Hi...
Teemu is right! I posted the older talk by mistake. The newer one shows much
more about the application of Mitra's work in a wider range of situations and
with a wider range of subjects. The first (which I just watched for the first
time) does show some great data and results and is worth watching, but the
second is the one I was referring to in my message.
If you want to try something like this with the students and teachers you will
be working with in Haiti, here are some suggestions of how I might do it:
1. Decide what the learning goals will be... involve the stakeholders in the
decision. Keep it simple to start.2. Find the Sugar Activities that will be
best for achieving these goals. Involve the Teachers and stakeholders in the
choice. Show them what is available and let them choose.3. Design a set of
"challenges" for the students to work on using the Sugar Activities that will
help them achieve the goals. Involve the Teacher and stakekholders in the
process. Sdenka Zobeida Salas Pilco's XO Laptop in the Classroom has some great
examples.4. The teacher need not know the information or skills the students
will be challenged to learn and acquire. They will be learning along with
them.5. Enlist some "cheerleaders", like Mitra's "Grannie Cloud," but in
person, to encourage the students. These could be parents, older siblings, etc.
They too will be learning.6. Encourage those who need more time and help.
Encourage them to help each other. Build a culture of helping. Celebrate
success!
While you are going through steps 1-3, the students, Teachers, and stakeholders
can be exploring the XOs and learning the basics of their use.
I'm sure some others on the list with (or without) classroom experience can add
to this list for you. The easiest way to keep it organized and readable is to
just enter additions or comments under each item and to add new items where you
think they should go. If it is a brand new step and needs a new number, the
easiest way is probably to go to a 1.1, 2.1 etc system like with software
builds.
Tim Falconer is going with you right? In that case, you will probably want to
focus on Etoys as the main Activity, but there are so many other great
Acitivites on Sugar. You might want to try to include them too.
What a wonderful adventure you are going to have! I envy you.
Stay healthy and safe,Caryl (aka Grannie B)
Date: Fri, 29 Oct 2010 08:02:59 -0400
From: [email protected]
To: [email protected]
Subject: [support-gang] I'm VERY offline in Haiti for 2 weeks! [assume the role
of peer-teacher indeed!]
Please, Please holding up the http://RT.laptop.org / Service &
Support Fort while I'm away around Haiti Oct 30 - Nov 14/15 :)
Thanks all for working closely with [email protected] (OLPC's new Web
Infrastructure Intern) and [email protected] / 617-529-4266 if anything
goes haywire in my absence!
(And if I die of Cholera en route as my mom fears, it seems Tim
Falconer will blog about it right away don't worry:
http://waveplace.com/news/blog :)
PS speaking of peer-teaching / peer-learning in Haiti,
http://wiki.laptop.org/go/Support_Gang of wherever, far beyond the
Haiti school I'm trying to begin building with friends
(http://blueTarpSchool.blogspot.com), is this TED talk useful
below?? Smells like it, but tell me if I'm wrong --
Subject:
Re: [IAEP] NN, Mitra, and the role of the teacher
Date:
Fri, 29 Oct 2010 12:51:55 +0300
From:
Teemu Leinonen <[email protected]>
To:
IAEP SugarLabs <[email protected]>
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.
>
> Sugata Mitra implies the same in his TED talk:
>
> http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves.html
I think the latest TED talk of Sugata Mitra is much more interesting
and relevant:
http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
I personally think that OLPC and Sugar could learn a lot from Mitra's
presentation and his latest article:
Mitra, Sugata & Dangwal, Ritu (2010). Limits to self-organising
systems of learning—the Kalikuppam experiment. British Journal of
Educational Technology 41 (5), 672–688.
http://suoranta.files.wordpress.com/2010/10/mitra.pdf
I think the way how Mitra orchestrates the learning situations in his
research in very interesting. The model is not 1-to-1 but rather 4-
to-1 model. He has prove that children are actually teaching and
learning from each other. On the other hand, Mitra's finding is not
really anything new in the field of learning science and psychology of
learning with the sociocultural theory of learning
(http://en.wikipedia.org/wiki/Cultural-historical_psychology
) and social constructivist (http://en.wikipedia.org/wiki/Social_constructivism
) approach.
Mitra's cases are also not children learning on they own. For
instance, there are clear "assignments" for children and
"evaluation" (in Mitra's case research) taking place after the
learning situations. That way it is not learning "without teacher" but
rather learning with a different kind of teacher.
Best regards,
- Teemu
-----------------------------------------------
Teemu Leinonen
http://www.uiah.fi/~tleinone/
+358 50 351 6796
Media Lab
http://mlab.uiah.fi
Aalto University
School of Art and Design
-----------------------------------------------
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