fellow. She is passionate about educational initiatives that foster development and fun. She has spoken as an expert on eLearning, the African tech scene and innovation at: TEDxStellenbosch, South By South West – Austin TX, Massachusetts Institute of Technology (MIT) Sloan Business Conference Africa Innovate as well as appearing on Al Jazeera, CNN, Euronews and being featured on BBC and The Economist. In her spare time, Nivi organizes cultural festivals, bakes, knits, runs half marathons, folds origami and plays Fusball.

About BRCK
BRCK is a connectivity device designed in Kenya to meet the demanding challenges of life and work in harsh environments where electricity is intermittent and the internet is spotty. BRCK works to alleviate these issues by delivering a redundant data connection combined with a reliable power source to ensure that nothing gets in the way of getting the information you need. BRCK can support up to 40 devices, has an 8-hour battery life when the power is out, and can jump from Ethernet, to WiFi, to 3G, to 4G seamlessly.

BRCK is the first company to pursue and deliver using entirely ground up design and engineering of consumer electronics in East Africa. The initial BRCK units started shipping in July of 2014 and by February of 2015, thousands of BRCKs had been sold in 54 countries around the world, in both developed and developing markets.

The company is a spin-off from the world acclaimed Ushahidi, a Kenyan technology company which builds open source software tools and which has received accolades for the impact that its creative and cutting-edge solutions are having around the world.

We’re receiving increased interest from Education focused organizations to use the BRCK to enable access to their content both online and offline.

One of the partners we’re working with is Studi Academy in Tanzania. Studi is passionate about changing how students in secondary schools in developing countries learn. They provide an online platform for students to engage with localized content adapted to local syllabus and language through educational animations & challenging quizzes, games to add fun and competitiveness and a structure that supports students to pass their critical exams.

Dar es Salaam city center

School “advertising” in Mbagala area, outside Dar es Salaam

One of the schools Studi is working with is St. Anthony’s school, a secondary school on the outskirts of Dar es Salaam. They are using BRCKs to connect their computer labs to the internet, and more importantly to Studi’s content. The Head of Computer labs, is responsible for ensuring students can access Studi content easily.

We visited the school to see their experience first hand. Their BRCKs  have been working great though the mobile signal is intermittent. We ran some tests and  recommended that they get a unidirectional antenna as they have a cell-tower quite close to where the computer labs are located.

BRCKs connected to mobile internet from SIM cards

We also visited Acacia Secondary School, 30km from Dar es Salaam. Their school is 8km from the main road, sitting on a beautiful 55 acre piece of land. Before they receive BRCKs from Studi, it was important for us to run some tests to see what the best use case for their students  would be. For internet connectivity, we suggested that in addition to BRCKs, they should get an amplifier and an omnidirectional antenna. We also recommended that they cache content locally on the BRCK, as it has expandable storage capacity, giving the students a better experience than if they were trying to interact with the content online.

Acacia School buildings are 8km from this entrance

With many insights gained on how we can support our partners working in remote educational institutions, we continue to be excited about the potential to provide hardware and software tools to enable online and offline learning.

Are you running an educational institution or making education focused investments ? Talk to us – [email protected]