Inside UP

MultiPoint and the Simplicity of Sharing

jamesu1 — Wed, 25 Mar 2009 03:19:48 GMT

Sometimes the best ideas are the simplest ones.

In emerging market education, there has been so much energy and discussion spent on attempts to make computers affordable enough so that every kid can get their own computer. But for 99% of students in the world, is this ever going to happen in their lifetimes? Just do the math. There are 1.8 billion children in the world under the age of 15, and last year the OLPC shipped around 570,000 units, hitting .03% of this population. I am not trying to pick on our friends in Cambridge – I am a strong supporter of their work -- but countries like India have an annual education budget under $600 per student per year, and this includes feeding them lunch every day. There is simply not enough money in most parts of the world to get every kid their own computer.

What if we came up with low cost ways for children to share a computer within a classroom setting? This is the goal of Microsoft MultiPoint, a technology that enables multiple children to share a PC by providing each one with a computer mouse and a unique cursor visible from a single shared computer screen. MultiPoint includes a software development kit that enables programmers to build new applications that take advantage of this screen and mouse sharing capability. We often see MultiPoint used in classrooms where a PC is connected to a projector, and all of the children sit at their desks with a computer mouse and participate in a collaborative learning application or game.

To get a sense for this, we have a new video from the Philippines that shows MultiPoint in action. Educators see it as an immediate and cost effective way to scale the use of computers in a classroom setting in an environment of limited budgets. Check it out.

This is a technology that has been around for a couple of years but is starting to gain some new momentum through some creative partners of ours. In South Africa, we work with a company that manufactures the AstraLab “Compujector”, a combination PC and projector in a hardened and secure case that works really well for MultiPoint scenarios.

For developers, we have a new version of the MultiPoint SDK available this week. You can download the SDK and some technical whitepapers from the UP website. There is also a new video with Kentaro Toyama and the team demoing the SDK up on Channel 9.

But releasing an SDK and driving adoption are two different things. In order to kick start the development of MultiPoint applications, we created a MultiPoint contest as part of this year's Imagine Cup in Cairo later this summer. So far over 2,600 engineering students from around the world have registered for the contest, and we cannot wait to see the fruits of their labor as the Imagine Cup judging rounds begin next month.

In emerging markets, we often see people sharing assets in creative and sensible ways that we don’t always appreciate in countries like the United States. For most schools with limited budgets, it makes the most sense for children to share the small number of PCs found in the classroom. It is a simple idea that works.

Meanwhile, Back in the US, We Are Elevating America!

jamesu1 — Wed, 25 Feb 2009 08:21:35 GMT

China isn’t the only country during these troubled times that is looking for creative solutions for how to prepare its workforce for modern, technology-enabled jobs. At the US National Governor’s Association meeting this past Sunday in Washington DC, my colleague Pamela Passman (above) announced a new skills training program called Elevate America. You can find a transcript of Pamela’s remarks here along with the press release and a short video of Pamela announcing the program here.

Among other things, the new program provides one million free training vouchers for Americans to learn new technology skills. It is a big deal and will be coordinated in partnership with state governments, and so far the states of Washington, New York, and Florida have signed up to participate.

Key components of the program include:

Expanded access to basic technology literacy and skills training
Basic-level information technology training resources through Microsoft Unlimited Potential and Digital Literacy curricula
Intermediate technology skills training courses, online and instructor-led, plus selected certification exams
Vouchers for eLearning course collections offered by Microsoft
Vouchers for certification exams leading to Microsoft business certification
Grants of cash and software to community partners to build in-classroom training capacity
Discounted membership rates for institutions participating in the Microsoft IT Academy program
Access to a new Web portal that will help guide individuals to training and resources that position them for success in the economy today, and tomorrow

So much of our energy with Unlimited Potential is focused on people in emerging markets that it is easy to overlook the fact that there are people in developed market countries who are underserved by technology as well. Our themes of transforming education, local innovation, and enabling jobs and opportunity are as relevant in the US and Europe as they are in the rest of the world.

iCafés in China

jamesu1 — Wed, 25 Feb 2009 03:01:08 GMT

I spent the last week in China learning more about Internet Cafés (or iCafés) , which are becoming a key area of focus for the Unlimited Potential Group. This is part of our “shared access”strategy, where we are developing solutions for computers that are shared by a large number of people throughout the course of a day.

