On Monday 29 Sep 2008 1:52:22 pm Edward Cherlin wrote:
Anybody know anything about this?
I usually pass up such articles. There are too many weasel words like plans
to ... and sources say If this were a properly researched article or
press release, then it would have specific details.
On Thursday 30 April 2009 8:04:37 pm Kathy Pusztavari wrote:
I'm of the direct instruction camp. If skills and concepts are not build
upon each other correctly, you will get kids that either learn a concept
wrong (then they have to unlearn it) or fail and then feel like they are
stupid...
On Thursday 07 May 2009 07:00:44 pm Alan Kay wrote:
A good goal for the larger system -- which has to include not just what
people need in their practical life, but also what they need to understand
the issues of their society, how their society works, what their
responsibilities as citizens
On Thursday 11 June 2009 09:55:26 pm Sameer Verma wrote:
Some people argue that books can only cover so much. Well, paper books
are limited. Electronic books are not. Syllabi are designed to address
specific teaching goals in limited time. I use syllabi every semester,
and I'm not against that
On Monday 29 Jun 2009 10:01:34 pm Alan Kay wrote:
(a) the epistemology of science is not at all what most people suppose,
and it is rather distant from the normal ways our minds are set up to work,
Could you please elaborate it? Isn't the desire to seek the deeper principles
behind things and
On Tuesday 30 Jun 2009 5:42:29 pm Alan Kay wrote:
..There I should have said modern science to denote the kind of science
that Galileo and a few others
started, which Bacon discussed so well as a debugging process for what is
wrong with our brains/minds, and which Newton first showed how
On Tuesday 30 Jun 2009 11:23:24 pm Alan Kay wrote:
what is more interesting is how well certain ways of thinking work
in finding strong models of phenomena compared to others.
This is the part that interests me too ...
So, if we get
pneumonia, there are lots of paradigms to choose from, but
On Thursday 02 Jul 2009 5:19:58 pm Alan Kay wrote:
Knowledge - On the other hand, Henry Ford was not nearly as smart as
Leonardo, but was born at a very good time and in a good place, so he was
able to combine engineering and production inventions to make millions of
inexpensive automobiles.
Hi,
This thread was spun off Re: [IAEP] Comments on David Kokorowski, David
Pritchard and Mastering Educational SW
There are differences in the use of computers in schools between Sikshana
(sikshana.blogspot.com) and Sugar Labs/OLPC. Sikshana's tech pilot is only
three years old and will
On Thursday 02 Jul 2009 6:21:33 pm Walter Bender wrote:
I still wish there was a
launch-this-project-and-we'll-have-taken-care-of-steps-1–5-below-for-you
Etoys bundle kicking around that we could just ship with the Journal.
There is a simpler way to 'build a story' using conventional
On Wednesday 01 Jul 2009 6:05:08 pm Alan Kay wrote:
An important part of ball drop was the separation of 3-4 months between
the math (scripting various kinds of motion for the children's painted
cars and dropping markers to reveal the history of their motion), and the
science (handling various
On Monday 13 Jul 2009 7:02:33 pm Caroline Meeks wrote:
What sort of results do you have so far?
The new academic year has just started. In the prev one, around 75% of the
kids learnt to handle the computer well enough to create at least one project
in Etoys in a space of about four calendar
On Tuesday 14 Jul 2009 12:03:35 am David Farning wrote:
Have you considered using Sugar or Sugar on a stick for your program?
The project was conceived before SoaS. We faced severe constraints with power
budgets and tech support. Wifi and ethernet couldn't compete with sneakernet
;-). It was a
On Monday 20 Jul 2009 10:44:23 pm Yoshiki Ohshima wrote:
However, my point of making that clock was that each kid should make
one to understand it.
An objective tick-tock is just one way to understand time. It is the kronos
time. However, the round clock face stood for a different concept of
On Friday 24 Jul 2009 7:08:05 am Anurag Goel wrote:
I feel most kids struggled with this because they had not learned too much
about geometry, particularily concepts involving degrees and radii.
