WHEN I was a student of A levels, I hated chemistry. This mysterious subject has often eluded me. My impromptu remedy to this learning dilemma was blind memorization. Soon I came to the realization that I was not really learning Chemistry, I was merely gathering facts; facts that would make no difference to my understanding of science. After my A levels I got into MIT. I got advance standing (meaning that I did not have to take the preliminary courses) for physics and math but not for chemistry. My impression about the futility of blind memorization grew stronger than ever.
Now I not only imagine but also work toward the goal of establishing iSchool. I came up with the iSchool idea at MIT. Thanks to MIT PSC (Public Service Center) for awarding me with a fellowship for my proposal, currently I am working on a small-scale implementation of the first ever iSchool in Panchagarh.
iSchool or interactive school tries to come up with a sustainable and cost effective solution to the problem of blind memorization. As we all know, students in Bangladesh have a tendency of memorizing equations without proper understanding. This counterproductive practice stems mainly from the lack of adequate facilities (no labs, computers etc.) and the acute shortage of qualified teachers in high schools. The mission of iSchool is to supplement the already existing education curricula (of the National Board of Education in Bangladesh) by creating a virtual lecture series. The interactive part of the lecture series will comprise of translated audio clips, animation, video clips of various experiments, processes, lab videos interactive software etc. All of these interactive components will be integrated into the lectures and will be in direct reference to the standardized textbooks.
To put it in a nutshell, imagine watching a video of a lecture that is traditional in every sense (teacher explains the course material standing in a lab) except that the blackboard is replaced by the interactive mediums. Hence at the end of the explanation of each concept will be an interactive slot. Students will get to view lab experiments (wherever appropriate), animations, slides and diagrams intended to clarify the concepts further. There will also be at least one concept question followed by the interactive viewing to keep the students involved. We cannot provide actual labs and outstanding teachers in every school but we seek to devise the closest realistic alternative.
The major challenge beside the mammoth workload of compiling the video lectures is the cost of implementation. To make the videos accessible to even the most rural areas in Bangladesh I came up with the idea that iSchool compilation be stored in video discs (VCD). This will require a VCD player and a television as opposed to the much more expensive alternative of using a computer. VCD or even DVD technology is now omnipresent in Bangladesh. Besides, the cost of a blank CD along with burning it can be restrained well within a dollar (seventy taka). The overall cost of running iSchool parallel to traditional schooling is manageable indeed.
If I have to mention the birthplace of iSchool, it would be MITs Public Service Center. PSC has paved the path for numerous MIT students to travel to the furthest corners of the world with one mission; improving people's quality of life. PSC is the central office at MIT with the responsibility of matching the funds with the right kind of
motivated students. Be it healthcare or education, PSC's door will always be the first one to be knocked by anystudent interested in social work in such field.
I have always cherished the thought of doing something useful, something beneficial for the community, more specifically in the education sector. One day I gathered all my courage and wrote an e-mail to Sally Susnowitz, the director of MIT PSC, regarding a very rudimentary plan, the first version of iSchool. Sarwar bhai (my fellow Bangladeshi at MIT) helped devise the proposal with his invaluable feedback and advice.
Finally I and Sarwar bhai had the meeting with Sally. She was very realistic yet very motivating. She gave us hope and installed the faith that iSchool doesn't have to continue as 'imaginative school '; it can indeed be 'interactive school'. Later I met with Alison Hynd, PSC Fellowship Program coordinator, who helped me make the required changes in my plan of implementing iSchool. With her help and support I applied for a fellowship - the pinnacle of PSC's hierarchy of fund dispersal. I called in Professor Samuels, my freshman adviser at MIT, to ask for a required faculty recommendation for my application. He shared my enthusiasm in iSchool and suggested that I meet with a few other professors - professors who would later become integral asset for iSchool. In due time, I was interviewed for fellowship and was subsequently offered one.
That was the moment when iSchool crossed the boundary of mere thought; it stepped onto the realm of reality!As soon as I got the all-important nod from MIT PSC, I contacted Sudip da (my project supervisor) to plan out the details. Sudip da has vast experience in a whole spectrum of activities. We both felt the need to start off the proceedings for iSchool immediately.
Out first requirement was to get access to a lab where we can carry out some of the more fancy experiments (different kinds of motion using motion sensors and trolleys on air track). I contacted Professor Tom Greytak to request access to a TEAL (Technology-Enhanced Active Learning) lab. Exceeding my expectations he showed enthusiasm in my work and took out some time from his busy schedule to talk to me about iSchool. He told me about one of MIT's initiatives, much similar to iSchool, launched in the early fifties. He, later, gave me a compilation of his simple animations used for the 'Waves and Vibrations' chapters in Physics.
I also contacted Professor Peter Dourmashkin, associate director of ESG (Experimental Study Group) to take some suggestions for iSchool. Professor Dourmashkin is an expert in alternative learning strategies and loves initiatives that seek to improve the learning techniques among students. He was very keen about the potential success of our virtual lecture series. He provided me with a series of questions on Newtonian Mechanics (Our focus in January), which I am using to assess the effectiveness of our lecture videos. With all the resources in hand I traveled to Bangladesh on the 20th of December as a PSC fellow with my humble motive. What happens here in Bangladesh is the unfolding of another very interesting series of events indeed!
Dhaka Time
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