In emerging market countries, iCafés are a big deal. According to a recent report published by Euromonitor, 300 million people in emerging markets will be regularly using iCafés by 2010. That’s 5% of the world’s total population. In India and China, iCafés account for up to 40% of all Internet traffic.

And compared to the rest of the world, iCafés in China are huge, averaging over 100 PCs per facility. Some iCafés in Beijing can have as many as 350 PCs and are tricked out with fancy leather chairs and cordoned off “VIP zones” with large monitors and extra network bandwidth.

So I was pretty excited when I wandered into my first Chinese Internet café last Tuesday, located on the first floor of an office building right next to an electronics mall. It was a dark, low-ceilinged room with row after row of young men hunched over in front of flat panel monitors.

And what were they all doing there?

Playing World of Warcraft. Shooting at things. Winning at Mahjong. Some were watching movies. A few were surfing the web. But most were playing games. With great intensity. Many of the gamers were there with groups of friends and were playing together.

There is an interesting ecosystem that has built up over the last few years to support them. iCafé PCs in China have sophisticated game launcher software with up to 500 titles and are supported by a web service infrastructure that includes a Windows Update-like service to ensure that the games have the latest patches and bug fixes. Usage is closely monitored by the government, and your ID card is recorded before you can begin an iCafé session.

100 million people in China use iCafés on a regular basis. So this raises an interesting question for us: why on earth is the Unlimited Potential Group interested in this space, and how could any of our work here help us advance in our mission for enabling social and economic opportunity for people underserved by technology? Do we create a better gaming experience for the kids who hang out in Internet cafes? Build some better World of Warcraft add-on module tracking software?

In other words, by focusing on iCafés, are we really being true to our mission?

At first glance, the answer is obviously no. We are not going into the social and economic opportunity gaming business. But PCs are amazing tools that can be used for a lot more than just watching movies or gunning down imaginary dragons. They can be used for things like skills training and education. And that is where our strategy becomes interesting.

The government in China is really worried about unemployment right now. As my Microsoft colleague in China Nigel Burton likes to point out, the largest migration in the history of the world has occurred in China over the last 20 years, where 400 million people have moved from the countryside into cities (mostly in the eastern part of the country) to work primarily in manufacturing and construction. And as the global recession continues to prolong, more and more Chinese workers in manufacturing are losing their jobs.

So the government in China sees iCafés as a potential asset to help assist in the retraining of their workforce and are turning to companies like Microsoft for software and training programs to help with this effort. We have an iCafé eLearning pilot underway in one province in China right now, and are looking at ways to expand it to support more people.

But there are challenges we face in helping turn iCafés into a productive tool for society. Culturally, they are not viewed as friendly places where, for example, parents would want their daughters to go to learn how to use spreadsheets or other business software. We also need to create incentives for iCafé owners to support this training scenario. But our early experience from the pilot in China and from pilots in other parts of the world indicates that this idea of using iCafés as a workforce development tool has merit, and we are looking forward seeing how we can expand this idea more broadly.

Gladys!

jamesu1 — Mon, 09 Feb 2009 23:14:32 GMT

Gladys Kenfack is a pretty remarkable person. She works on the UPG team where she owns our strategy for web and digital marketing. She owns more than just the strategy because she does the actual work as well. She grew up in Cameroon, went to college in the US, and then worked as a software test engineer here at Microsoft for 5 years before joining the UPG marketing team this past fall.

Her personal story is so interesting that Marie Claire magazine is running a profile on her this month. You can read it here. They compare her with women who went on to become, among other things, race car drivers and novelists. Gladys’ passion is the social enterprise, and she does a great job combining her marketing skills, her technical skills, and her family background from Africa to help keep us honest here in Redmond. It’s one thing to talk about building technology that is relevant in emerging markets, Gladys simply knows what can and cannot work. We are very lucky to have her on the team.

