Background - Uganda

1. Challenges & Opportunities for Outreach with PhET simulations in UgandaSam McKagan & Laurel MayhewJILA, University of ColoradoFor more info, go to: http://phet.colorado.edu/teacher_ideas/workshop_uganda.php

2. Background - Uganda • Former British colony, independence in 1962 • Idi Amin – dictator 1971-1979 • Yoweri Museveni (M7) – president 1986-present • Most effective response to AIDS in Africa • Malaria is endemic throughout Uganda • A lot of corruption in government • Lord’s Resistance Army (LRA) instigating civil war in Northwest since 1987 (ceasefire for last two years) • Karamojong raiding villages for cattle in Northeast • Massive floods in Teso Region last spring • 1.3 million people in IDP camps (+0.5 million returned) • Most of Uganda now peaceful, many indigenous efforts towards development, economy is improving.

4. Background – Pilgrim, Inc. • Indigenous non-profit humanitarian organization • Founded in 2001 by Calvin Echodu to aid those affected by civil war. • Current Activities in Teso Region include: • Emergency food relief • Resettlement of IDPs • Trauma counseling • Medical center • Biodiesel & sustainable rural technologies program • Malaria eradication program • Beacon of Hope College – secondary school for children from IDP camps • Teso University

5. Background - PhET • Suite of interactive simulations for teaching and learning physics available free online or on CD. • Ideal for schools in developing countries where schools have little or no lab equipment but computers are becoming more prevalent. • PhET team has given many workshops for high school teachers in U.S. and Canada. • http://phet.colorado.edu

6. Opportunities • PhET free and easy to distribute on CDs • Teachers immediately see value of sims • Teachers open to learning about interactive engagement • National exams emphasize laboratory content, but many schools have no equipment • Computers getting cheaper and easier to get • Effective and well-connected indigenous charity organization (runs secondary school and starting university) • Strong interest and action towards development from local charities, government officials, and citizens • Students enthusiastic about science and disciplined

7. Challenges • Many schools have little or no computer access • Even fewer have internet or projectors • Power is unreliable or nonexistent • Laptops likely to get stolen • Many teachers have little or no computer skills • Many teachers very weak in physics content • Lecture methods unquestioned • Teachers want to be seen as authorities, uncomfortable admitting they don’t know • Being taught by a white person with a weird accent can be overwhelming

8. New Original Plan 10 • Two 2-day workshops for 30 teachers* each in Soroti, including teachers from Beacon of Hope • One 2-day workshop for 30 teachers* in Kampala • Set up Skype connection with Laurel for outreach project for JILA. • Donation of computers from Pilgrim • Visit from Soroti District Education Officer • Visit to King’s College, Budo • Connection with Makerere University, Kampala *With access to computers in their schools! …Plans to do this later.

9. Workshop Outline • Intro to Inquiry-Based Teaching (interactive lecture with colored cards) • Intro to PhET Simulations (interactive lecture with colored cards) • Free exploration of sims (small groups) • Circuits Tutorial (small groups) – O level • Photoelectric Effect homework (small groups) – A level Extra stuff added: • Photoelectric Effect lecture (interactive with colored cards) • Motion activity from Knight workbook • Lots of speeches and ceremonies • Prayers • Power outages

10. Outcomes of this work • Teachers in workshop learned a lot of physics • Teachers were inspired by sims (and my visit) • Some teachers will use sims with their students • Some teachers will use sims to learn physics • Head of science department at Beacon of Hope inspired to institute inquiry-based teaching • Beacon of Hope (and maybe King’s College) will serve as a test site for sim use and resource for other schools • Beacon of Hope will eventually get internet and be able to work with Laurel • District Education Officer interested in spreading word about sims throughout district • Makerere University is reforming labs and will likely start using sims

11. Caveats • Some teachers do not have sufficient computer skills to install or use sims • Lack of technical resources makes use of sims difficult • Teachers may not have internalized ideas of inquiry-based teaching well enough to use sims effectively • Teachers still lacking in basic content knowledge • Teachers in rural areas do not have anyone they can consult when problems arise • Ugandans like to make grand speeches – unclear how much follow-through will result from these speeches

20. Acknowledgments This work could not have been done without a great team: Dorothy Echodu who invited me to give these workshops, Eleazar Edward who organized them, Patrick Hamya, Silas Dembe, and Dano McKagan who helped set up the technical infrastructure, and Calvin Echodu and Anthony Esenu who oversaw everything. Thanks also to Deborah for organizing the visit to King’s College, Budo, Danielle Harlow for helpful advice on teaching in Africa, Laurel Mayhew for being on call for outreach, and the PhET team for making all of this possible. Most importantly, I’d like to thank all the teachers who participated in the workshops for their enthusiasm and willingness to learn. This work was funded by the Hewlett Foundation and Pilgrim, Inc.