thanks for improving the translation, Edward Hilaires sent me a link to a (very interesting) pdf in english (on the squeak list) which explains the concepts more: https://gforge.inria.fr/docman/view.php/1308/5741/istoa-exercises.pdf
this ties in with some of the other recent threads about developing quality activities On Wed, Dec 24, 2008 at 10:42 AM, Edward Cherlin <[email protected]> wrote: > On Tue, Dec 23, 2008 at 3:00 PM, Bill Kerr <[email protected]> wrote: > > from walter's sugar digest: > > 6. Hilaire Fernandes, who brought us DrGeo, has <a > > href="http://www.istoa.net";>a new project</a> underway: > > Thank you. This is excellent. > > > :I am working on a learning system written in Smalltalk. The contents > > is only in French for now, and only cover multiplication learning, but > > I am planing for more in various subjects. Underneath the curriculum > > is in a graph to help situating the learning progression of the > > learner. > > > > > > I've done an english translation of the main page using google translate > - > > I'm not certain but it could be Hilaire's intention to eventually develop > a > > computer mentoring system - identified by alan kay as the main thing > missing > > from his dynabook vision (40th anniversary presentation) > > > > if anyone improves the translation please send me a copy > > Below. > > > activité (étayage) = activity (shoring) ??? > > Pedagogical support seems to mean lesson plans. > > > ABOUT > > > > > > > > iSTOA.net is a research project to build a platform for interactive > teaching > > and monitoring the Internet. It is free and cross-licensed MIT. > > iSTOA.net is a research project to build a platform for interactive > teaching and for following it on the Internet. It is multi-platform, > and under a Free MIT license. > > > Some aspects of iStoa.net: > > Some particular points about iStoa.net: > > > * Interactive exercises for students is important (see this article on > the > > artifacts). > > * Interactive exercises for students are important (see this article > on the exercises so far constructed) > \ > > * Modeling of the field of learning > > Modeling of the subject matter to be learned > > > * The construction of a knowledge model of learning as part of its > > activities with the software > > * Construction of a model of the learner's understanding as he or she > works with the software > > > * A remediation when the student is in trouble > > * A help system for when the student is having trouble > > > We are building a community around this project, to help us build it, > join > > us! You can also reach OFSET (Organization for Free Software in Education > > and Teaching), which supports the project on its list of discussion. > > We are building a community around this project; to help us build it, join > us! > http://istoa.gforge.inria.fr/forge.php > > You can also join OFSET (Organization for Free Software in Education > and Teaching), > http://www.ofset.org/ > > which supports the project on its mailing list. > http://lists.ofset.org/subscribe/ofset > > MISSING > > Functional environment > iSTOA is multiplatform : GNU/Linux, Mac OS X and Windows. > > Development environment > The Pharo environment for Smalltalk development. > > > NEW IN VERSION 8.12-ALPHA1 > > > > > > > > Intermediate version. Includes editor notional network, database, web > > console, the student, the application of test exercises: > > Intermediate version. Includes an editor for virtual networks(?), > database, student software, test and exercise software. > > > * Resolution bug # 6936, # 6937, # 6973, # 6939 List of bugs > > * Version based Pharo # 10192: font rendering plugin with FreeType, > > verifications and modifications Pharo for compatibility with the latest > > stable version 41.1 of Magma. > > * Refactoring code. Correction on some exercises. > > ok > > > The console's web master and the students with recording traces are > present. > > The master Web console and student application with the ability to > create records are provided. > > > However, some simple operations are necessary to activate them. If you > want > > to test, ask on the mailing list. > > ok > > > Since its interactive teaching file, ISTO provides access to a set of > > scaffolding materials. Each shoring is an activity that addresses one or > > more educational themes and includes a series of exercises. The shoring > are > > classified according to the classification of items of educational > > curricula. It includes more than 40 educational shoring with more than > 160 > > years. > > In addition to the