“Phone First” in Boston

jamesu1 — Sun, 25 Jan 2009 05:41:58 GMT

Last month I had the opportunity to attend NextLab 2008: Designing Mobile Technologies for the Next Billion Users. It was a one-day conference at the MIT Media Lab involving projects from an interdisciplinary class there focused on how to apply cell phone technology to help create social and economic opportunity for poor people throughout the world. In UPG, we call these “phone first” applications, and it is an area of keen interest to us. I was invited by Sandy Pentland, one of the faculty advisors of this class; he also works with the Next Billion Network at MIT.

There were seven projects showcased at the conference, ranging from supply chain distribution to healthcare to the seemingly-ubiquitous “use a phone to help a farmer get crop prices” scenario. All of these projects featured a combination of the creativity and energy of students paired with the real-world requirements of an NGO. The projects were conceived and designed in the fall and are going into pilot in the spring. You can learn more about the class here.

My favorite project is the “Boston Baby Blog”, an application where health care workers use an SMS based notification network to share baby care information with low income families who don’t necessarily surf websites on PCs but who definitely use text messaging. It’s the sort of application we talk about deploying in places like Africa, except it is being deployed right here in the US! Rashni Melgiri, a second year student at Sloan, explains the project:

Another project called MoCa involves the use of cell phones as a diagnostic tool to extend the reach of doctors and nurses well beyond a single medical clinic. Here is Clark Freifeld explaining how it works:

As part of the class, each team of students had to create a video explaining their project. I’ve embedded a link to each project along with a brief description of each as well. Most of these are just now entering field trials, and it is too early to determine the long term impact they will have. But if you are interested in ICT4D, and in particular the use of cells phones in this field, then you will be hard pressed to find a better collection of scenarios that demonstrate the promise that phone-based applications can have as a tool for advancing social and economic opportunity.

M-Commerce
This project involves an application that enables a small store or reseller in a village in India to use a cell-phone to reorder commonly stocked goods from a wholesaler or distributor. It consists of a little database on the phone and an SMS fulfillment system.

Final Video from Kady Buchanan on Vimeo.

MoCA
”Mobile Care” is an application that enables field medical workers to record symptoms on a phone using forms, voice annotation, and photos, and then submit them to a health clinic for a nurse or physician to review. It is similar to a project UPG piloted with midwives in Uganda.

Final Video from Elliot Higger on Vimeo.

Fighting Farmers
This is an agricultural extension application being tested in Zacatecas, Mexico. It enables farmers to upload crop pricing data in order to access a database of historical and local pricing information and trends.

Final Video from Paul Moore on Vimeo.

NextMap
This is an application that lets people use an SMS message to report a locally occurring incident, and the report is then uploaded to a server where it mapped. Key scenarios for this include disaster response (e.g., “the people upriver are reporting flooding!”) or the tracking of environmental incidents. This project is similar to Project Butterfly from the students in Indonesia who won the Image Cup UP award last summer. And parts of NextMap run on Windows Mobile!

Disaster Management and Innovgreen Overview from Disaster Management on Vimeo.

Fellows Forum
This is a web and SMS-based social network for college students who have received grants from the Telmex foundation. Almost all of these students are poor and from developing countries, and the application gives them a way to connect with each other.

Final Video from Julianne Palazzo on Vimeo.

Multi-Level Marketing
This is a microfinance application in Ecuador that uses SMS as a networking and customer acquisition tool in a loan application process.

Get New Money Demo Video from Josh Kirchmer on Vimeo.

The Boston Baby Blog
My favorite application at the show involved a solution targeting a problem right here in Boston Mass. The Boston Baby blog is an SMS texting service that enables the city to communicate information around important parenting and healthcare milestones to low income parents of newborn children. They observed that many low income parents in Boston didn’t have computers or visit websites, but they all seemed to have cell phones and use text messaging. It’s a great example of a phone first scenario right here in our country.

