I cannot understand yet how it could be thought that the only way of participating in Sugar is by coding. Can someone do a summary of how we arrived to this misunderstandment?
Every day that passes, we have several very useful contributions that aren't in form of code, and I think everybody around here is quite thankful of those efforts. Am I wrong? Thanks, Tomeu On Wed, Jan 21, 2009 at 08:55, Costello, Rob R <[email protected]> wrote: > As it happens I did a presentation this morning on various widgets / > code samples / ideas I've written over the years for educational maths > learning > > Some of it is in flash, some is other code which is even less compatible > with linux, coding behind spreadsheets, some touched on Scratch, Logo, > e-toys, Alice > > Ironically enough, in this company [which reaches 3000 schools] - day 2 > on the job- I know they want concepts more than direct coding efforts - > they have enough dedicated programmers to flesh it out - working out > coherent concepts and direction is more what is needed > > Re IAEP i'm not about to go and master linux so if coding there is the > only credible thing then i'm out of here > > I'd hoped to do more testing at least - but I've not been able to broach > the issue while my '99% perspiration' quotient is already consumed so no > loss to anyone there > > Thanks to others for the conversations on maths and learning though > > >> -----Original Message----- >> From: [email protected] [mailto:iaep- >> [email protected]] On Behalf Of David Farning >> Sent: Wednesday, 21 January 2009 3:58 AM >> To: Costello, Rob R >> Cc: iaep >> Subject: Re: [IAEP] Forming, Storming, Norming, Performing >> >> Rob, >> >> Genius is one percent inspiration and ninety-nine percent > perspiration. >> >> Great accomplishments depend not so much on ingenuity as on hard work. >> >> Working code attracts people who want to code. >> >> Show me the code. >> >> Is there a similar expression in the domain of education? >> >> FWIW, I am neither a programmer nor an educator. I just find the >> intersection between education and technology full of untapped >> potential. >> >> david >> >> On Mon, Jan 19, 2009 at 1:12 AM, Costello, Rob R >> <[email protected]> wrote: >> > I see there are 6 descriptors on the getting involved page >> > >> > Only one of them seems primarily about 'working code' - which I > doubt >> > that many educators have contributed to. Just interested discussion > and >> > practical experience. >> > >> > Personally, I hope to get into this more fully, this year, now my > work >> > has hopefully down-shifted a gear, intensity wise, (ironically > taking >> > me out of the classroom where I was always hoping to trial it, and > into >> > development of educational maths software) >> > >> > Yes, I can see that without the technical systems up and working > there >> > is no project ...so its necessary, but not sufficient, to just build > it >> > >> > consider the popularity of this immensely impractical advice >> > http://google.decenturl.com/shipbuilding >> > >> > engaging teachers and getting traction in schools will continue to > be a >> > critical challenge, I think. It's the same reason that the Dynabook >> > vision isn't yet realised - this is as much a cultural as a > technical >> > challenge. >> > >> > I've already learnt a lot here thrashing out some ideas with some > here >> > >> > Pity to douse that cause it not solid coding - frustrating as that > may >> > be for the solid coders >> > >> > But if being a python developer or linux administrator is the main > game >> > or acid test of commitment, it seems to that the 'education project' > is >> > not really acknowledging the diversity of all 6 types ...which is > not so >> > good for 'group work' >> > >> > I'm encouraged I guess, that Papert et al seem at times almost >> > indulgently philosophical on the challenges of using new systems and > the >> > inertia of schooling, as well as no doubt also being technical gurus > - >> > seems the big ideas are needed as well as the practical > implementation >> > >> > Cheers >> > >> > Rob >> > >> > >> > >> > >> >> -----Original Message----- >> >> From: [email protected] [mailto:iaep- >> >> [email protected]] On Behalf Of David Farning >> >> Sent: Sunday, 18 January 2009 6:01 AM >> >> To: iaep >> >> Subject: [IAEP] Forming, Storming, Norming, Performing >> >> >> >> In survey after survey, when schools ask employers what skills > their >> >> graduates are lacking 'working in groups' is always near the top of >> >> the list. >> >> >> >> It has always struck me as odd that, after more than 20 years of >> >> individual student work, a three credit class in group dynamics is >> >> expected to fill that role. >> >> >> >> One on the most prevalent models for studying group dynamics is >> >> Forming, Storming, Norming, Performing. While the model is not > able >> >> to perfectly represent Sugar Labs, it is still worth studying. >> >> >> >> Forming - The group comes together. Members have different >> >> expectations. Goals are not yet clearly defined. In open source >> >> terminology, participants are trying to figure out how to scratch >> >> their itch. Some people may find that contributing to Sugar Labs >> >> scratches their personal itch. Some may not. >> >> >> >> Storming - Because of the differing expectations and poorly defined >> >> goals, conflict arises. This conflict was present at the November >> >> SugarCamp. Rather than Rub salt in old wounds, I will ask you to >> >> reexamine the events leading up to, the discussions at, and the > blame >> >> following SugarCamp. We must acknowledge that the storming is >> >> uncomfortable for many people. >> >> >> >> Norming - As XOCamp wraps up, we are transitioning into the norming >> >> phase. We have established some high level goals and have set some >> >> expectations for behavior within the project. The most important > of >> >> these behaviors will be the notion of 'Show me the code', or > 'Patches >> >> welcome.' >> >> >> >> Performing - Once we have firmly established a respect for working >> >> code, which we can then improve, rather then grand ideas, we will > be >> >> well along the way towards being a productive community. >> >> >> >> thanks >> >> david >> >> _______________________________________________ >> >> IAEP -- It's An Education Project (not a laptop project!) >> >> [email protected] >> >> http://lists.sugarlabs.org/listinfo/iaep >> > >> > Important - This email and any attachments may be confidential. If >> received in error, please contact us and delete all copies. Before > opening >> or using attachments check them for viruses and defects. 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Regardless of any loss, > damage or consequence, whether caused by the negligence of the sender or not, > resulting directly or indirectly from the use of any attached files our > liability is limited to resupplying any affected attachments. Any > representations or opinions expressed are those of the individual sender, and > not necessarily those of the Department of Education and Early Childhood > Development. > _______________________________________________ > IAEP -- It's An Education Project (not a laptop project!) > [email protected] > http://lists.sugarlabs.org/listinfo/iaep > _______________________________________________ IAEP -- It's An Education Project (not a laptop project!) [email protected] http://lists.sugarlabs.org/listinfo/iaep