interactive education application file, iSTOA > provides access to a collection of lesson plans. Each plan consists of > an activity that addresses one or more educational themes, and > includes a series of exercises. The plans are classified according to > the names of subjects in the curriculum. The collection includes more > than 40 plans containing more than 160 exercises. > > > PROJECT DESCRIPTION > > ok > > > The platform is aimed at teaching math and French cycle 3 of primary > school. > > Its use is multiple use in the classroom, use at home or remediation > > monitoring with deferred by the teacher. > > The platform is aimed at teaching arithmetic and French in third > grade. It has multiple uses: in the classroom, at home, and in > remedial instruction, with appropriate follow-up by the instructor. > > > Each act of the learner is stored in a database, in a local network or > the > > Internet. Of course, use offline mode is possible, there is no case in > this > > recording traces > > Each step taken by the student can be stored in a database, locally or > on the Internet. Naturally, offline use is possible, but without the > possibility of recording progress. > > > Features > > ISTO is divided into four main parts: > > ok > > > 1. A modeling tool in the field of learning. > > A modeling tool for the field of study. > > > 2. A corpus of interactive and dynamic. > > A body of interactive, dynamic exercises. > > > 3. A system for recording acts of learning. > > A system for recording steps in learning. > > > 4. A Web console of the teacher to see the traces of learners. > > A teacher's console for examining student records. > > > These revolve around large parts of modeling the domain of learning. The > > exercises are the learner according to a part of this model, and partly > of > > his learning. > > These parts of the system are organized around the model of the field > of study. Exercises are presented to the learner partly in accordance > with this model, and partly in accordance with his progress in > learning. > > > The exercises of the body are modular and configurable objects. They are > > grouped by activity (shoring). The chart below shows in detail some of > these > > relationships: > > The exercises in this suite are parametrized, modular objects. They > are grouped into activities (lesson plans). The chart below shows in > detail some of these relationships: > > > DIAGRAM > > > > Domain de reference: programmes scolaires = Domain of reference: > curricula > > > > Graphe de competences = Graph of competences > > Connections of capabilities > > > Graphe d'etayage = Graphe shoring > > Connections of lessons > > > Apprenant = Learner > > > > Modele de connaissance = Model knowledge > > Model of understanding > > > decrit = described > > > > Fait evoluer = Changed > > > > modelise = modeled > > > > Corpus d'exercices = Corpus exercises > > Suite of exercises > > > pilote = pilot > > > > Traitement erreur = Treatment error > > Processing error (?) > > > Domaine de reference: savoir-faire pedagogique = Area of reference: > > educational know-how > > > > > > > > The project > > > > The outline of the model are in place. The body of exercises is to > increase, > > for a school it takes several hundreds of interactive exercises. But for > > them, we develop artifacts that are reusable components from one year to > > another, this reduces the development time necessary. > > The outline of the functional model is in place. The suite of > exercises has to be expanded, because several hundred interactive > exercises are needed for each grade. However, in order to create them, > we are building software as reusable components that can be recombined > into new lessons for each grade, reducing the needed development time. > > > To learn more about the project, visit the state of the project. If you > wish > > to participate in the project, also visit the PARTICIPATE IN ISTO. > > To learn more about the progress of the project, visit the Web page > STATE OF THE PROJECT. > > http://istoa.gforge.inria.fr/roadmap.fr.php > > If you would like to participate, similarly visit the page PARTICIPATE IN > iSTOA. > > http://istoa.gforge.inria.fr/help.fr.php > > -- > Silent Thunder (默雷/धर्ममेघशब्दगर्ज/دھرممیگھشبدگر ج) is my name > And Children are my nation. > The Cosmos is my dwelling place, The Truth my destination. > http://wiki.sugarlabs.org/go/User:Mokurai >
_______________________________________________ IAEP -- It's An Education Project (not a laptop project!) [email protected] http://lists.sugarlabs.org/listinfo/iaep