Baby Blog Final from Javier Smith on Vimeo.

Paul Polak and the Art of Listening

jamesu1 — Thu, 20 Nov 2008 01:56:52 GMT

Paul Polak is a hero of mine.

He created a nonprofit organization called International Development Enterprises (IDE) and spent 25 years there developing creative ways to make poor people in Asia and Africa less poor. His specialty is developing sustainable tools that rural farmers earning $2/day actually buy in order to increase the amount of cash they generate; his approach is to spend an intensive amount of time in the field listening to these types of farmers in order to truly understand what they need; and his results have been amazing. His organization developed and marketed something called a treadle pump, a low cost human-powered $25 pump that made it easier for subsistence farmers to grow lucrative off-season vegetables by simply tapping into the water table that lay 15 feet beneath their feet. IDE has sold over 2 million of these pumps to some of the poorest people in the world, and almost all of them achieved a payback on their investment in a matter months, lifting their families from $2/day to $5/day in the process. What’s cool about Paul’s approach is that he didn’t just invent a pump, he created a complete ecosystem of local manufacturers, distributers, and marketers that figured out everything they needed to do in order to connect with local people and sell a product on local terms that could transform the lives of poor people. IDE is now a 500 person organization chugging along on its mission of helping the rural poor.

Paul’s Book, Out of Poverty, is required reading for anyone working in the International Development or ICT4D spaces because it lays out a fact-based model for managing projects that achieve their desired impact. Heck, it should be required reading for anyone in business because, well, it lays out a fact-based model for managing projects that achieve their desired impact.

Paul visited the Microsoft campus on Monday and gave a talk about his work. So what does a 75 year-old ex-psychologist, businessman, NGO-founder, and author do as a next step in his life? Why, start two new companies, of course! One of them is the design firm D-Rev that helps multinationals in designing products for poor people. The other is a firm that is developing its own products to take to market. The photo above shows Paul describing the concept behind one of his new company’s products in the speech he gave on Monday.

During his talk, he described his “Don’t Bother Trilogy” of rules that you absolutely need to do in creating a business case for a product targeting people living at the bottom of the pyramid. He calls them this particular name because if you don’t do them, then don’t bother proposing the project to him.

Go out and talk to at least 25 poor people in your target market, and spend at least four hours with each of them in order to truly understand what they need
Create a pricing and costing model where the poor people buying your product can achieve a positive return on their investment within three months of purchase
Select an idea with an addressable market of at least one million units

Clearly, the most important tool in his toolbox, the one he places the most value in, is the art of listening. Paul estimates that during his time at IDE he conducted 3,000 of these 4 hour interviews with farmers and their families in their homes and in their fields throughout the world. He actually videotaped most of these interviews and still has the tapes if any aspiring documentary film makers out there are looking for a new and interesting project.

After his speech on Monday, I had the chance to sit down with Paul and among other things discuss with him the art of listening within the context of developing new products. Here is a quick video where he describes how he went into the hills of Vietnam looking to sell drip irrigation systems but wound up getting into the pig business.

From his perspective, it comes down to making a human connection in a fact-based conversation that focuses on the outcomes that matter. For $2/day consumers, that outcome is increasing income.

So what does all of this have to do with Microsoft? Well here in the Unlimited Potential Group, we are trying to build technology products that target the specific needs of consumers in emerging market countries. We have to put ourselves in the shoes of the people we are trying to reach, and I have to tell you it is a really hard thing to do, especially from Redmond. Sure we have local employees and local partners who help us understand emerging market requirements, our research and user experience teams do various types of behavioral and ethnographic studies, and our product managers spend a lot of time on the road interviewing people and evaluating our various technology incubation trials (while taking lots of pictures and videos in the process.) Shown here is my colleague Alberto Martinez, who was with me in India 10 days ago when we were doing some consumer research there.

But it’s hard enough to get customer requirements right for products being launched in the US; getting them right from the US for products designed for customers in India and China adds a degree a difficulty that reminds me of the line from Ginger Rogers, where she said she had to do the same dancing Fred Astaire did, except she had to do it backwards while wearing high heels.

