[IAEP] How to set autologin for SUGAR in USB and VM Applications
The USB and VM applications I have been making require a login at the gnome display manager (gdm)screen: user=sugar password=sugaruser If you want them to behave like Soas-strawberry and boot right to sugar do the following: === For Autologin of Sugar: Sugar Terminal su - password *yum install gedit when finished installing: # gedit /etc/gdm/gdm.schemas change: keydaemon/AutomaticLoginEnable/key signatureb/signature defaulttrue/default /schema schema keydaemon/AutomaticLogin/key signatures/signature defaultsugar/default /schema *Restart === I just figured this out. Cordially; Tom Gilliard satellit ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
[IAEP] Sugar on a Stick switches to a new Bug Tracker
Hi everybody, with the imminent release of the SoaS v2 Beta in just ten days, I would like to announce the switch to Launchpad as our bug tracker. We have been evaluating an instance Luke Faraone set us up with lately and are confident that it will fit our needs. The upcoming beta release is the first one intended to be used with this instance. More precisely, we will use it to track bugs, as well as new features. Note that this change only affects Sugar on a Stick, while the core Sugar bug tracker stays at dev.sugarlabs.org. You can access and explore it here: https://launchpad.net/soas Thanks, --Your SoaS Team ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
[IAEP] organisational task list
Hey all, I am heading back home after my vacation and am trying to plan the next couple of months. As such, I would appreciate help identifying and prioritising organisational tasks. 1. Slobs elections. 2. Trademark policy. 3. Establish engineering steering committee. 4. SugarCamp. 5. Deployment Team outreach. david ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] [Marketing] Competitive landscape: Intel Classmate executive blog post re updated software
I've been wanting to try this but I can't get a.sl.o to send me an email to approve my account and I need an account to download it. On Tue, Aug 18, 2009 at 11:25 AM, Benjamin M. Schwartz bmsch...@fas.harvard.edu wrote: Caroline Meeks wrote: italic looks very interesting! Can it be Sugarized? how does it relate/compare to Show'n'Tell or any other solutions we have in the pipeline to this type need. Thanks! You might enjoy Watch Me: http://activities.sugarlabs.org/en-US/sugar/addon/4205/ It provides a very small piece of this puzzle. Watch Me lets you share a view of your screen with other users. Just launch it, share it, and your friends can see everything you do! --Ben -- Caroline Meeks Solution Grove carol...@solutiongrove.com 617-500-3488 - Office 505-213-3268 - Fax ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] Read Etexts Videos available
Hi James, This is good! But it would be better with music and annotations. I know we want to be using daily motion because it doesn't use Flash. But YouTube looks like it has tools that makes what we want to do much easier. Adds music with guaranteed usage rights and annotations. I wonder if we can add those things on YouTube, then download it as MP4 and upload to dailymotion? http://screencast.com/t/9uiIVx9ikAf On Wed, Aug 5, 2009 at 10:47 AM, Jim Simmons nices...@gmail.com wrote: Dave and David, Yesterday I did a screen capture of Read Etexts in action, then fired up Kino to edit it and add title cards. The results are not awful, but perhaps could be improved with better editing software. I have posted the original capture in Ogg Video format, plus my finished product which is an AVI using Xvid and Mp3 for video and audio encoding. The URL is: http://people.sugarlabs.org/jdsimmons/ My original capture was of Sugar running at 800x600. I had originally tried capturing at 1000x600, but when Kino imports the Ogg Video it resizes everything to 640x480 (I think) and does not preserve the aspect ratio. As a result the Activity ring becomes an ellipse instead of a circle. I had to modify Read Etexts to work better in 800x600 than it did originally. Unfortunately, when Kino resizes the capture it makes the text on the captured screens hard to read. We could probably live with this if we had to, but I'm hoping that Dave's Final Cut Pro might do a better job resizing the video. I think my editing job is reasonably good. I had originally had a The End title card on this that got lost somehow. If Kino would support it I would have liked to have added a musical background. Ever since I saw Flash Gordon serials as a child I've been partial to Listz's Les Preludes. The music is in the public domain, but I doubt I could find a performance of it that is. I could get around this by recording myself playing it on a kazoo. I think you'd need more than one kazoo to really do it justice, though. Anyway, have a look at the two videos and see what you think. James Simmons -- Caroline Meeks Solution Grove carol...@solutiongrove.com 617-500-3488 - Office 505-213-3268 - Fax ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
[IAEP] eSchool News article on using technology in Grades 1-5
http://www.eschoolnews.com/resources/building-a-cost-effective-digital-classroom/building-a-cost-effective-digital-classroom-articles/index.cfm?i=57064page=1 I tried to ignore the gratuitous references to microsoft projects because I think this is a nice view into what teachers with technology in the US are doing with their classes now. I like the Jigsaw research paper writing idea. I've had teachers request that we create an activity like the Webbe book template. -- Caroline Meeks Solution Grove carol...@solutiongrove.com 617-500-3488 - Office 505-213-3268 - Fax Title: eSchoolNews script language=_javascript_ src=""/scriptnoscripta href=""img src="" width="468" height="60" border="0"/a/noscript eSchoolNews Thursday, August 20, 2009 script language=_javascript_ src=""/scriptnoscript a href=""img src="" width="468" height="200" border="0"/a/noscript Technology empowers differentiated instruction Mon, Feb 02, 2009 Send Print Reprints RSS Technology empowers differentiated instruction ISTE webinar offers new strategies for ensuring that all students learn by tailoring instruction to their abilities, needs, and interests By Meris Stansbury, Associate Editor Primary Topic Channel: Instruction Althoughmany educators realize technology's enormous potential to help them differentiate their instruction so that all students can learn, regardless of students' needs, abilities, or learning styles, it might be hard for them to find concrete applications of this approach to emulate in their classrooms. But in a Jan. 28 webinar from the International