[IAEP] SD card booting, USB stick sizes (was: Re: [SoaS] SoaS on What Machines?)
On Thu, Apr 22, 2010 at 07:12:18PM -0700, Thomas C Gilliard wrote: One problem with acer aspire one: It will not boot from an SD slot (see notes below), [...] Ouch, good to know. I would have expected this to work on laptop (netbook) that comes with a built-in SD card slot. My lexar SD to USB adapter lets an SD boot but then it sticks out the side. : / I guess you already know, but others may not: There are nano USB sticks (e.g. Delock USB 2.0 Nano Memory Stick [1]) that stick out only slightly, thus the risk of it breaking off is minimal. For MicroSD cards similar sized card readers are available (e.g. Delock USB 2.0 Card Reader micro SD/micro SDHC [2]). (*) (*) I have no experience with these models and provide the links merely to give an impression of the kind of product I'm talking about. [1] http://delock.com/produkte/gruppen/Speichermodule/Delock_USB_20_Nano_Memory_stick_4GB_54220.html [2] http://delock.com/produkte/gruppen/Card-Reader/Delock_USB_20_Card_Reader_micro_SDSLASHmicro_SDHC_91677.html CU Sascha -- http://sascha.silbe.org/ http://www.infra-silbe.de/ signature.asc Description: Digital signature ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] Homework turn-in without server (was: Re: Data vs Critical Thinking - Can Sugar give schools both?)
Sascha, Speaking as a teacher, this workflow seems really good. Gerald On Fri, Apr 23, 2010 at 7:49 AM, Sascha Silbe sascha-ml-ui-sugar-i...@silbe.org wrote: On Fri, Apr 23, 2010 at 11:18:14AM +0200, Tomeu Vizoso wrote: On Fri, Apr 23, 2010 at 02:08, Gonzalo Odiard godi...@gmail.com wrote: In the context of Sugar we need a simple way to students to send their work to the teacher and a simple way to the teacher to group these works, and follow the progress. Can we start with it? You mean something that works without a server such as Moodle? If so, I think we should start by thinking who is going to review and stabilize that work, as we are getting very short of maintainers. Maybe we should start by designing a work flow / UI for this? I believe the actual code changes could be fairly small and easily reviewed if done right. If we transfer metadata during file transfer (Journal Send To feature) as suggested in #1344 [1], we have everything needed for the most basic workflow: 1. Student opens completed work in Journal details view. 2. Student adds tags as instructed by the teacher (e.g. Class-6a homework bees). 3. Student uses Send To name of teacher. 4. Teacher accepts file transfer. 5. Teacher opens Journal and uses full text search with the given tags. 6. Teacher annotates the work (either inline or (ab)using the description field). 7. Teacher uses Send To name of student. 8. Student accepts file transfer. There are obviously quite a few ways to improve on this workflow, but we can get there step by step with incremental, self-contained changes that are easy enough to review. [1] https://bugs.sugarlabs.org/ticket/1344 CU Sascha -- http://sascha.silbe.org/ http://www.infra-silbe.de/ -BEGIN PGP SIGNATURE- Version: GnuPG v1.4.10 (GNU/Linux) iQEcBAEBAgAGBQJL0YlXAAoJELpz82VMF3DaCfkH/1ZEPp9HBAmg98TjuwbQZtT1 ZTMEXchIGEWl2ZoTJj0+B5s5v1/6fkTsA2YgfC8E2NizL0xowrv+VmpNkNE3yarw nlyhPVfRgWqSdQa39ux+O2pWv+dWX5dgLd2R653t6/8tdsgOaNLtEQT1iL10kLg4 K6ht4QzK7xNN5aMRhHOezMcmG2U8vhMBAhxb1P2gP2ESrWtGTSnqqjmeRy3S4qr4 EVyDysnX94BNQqjsNkk2qjCceQt5R/Dzdpk9eeJT4ipfc+zRpF+DXJNvY/LlE6Zv uEzFNEP2IlshBHVFoevDhGI3r/rAKpFY1R2siL9W+0RTryXXwpneQ4gPS7k+yPA= =EHSi -END PGP SIGNATURE- ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] Homework turn-in without server (was: Re: Data vs Critical Thinking - Can Sugar give schools both?)