So it can be done, and Paul is helping us, oftentimes in ways that we didn’t initially expect. No, he is not teaching us how to dance backwards, but last summer he was a judge in the Imagine Cup Rural Innovation Awards and participated on the panel that gave the first prize to the kids from Indonesia and their Project Butterfly submission. After the contest, he gave us feedback that he didn’t see enough evidence of students actually listening to their target customers in the process of designing their submissions, so for this year’s UP award at Imagine Cup we are making a formal requirement that the submissions adopt Guidelines for User Centric Design and document the number and types of conversations they’ve had with their target customers.

(By the way, the entire 2009 Imagine Cup is organized around the UN Millennium Development Goals, which means 200,000+ college students around the world will be applying their energy and creativity in a competition addressing the world’s most important social and economic problems! It is an amazing idea and will occupy a big chunk of my 2009.)

Anyway, for marketers and product developers, doing a good job at the art of listening can make the difference between writing an interesting trip report and delivering a product that achieves real impact with measurable outcomes in a completely different part of the world. And this week many of us here at Microsoft had the chance to meet face-to-face with someone who demonstrates on a consistent basis that it can be done. So it was a really good week.

And Paul, I listened. :-)

Innovative Teachers, This Time in Hong Kong

jamesu1 — Fri, 07 Nov 2008 08:33:15 GMT

It’s time again for Microsoft’s Innovative Teacher’s Forum (ITF), an annual event where we celebrate the 100 or so coolest teachers from around the world, all who are doing great things in terms of integrating technology into their classrooms. This year the event is taking place in Hong Kong. You can learn more about ITF here, including a list of the conference winners. But in my opinion they are all winners.

I attended last year’s event in Helsinki, and thought it was the best Microsoft show I’ve been to in a long time. I am in India this week doing consumer research and cannot be in Hong Kong, but my colleague Andy Woolnaugh has provided me an update on what is going at this year’s conference.

What is especially cool about the examples I am highlighting is that they all use a combination of PCs and cell phones to deliver a great learning experience regardless of where the students are located. These are exactly the sort of scenarios that Ray Ozzie and team discussed at the PDC last month, sort of a “Life Without Walls” but it is taking place in classrooms today.

In Northern Ireland, Tom Fitzsimmons and Ciaran McLaren have developed a project to teach vocational engineering to students entirely using online channels and tools that the students use themselves in everyday life. The project is also being shared with schools in Wales, Scotland, England, Germany and Austria. The students design formula one car models, and then use video conferencing, live webcasts and other online communications to speak to Silverstone Formula 1 engineers and Royal Air Force aerodynamics experts to discuss their designs, learn new techniques, refine their projects and get first hand training from the experts. The aim is for students to build and race their model cars. Lesson materials are entirely online, hosted on websites, and students can download workshops as video onto PDAs and smartphones, or onto MP3 and MP4 devices as podcasts so they can listen outside of school. (Live Mesh anyone?)Therefore physical lessons are more interactive and are used to collaborate with each other or external experts helping with their projects. Learning and attendance rates at school have improved and, in an area of relatively high unemployment, the children learning important vocational skills. AND they get to play with race cars!

In New Zealand, Nathan Kerr, an Onehunga High School geography teacher discussed a project that allows him to deliver teaching material to students via their cell phones. I like this project because it is an example where the students taught the teacher about new ways to apply technology to the learning process.

“What happens is that students go on field trips and collect digital images using camcorders or their cell phones. I supervise what they need to take images of so it’s relevant to what they need to know for their end of year exams. When we get back to school the images are collected and stored on a shared drive and I get them to make movies of their field trip. The data is then compressed and transferred to their cell phones through Bluetooth or USB. Their cell phones essentially become notebooks that can take up to 100 little narrated movies on them,” he says.