However, kids experimented with a lot of different values to better predict
increments. Some kids
On Tuesday 28 Jul 2009 2:25:29 am Caroline Meeks wrote:
On Sat, Jul 25, 2009 at 5:55 AM, K. K. Subramaniam subb...@gmail.comwrote:
On Friday 24 Jul 2009 7:08:05 am Anurag Goel wrote:
..Some kids realized that if they input a really large number
they would get the same result as importing
On Friday 31 Jul 2009 5:50:48 am Caroline Meeks wrote:
I think we have a choice. We harrang and nag the people in the classroom
to give us better info, thus chasing away most of them, or we encourage
feedback and get a lot of bad data.
I just tried SoaS in a virtual machine and found some
On Monday 13 Jul 2009 9:11:10 pm K. K. Subramaniam wrote:
On Monday 13 Jul 2009 7:02:33 pm Caroline Meeks wrote:
What sort of results do you have so far?
The new academic year has just started. In the prev one, around 75% of the
kids learnt to handle the computer well enough to create
On Thursday 13 Aug 2009 2:12:07 am Sayamindu Dasgupta wrote:
What have been the issues preventing you from using Sugar? What
blockers still exist which would prevent you from using Sugar?
LaTeX and Stellarium were two big show stoppers. We just wanted a
'digital kit' that children
On Friday 14 Aug 2009 7:40:30 pm Caroline Meeks wrote:
For Physics I think I want a really simple challenge that I can demo then
have students solve it fairly quickly. then I want a couple levels of
additional challenge where students can solve problems in different ways.
For best results,
On Sunday 16 Aug 2009 9:42:39 am Bill Kerr wrote:
Is there are real danger of students getting the wrong idea about science
from using the physics program? I'm not really sure - some will, some won't
- but I think my students see it as a game type program rather than a
reality show. Their
On Friday 04 Sep 2009 10:12:36 pm Maria Droujkova wrote:
Circle is one of the hardest in Scratch. Unless I am missing a command.
Maria,
Could you be more specific please? hardest to understand through Scratch or
hardest to create after having understood?
Subbu
On Saturday 19 Sep 2009 8:27:45 am Bill Kerr wrote:
http://billkerr2.blogspot.com/2009/09/shape-31.htmlSo, I realised this
was a nice challenge in real maths and understanding of the application of
variables, measurement, ratio, proportion and fractions
I see this as a good example of where
On Tuesday 13 October 2009 08:27:24 am Caryl Bigenho wrote:
From BBC news tonight. Unbelievable, wonderful, inspiring story. Don't miss
it. http://news.bbc.co.uk/2/hi/south_asia/8299780.stm
Inspiring indeed! Early this year, he won the IBN CNN Real Heroes Award:
On Saturday 07 November 2009 09:18:05 am Bill Kerr wrote:
No but it should be there since Scratch has a far better UI than Etoys
I have seen kids play with both Scratch and Etoys and I wouldn't pit them
against each other. They appeal to different sets of children.
Scratch appeals to a younger
On Friday 02 October 2009 08:22:22 am Alan Kay wrote:
I saved each stage for you to look at using Export in in the menu
handle as a PNG (you can also choose BMPs, JPGs, etc.) But PNG has a
color for transparent.
Copy-n-Paste should also work on a halo-ed morph. Very handy for attaching or
On Monday 14 December 2009 09:00:23 pm Aleksey Lim wrote:
Hello everybody,
This afternoon, I had an interesting conversation with a Montessori
teacher, about Speak. She asked me why Speak says a when a is pressed
and not the sound of the letter a. Montessori teachers teach the shape
On Wednesday 03 February 2010 11:58:27 pm Adam Holt wrote:
Aside from this wonderful home-made prototype, that unfortunately
overheats, what's achievable?
