Minimally Invasive Education is a pedagogic method that uses the learning environment to generate an adequate level of motivation to induce learning in groups of children, with minimal, or no, intervention by a teacher.
“Dr. Sugata Mitra, Chief Scientist at NIIT, is credited with the discovery of Hole-in-the-Wall. As early as 1982, he had been toying with the idea of unsupervised learning and computers. Finally, in 1999, he decided to test his ideas in the field. On 26th January, Dr. Mitra’s team carved a “hole in the wall” that separated the NIIT premises from the adjoining slum in Kalkaji, New Delhi. Through this hole, a freely accessible computer was put up for use. This computer proved to be an instant hit among the slum dwellers, especially the children. With no prior experience, the children learnt to use the computer on their own. This prompted Dr. Mitra to propose the following hypothesis:
The acquisition of basic computing skills by any set of children can be achieved through incidental learning provided the learners are given access to a suitable computing facility, with entertaining and motivating content and some minimal (human) guidance.
Encouraged by the success of the Kalkaji experiment, freely accessible computers were set up in Shivpuri (a town in Madhya Pradesh) and in Madantusi (a village in Uttar Pradesh). These experiments came to be known as Hole-in-the-Wall experiments. The findings from Shivpuri and Madantusi confirmed the results of Kalkaji experiments. It appeared that the children in these two places picked up computer skills on their own. Dr. Mitra defined this as a new way of learning – Minimally Invasive Education. ”
At this point in time, International Finance Corporation joined hands with NIIT to set up Hole-in-the-Wall Education Ltd (HiWEL). The idea was to broaden the scope of the experiments and conduct research to prove and streamline Hole-in-the-Wall. As part of this, more than 30 such clusters of computers or, as they have come to be known, Learning Stations have been set up in India and outside India. The results, which have been uniformly encouraging, show that children learn to operate as well as play with the computer with minimum intervention. They picked up skills and tasks by constructing their own learning environment.