Society for Technology in Education (ISTE), experts provided several examples of classroom projects that can help all students learn while keeping them engaged. The webinar, titled "Differentiated Instruction + Tech = Powerful Learning," was presented by Grace Smith and Stephanie Throne--authors of the book Differentiating Instruction with Technology in K-5 Classrooms and the soon-to-be-published Differentiating Instruction with Technology in Middle School Classrooms. Both authors are former educators. Smith and Throne described differentiated instruction (DI) as a strategy that is centered on the belief that students learn in many different ways. They also said DI is a collection of best practices from gifted, traditional, and special education. "Some educators think it's a new model, but it isn't," said Throne. Both presenters agreed that DI is student-centered, offers multiple paths to learning, and is grounded in assessment practices. They also cited research that shows students are more successful in school and find it more satisfying when they are taught in ways that are responsive to their readiness levels, interests, and learning profiles. According to the presenters, teachers can differentiate four elements of instruction: content, process, product, and learning environment. They also can differentiate instruction based on student traits, such as readiness, learning profile, interest, and affect. Finally, educators can differentiate instruction through a range of instructional and management strategies, including software, video streaming, and the web. "Above all, DI should be used to promote 21st-century skills," said Smith. "This includes digital-age literacy, inventive thinking, effective communication, and high productivity. A mastery of these skills will lead to student achievement." Both authors said technology is a great choice to consider for DI, because it helps to personalize instruction, enhances learning with multimedia components, can help students construct new knowledge, and motivates students with their work. "We also like to give students choices in their learning, because offering choices gives students a way to make decisions about what they will do in order to meet class requirements," said Smith. One way to do this is to create and present what the authors called a "tic-tac-toe board," or three-by-three grid, of suggested activities from which students can choose to demonstrate their understanding of a topic. This helps students make their own choices and also gives the teacher an idea of his or her students' interests. For example,
Re: [IAEP] [Sugar-devel] Assessment in Karma
On Thu, 2009-08-20 at 09:57 +0200, Martin Langhoff wrote: 2009/8/19 NoiseEHC noise...@freemail.hu: - Automatic assessment is snake oil, Bryan is well intentioned but deeply wrong. See the earlier email at http://www.mail-archive.com/sugar-de...@lists.sugarlabs.org/msg05584.html I agree that automatic assessment is no magic cure-all but it does free teachers from a lot of drudgery in grading worksheets. Teachers should be grading student essays not arithmetic exercises or vocabulary exercises. We especially need automatic assessment for contexts where teachers don't have time to grade homework, like Nepal, India, Pakistan, etc. I think that Karma is approaching from a much different vantage point than teachers in the developed world do. We are not looking to capture excellence but rather diagnose if kids are having trouble with basic skills and give kids instant feedback rather than make them wait a week to get their graded homework back, if it ever comes back. -- Bryan W. Berry Technology Director OLE Nepal, http://www.olenepal.org ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] organisational task list
Maybe a slobs meeting a week from Friday? -walter On Thu, Aug 20, 2009 at 4:02 PM, David Farningdfarn...@sugarlabs.org wrote: Hey all, I am heading back home after my vacation and am trying to plan the next couple of months. As such, I would appreciate help identifying and prioritising organisational tasks. 1. Slobs elections. 2. Trademark policy. 3. Establish engineering steering committee. 4. SugarCamp. 5. Deployment Team outreach. david ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep -- Walter Bender Sugar Labs http://www.sugarlabs.org ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
[IAEP] SOAS and Terminal
Couldn't figure how to search your archive so forgive me if this question has already been asked/answered. I've got SOAS working on a Wintel Vista machine, nice and quick compared with my xo of course, but silent and won't seem to load Adobe Flash Player. I tried following the instructions on the OLPC wiki, but Terminal told me it did not recognize wget so I'm stuck. Any advice? ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] [Sugar-devel] Assessment in Karma
On Fri, Aug 21, 2009 at 3:58 AM, Bryan Berrybr...@olenepal.org wrote: I agree that automatic assessment is no magic cure-all but it does free teachers from a lot of drudgery in grading worksheets. I understand your point, and respect your good intentions. I worry -- quite a bit -- about the outcome however... Teachers should be grading student essays not arithmetic exercises or vocabulary exercises. What I worry is that once we automated arithmetic exercises, they'll focus on that... as you say We especially need automatic assessment for contexts where teachers don't have time to grade homework, like Nepal, India, Pakistan, etc. So they don't have time for either. We automate one, and the fact that we provide easy to get, easy to use grades takes over. They still don't have time for essays. [ The sad thing I find is that they *will* find time to make pretty graphs of the paltry numbers they get. The graphs make the teacher look good and in control. ] I think that Karma is approaching from a much different vantage point than teachers in the developed world do. We are not looking to capture excellence but rather diagnose if kids are having trouble with basic skills and give kids instant feedback rather than make them wait a week to get their graded homework back, if it ever comes back. John Hattie, in pretty developed NZ, has done a lot of work on that exact track (early diagnosis of kids falling behind on basics and instant feedback). Hence Asttle. Maybe I am a luddite and it'll happen anyway. Hmmm. m -- martin.langh...@gmail.com mar...@laptop.org -- School Server Architect - ask interesting questions - don't get distracted with shiny stuff - working code first - http://wiki.laptop.org/go/User:Martinlanghoff ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