Kerr says a lot of credit for the mLearning tool needs to go to his students, who raised the idea in the first instance when they heard cell phones could store computer files. Since then they have played an active role in the project, giving Kerr feedback and passing on their extensive knowledge of cell phone and communications technology to Kerr, who admits he was largely in the dark on such matters before he took on the project. While he says the technology to create his mobile learning tool has been around for the better part of a decade, it was his students’ familiarity with such technology that made the project possible.

“This project was completely student-driven. I just mapped out the process for transferring the data and they would look at it and critique it – it was like being graded – and I’d go away and tinker with it a bit more and they’d have another look at it. We’ve now refined it to a point where it’s at a stage where the process is very simple,” he says.

Kerr says the development of the mLearning tool has had a noticeable effect on his students. Not only have they developed an enthusiastic interest in the technological side of the project, they have also become keenly interested in the teaching material itself. He says that before the project, pass rates were at the 50-60% mark. Now they are 80-90%.

“Technology is about teaching students on their terms. Not only do they work harder, smarter and faster, the results are better.”

“They’ve really been getting into the technology and the geography. They seem to be absolutely fascinated with the idea that they can carry around their lessons or projects in a little phone and view their movies any time they want,” he says.

“And, because they can download anyone’s clip, they have been critiquing each other’s material without my prompting. I’ve come across a few lively debates and it’s really exciting to see them getting so involved in the topic.”

Finally, Sarietjie Musgrave is from Bloemfontein, South Africa and is running a project with her students who are using a mixture of desktop and mobile applications to offer help to people in the local community with disabilities, and also to spread awareness of how the community can help people with disabilities. She thought it was important for the children not only to develop theoretical solutions to help the disabled community, but that those solutions had to be practicable, and unique to the person they were helping. So from one project, around 60 mini-projects evolved. For example, one of her students used Clicker to help Julius, who could not speak or use a mouse, to click on his preferences to communicate what he would like to do – and in Afrikaans. Another student wrote an application to help a disabled girl in a rural farm to learn basic shapes and colors in her home. The students were able to develop animations to send to mobile phones to the local community to help raise awareness of their work and the disabled agenda.

These projects used PCs and phones in a way that demonstrates how technology still has the potential to transform lives in new and innovative ways. This video where Sarietje describes her students’ work is one of the coolest things I have ever seen. I am serious. Check it out:

A Little Zippier

jamesu1 — Sat, 25 Oct 2008 00:17:40 GMT

Last week we loaned an OLPC XO laptop running Windows to Ina Fried at CNET, and today she posted an article, short video, and some photos about her experience with the computer. You should definitely check it out.

I have to say, at Microsoft we are pretty happy with where we are at on this project. A year ago there were a lot of people in the industry who were saying that Windows was too bloated to run on the XO, and in the spring we were actually accused of doctoring images of the XO running Windows as a way to demonstrate our progress.

Yet here we are today, going into pilot projects in partnership with the OLPC in countries like Peru while at the same time getting these cool computers now running Windows into the hands of journalists like Ina, whose initial reaction to Windows on the XO was that it was “a little zippier” than what she was expecting.

We like zippier.

As part of her evaluation, Ina enlisted the help of an 8 year old girl named Ella who tested an XO machine running Windows along with an XO machine running Linux/Sugar. Ella’s verdict was that the Windows machine was “a little bit easier to use” but if she had a choice she would take the Linux machine home because she liked the games and thought it was “funner.”

This really doesn’t come as a surprise to me, because the first time I played with some of the games that come with the XO’s Sugar user interface, like the speech synthesizer, I wanted to take the computer home to play with it as well.

And it turns out that a LOT of people in around the world like “funner”. Here in Microsoft’s Unlimited Potential Group, we just completed a comprehensive study of PC usage in 8 emerging market countries ranging from Nigeria to Indonesia, and across the board the #1 usage for PCs at home or in internet cafe’s was entertainment.

I plan to write more about this study in subsequent posts.