http://blog.laptop.org/2008/11/16/hardware-hacking-first-pass-at-an-xo-proj
ector/
Have you considered LED monitors? Monitors (= 23) are
On Friday 26 February 2010 12:12:19 pm Cherry Withers wrote:
It's definitely a balancing act trying to get them to focus on finishing up
something and getting them to explore. Once they realize that they
can affect the object by scripts they just want to do everything they can
possibly do in
Hi,
Sikshana (http://www.sikshana.org) won a best NGO award from the citizens of
Bangalore for its initiative to improve the quality of public education:
http://citizensalliance.wordpress.com/2010/02/28/good-samaritans-some-of-
bangalore-recognised
One of the key empowerment initiative in
On Tuesday 02 March 2010 02:28:42 pm Simon Schampijer wrote:
An interesting possibility is to get old students to create animated
flashcards/sounds clips to teach a topic (say English) to younger
students. Traditional flashcards just present a letter as a block.
Instead, one can use a bug
On Saturday 03 April 2010 11:36:17 am Steve Thomas wrote:
If you have any ideas for problems I can use and/or suggested lesson
plans/books/curricullum please let me know.
Having helped my daughter deal with algebra last year, I can share my first-
hand experiences of the 'confusion' that kids
On Tuesday 20 April 2010 06:01:33 am Caroline Meeks wrote:
Why can't computers for children both give them the means for creation,
independent learning, collaboration etc etc. and give their teacher
detailed, nuanced, actionable data on what skills they have mastered and
what they are still
On Thursday 22 April 2010 07:33:25 pm Caroline Meeks wrote:
1. Software that assess students, track and displays results, quickly and
efficiently without using up a lot of instructional time.
2. Software and a content library that analyzes these results and gives
students the right learning
On Tuesday 28 Sep 2010 2:59:57 am Dr. Gerald Ardito wrote:
The 5th graders took pretty well to Etoys. It is the drawing piece that
hooks them, and then the scripting part that really challenges them. And
the 7th and 8th graders love Scratch. It is interesting to me because they
also do plenty
On Friday 01 Oct 2010 6:39:09 pm Christoph Derndorfer wrote:
* demand for better teacher preparation
* low percentage of pupils who can use the laptop outside of school (~50%)
* lack of connectivity (only 1,4% of schools have Internet access, Mesh
use is very limited)
* lack of technical and
On Friday 29 Oct 2010 3:21:55 pm Teemu Leinonen wrote:
On 26.10.2010, at 20.12, Caryl Bigenho wrote:
I watched Negroponte on the Colbert show last night. Nice. He
seems to have toned down his former we don't need teachers... kids
will do it all line a bit, but it is still implied.
On Sunday 31 Oct 2010 9:25:30 am Caryl Bigenho wrote:
Actually, Mitra's Grannies may not be actual grand parents and they do
have a curriculum.
True. A Grannie need not necessarily be a grand parent of the learner but a
curriculum-driven learning is very limiting, esp. in India with its extreme
On Monday 01 Nov 2010 9:43:28 am Yamandu Ploskonka wrote:
Are y'all familiar with the RIVER Project? (Rishi Valley Institute for
Educational Resources)
their website doesn't do quite justice on how concepts like this
multi-age social-based mentoring that is being shared have in a most
On Monday 01 Nov 2010 2:07:49 pm Rakesh Biswas wrote:
Thanks Subbu for the great link on the Rishi valley initiative.
err... It was Yamandu Poslonka who posted the link. .. Subbu
___
IAEP -- It's An Education Project (not a laptop project!)
On Tuesday 02 Nov 2010 8:17:34 am Caryl Bigenho wrote:
Hi All...
Here is a concise article that summarizes Sugata Mitra's work with the
Granny Cloud. Note he says a 1 to 1 model doesn't work. He uses 4 to 1.
http://dnc.digitalunite.com/2010/07/29/granny-cloud-to-teach-children-via-
On Wednesday 03 Nov 2010 3:43:35 am Yamandu Ploskonka wrote:
hmm, sure..., sorry What does it mean? 90% of the children get 100%?
Is there a sliding scale / bell curve? what is fluency, anyway?
fluency in what?
I can share my experience in helping out Sikshana (www.sikshana.org).
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