So in hindsight, I realized I messed up in my visit with Ina last week, because if I had known there was going to be an 8 year old girl doing a competitive industry review, I would have tricked out the machine to be way more funner for her. We could have done a pink and lavender desktop with cool photos. We could have loaded the computer with software programs like “Barbie as the Island Princess” (above) or Disney’s Mathquest with Aladdin (left) or a High School Musical flash drive or Magic Desktop or Webkinz or any of the tens of thousands of other game and educational titles out there in the Windows ecosystem designed for children.

But I didn’t, so my bad.

There are two points that Ina makes in her article that I strongly agree with. The first is that you cannot simply take these machines and drop them en masse into the hands of children in schools without some type of training and infrastructure, especially at the school and teacher level. It is one of the reasons Microsoft includes a large amount of training and infrastructure guidance when we engage with the OLPC or any other type of partner in these national PC deals targeting education.

The second point is that governments see a role for Windows in these deals because they want to build skills capacity in their future workforce, and Windows provides the versatility to engage with children at a young age with educational games while at the same time helping them learn how to use Office and other business software so that when they grow up they can get the type of high paying knowledge economy jobs that collectively lift societies as a whole while at the same time providing the individual with the income that let’s them afford to kick back, and, well, play computer games or whatever else they want to do after work.

I am partially joking here, but this last point is really interesting, because it’s easy for people in the US and Europe to get caught up in the nobility of providing technology to poor people in emerging markets in order to transform education and improve their society. But what happens is that the first thing people in these countries usually wind up doing when they get their hands on computers is play games, surf the web, communicate, do some work, AND help out with schoolwork. In other words, they want to do the same stuff with computers that you and I do. I’ve seen this firsthand in India, Guatemala, Romania, China, and just about everywhere else I have traveled.

And if Windows can enable this in a manner that’s a little zippier and at a price and cost structure that works in local economies, then I think we are doing a good thing.

The Real Problem With Windows AND Linux In Emerging Market Education

jamesu1 — Tue, 23 Sep 2008 17:05:30 GMT

The Ecosystem Impact of Affordable Computing

This is a post I've been meaning to write for a while.

This past spring Microsoft hired Vital Wave Consulting to create a five year Total Cost of Ownership (TCO) model to help us and our customers better understand the true cost structure for deploying large numbers of PCs into schools serving under-served student populations around the world. This is part of our goal to help transform education and is a hot topic these days in government circles.

You can find a copy of the Vital Wave paper here.

Among other things, we wanted to understand if Linux has a cost advantage over Windows when it comes to deploying large numbers of PCs into schools in emerging market countries. The study indicates that both operating systems have about the same TCO for these types of scenarios. Windows systems have a slightly higher up front purchase price, but this is offset by the hirer salaries required for Linux-skilled systems administrators in places like China and South America. So over a five year period, the total costs for a school system to deploy and maintain a large number of Windows PCs and Linux PCs are about the same.

Now before some readers of this run off and complain that this study is simply another example of Microsoft tech industry propaganda, please make sure that you read through the white paper that describes the model and and understand what it means. Vital Wave is a good company with smart people who have relevant experience in emerging market technology adoption, and they have done a thoughtful job in assembling their analysis.

For me, the huge, eye-opening takeaway from this work isn't that Windows and Linux cost about the same to put into school labs in poor countries, it's that the 5 year cost of ownership for doing so is about $2,700.

That's right, $2,700. At a time when the press likes to write about whether the $100 laptop costs $200 or $300, economists who live in the countries where these systems are being deployed went out, assessed actual computer implementations, and came back with an estimate that the actual 5 year ownership cost is about 10 times as much.

Kentaro Tamoya, who runs Microsoft's Technology for Emerging Markets lab in India, has observed situations where the cost of maintaining a PC in a rural village in India can run $100 a month.

Why so much? Well, machines break and need to be fixed or replaced (especially when they are used by kids). Teachers need to be trained. Software needs to be upgraded. Electricity can be expensive. These are the "laws of physics" involved in the deployment of large numbers of PCs and shouldn't come as a big surprise for anyone who has deployed computers for big enterprises. Simply because we are now deploying computers to a large number of rural locations doesn't make these laws of physics go away, in fact it can make them worse because in addition to the traditional fixed costs of computer deployments you now need to deal with environmental problems (heat, dust, rodents) and infrastructure problems (things like occasional 1,000 volt surges in power grids).

Don't despair though, because there is hope. Because the same techniques that enterprises developed in the last decade to drive down computer ownership costs to under $1000 over 5 years can be applied by school districts for their PC deployments. No one is disputing the power of computers as learning tools in the hands of children, the challenge is to drive down their costs, especially after the initial acquisition.

Erika Twani, who leads Microsoft's Unlimited Potential efforts targeting poor schools in Latin America, recently co-authored an academic paper that explains how to do this. Their approach is to take the Gartner Group's infrastructure maturity model -- a technology management framework with four levels (Basic, Standardized, Rationalized, Dynamic) used by many enterprises to manage technology costs -- and apply it to schools. The authors even added a fifth level, the "Chaos" level, where

"there is no network infrastructure, management policies do not exist, and there is basic or very limited dial-up access to the Internet. This is a scenario where the dynamics of teaching and learning are reduced to the level of the individual in a disconnected school."

My assumption is that most of the schools surveyed in the Vital Wave analysis are "Chaos level" schools in terms of the sophistication of their IT infrastructure and ability to drive down deployment and maintenance costs. The schools bought PCs, put them in a classroom, and hoped for the best.

Erika and her co-authors go on to provide guidance on how schools can get out of this cost chaos:

How do you identify your school’s maturity level? What
are the milestones for each level? There are two simple
aspects to consider: the presence of a server and the level of
automation.

Server – the existence of a server is the milestone
between the Chaos and Basic levels. Without a server, it
is impossible to implement any kind of service
automation, security or management. A simple software
upgrade would require one workday for a small lab of
20 desktops.

Automation – the level of automation (need of human
intervention on a daily basis) defines the transition from
Basic to Standardized levels.

A server with an ordinary operating system and no
automation services requires approximately the same
work as needed at the Chaos level. However, the
simplest server currently in place is an advantage.

An effective operating system with resources of
recovery policies, desktop backup and security tools,
upgrades the IT to the Standardized level. This
requires only a few hours of maintenance per week.

Adding the functions of client management (software
distribution, asset management, desktop backups,
desktop management and configuration), network
anti-virus, and Internet firewall and filtering, upgrades
the school’s infrastructure from the Standardized to
Rationalized level. The need for human intervention
is reduced to a few hours per month.

And finally, by implementing an external data
warehouse or datacenter, the ICT infrastructure
reaches its highest level of maturity, the Dynamic
level. Services include disaster and recovery, remote
management, remote software distribution and remote
support.

This is the basic approach Microsoft is taking in our Unlimited Potential school deployments, teaching school districts and Ministries of Education how to take lessons learned from the enterprise and apply them to school labs, especially school labs in very remote and rural locations. Because these deployments won't work if we can't figure out a way to get ongoing ownership costs down to manageable levels.

The Delightful People from Aga Khan

jamesu1 — Wed, 13 Aug 2008 00:07:20 GMT

I had the opportunity to participate in a signing ceremony today between Microsoft and the Aga Khan Development Network, a group of agencies administering a broad set of programs in education, health, and social development. Shown here is a photo of Iqbal Noor Ali from Aga Khan along with my UPG colleague Michael Rawding.

The agreement between our two organizations involves a collaboration across a broad set of activities including education, youth empowerment, NGO/Civil Society capacity building, rural access, microfinance, and health. A key theme across all of these programs will be the appropriate and sustainable application of technology (see my previous post.) They are strong believers in achieving generational impact with their programs and understand the importance of local training, support and infrastructure.

In some areas like rural access, our collaboration has already begun.

I have to tell you, in a week where there was a great deal of tech industry rhetoric around the questionable motives of corporations participating in this space, to be in the presence of the people from Aga Khan was a refreshing change of pace. The dignity and thoughtfulness they used to describe their values and mission will stay with me for a long time. It was a personal reminder of why we do this work and the type of societal impact we can achieve. I am looking forward to working on these projects with them.