On Fri, Apr 23, 2010 at 14:58, Gerald Ardito gerald.ard...@gmail.com wrote: Sascha, Speaking as a teacher, this workflow seems really good. Sounds like a great approach to me, then. Though would be good to have some discussion on the HCI side of it. Regards, Tomeu Gerald On Fri, Apr 23, 2010 at 7:49 AM, Sascha Silbe sascha-ml-ui-sugar-i...@silbe.org wrote: On Fri, Apr 23, 2010 at 11:18:14AM +0200, Tomeu Vizoso wrote: On Fri, Apr 23, 2010 at 02:08, Gonzalo Odiard godi...@gmail.com wrote: In the context of Sugar we need a simple way to students to send their work to the teacher and a simple way to the teacher to group these works, and follow the progress. Can we start with it? You mean something that works without a server such as Moodle? If so, I think we should start by thinking who is going to review and stabilize that work, as we are getting very short of maintainers. Maybe we should start by designing a work flow / UI for this? I believe the actual code changes could be fairly small and easily reviewed if done right. If we transfer metadata during file transfer (Journal Send To feature) as suggested in #1344 [1], we have everything needed for the most basic workflow: 1. Student opens completed work in Journal details view. 2. Student adds tags as instructed by the teacher (e.g. Class-6a homework bees). 3. Student uses Send To name of teacher. 4. Teacher accepts file transfer. 5. Teacher opens Journal and uses full text search with the given tags. 6. Teacher annotates the work (either inline or (ab)using the description field). 7. Teacher uses Send To name of student. 8. Student accepts file transfer. There are obviously quite a few ways to improve on this workflow, but we can get there step by step with incremental, self-contained changes that are easy enough to review. [1] https://bugs.sugarlabs.org/ticket/1344 CU Sascha -- http://sascha.silbe.org/ http://www.infra-silbe.de/ -BEGIN PGP SIGNATURE- Version: GnuPG v1.4.10 (GNU/Linux) iQEcBAEBAgAGBQJL0YlXAAoJELpz82VMF3DaCfkH/1ZEPp9HBAmg98TjuwbQZtT1 ZTMEXchIGEWl2ZoTJj0+B5s5v1/6fkTsA2YgfC8E2NizL0xowrv+VmpNkNE3yarw nlyhPVfRgWqSdQa39ux+O2pWv+dWX5dgLd2R653t6/8tdsgOaNLtEQT1iL10kLg4 K6ht4QzK7xNN5aMRhHOezMcmG2U8vhMBAhxb1P2gP2ESrWtGTSnqqjmeRy3S4qr4 EVyDysnX94BNQqjsNkk2qjCceQt5R/Dzdpk9eeJT4ipfc+zRpF+DXJNvY/LlE6Zv uEzFNEP2IlshBHVFoevDhGI3r/rAKpFY1R2siL9W+0RTryXXwpneQ4gPS7k+yPA= =EHSi -END PGP SIGNATURE- ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] [support-gang] FLOSS Grannie's Guide
The offer of help does not have a time limit. I think you've identified a problem we're going to have to deal with, whenever we can find time to do it. If I have time this weekend I might try making photos of my PC when it displays various BIOS screens and see how that goes. If we make detailed instructions with lots of screen shots I think we'll do a lot of good. Unfortunately, I don't have a Mac, just Windows and Linux. I would do instructions for Windows, because the Linux folks won't need them. Good luck with the convention! James Simmons P.S. Netbook case? My XO-1 fits nicely in my briefcase with room left over for two water bottles, a cell phone, and chargers for the XO-1 and the phone. I don't need no stinkin' Netbook case! On Thu, Apr 22, 2010 at 9:37 PM, Caryl Bigenho cbige...@hotmail.com wrote: Hi James, Thanks for the great suggestions and offer. I will work on this after Saturday. I am busy reflashing 12 XOs from the CUELA lending library and all my Roadshow In A Box machines (including a bunch of M-stock I repaired). Saturday is showtime at the LAUSD InfoTech at the LA Convention center. I will be showing off SoaS running on a MacBook and the cutest little mauve and pearl-white eeePC you ever saw! I will also have at least 1 XO-1 for folks to play with and one XO-1.5... probably showing off the Gnome desktop. The twelve machines from the CUELA library will ba available to check out to CUELA members. I will be very, very, busy! Caryl P.S. I bought a nice lavender netbook case for my pearl and mauve refurb eeePC today... but I guess you guys don't care about that sort of thing... ;-D (maybe Caroline would) ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
[IAEP] OLPC/Sugar Contributors Program Mtg (NOW! on #olpc-meeting, 2PM Boston Time, Friday)
Please all join us right now reviewing the latest OLPC/Sugar community projects over IRC Live Chat: http://forum.laptop.org/chat Then type at bottom: /join #olpc-meeting AGENDA: * XO-1.5 early production machines now available shipping: http://blog.laptop.org/2010/02/25/xo-1-5-early-production-laptops-free-to-contributors-worldwide/ * Fast Review of the 4 latest (greatest!) HW/Project Proposals -- please join us advocating for, and/or reviewing shortcomings of these proposals: 1. Benji Smith’s Eagle and Youth Group Project - Jefferson, Maryland 2. Fedora Security Lab - India, Germany, USA 3. Lubuto Library Project - Zambian Literacy Programming Project - Silver Spring, Maryland 4. Language Documentation on Ambrym, Vanuatu - Berlin; Paris 5. Laptops Uganda * Which projects might you enjoy Mentoring below?! http://wiki.laptop.org/go/Projects http://rt.laptop.org/Search/Results.html?Query=Queue=%27contributors%27 * New projects libraries -- teaching them Community Outreach: http://wiki.laptop.org/go/XO_Laptop_Lending_Libraries * Meeting results will be posted here very shortly: http://wiki.laptop.org/go/Contributors_program/meetings 1. Benji Smith’s Eagle and Youth Group Project - Jefferson, Maryland http://rt.laptop.org/Ticket/Display.html?id=50626 http://sites.google.com/site/laptopsforthedominican/ [SPECIFIC SITE NEEDS TO BE POSTED OFF http://wiki.laptop.org/go/Projects ] Requests 7/10 XOs over undetermined months Project Objectives: My project will provide entertainment and a learning experience for the children of Los Toscones by providing them with basic computers that can be used for both fun and educational purposes. I have created a quick-start guide that can be used on deployments world-wide. The information being put in it can be found here: http://sites.google.com/site/laptopsforthedominican/project-updates/moreworkdone. I have put all of this information into a nice booklet that can be printed at someone's own home and can be distributed when they are doing their own deployments. It is currently in the process of being translated into Spanish. Note: this is NOT yet completed. In three weeks after AP exams, I will begin doing a LOT of work, I just don't have the time right now. You can track the progress of the project using the project updater, http://sites.google.com/site/laptopsforthedominican/project-updates. It has all kinds of information, as does all of the sidebar. 2. Fedora Security Lab - India, Germany, USA http://rt.laptop.org/Ticket/Display.html?id=61414 http://blog.hiemanshu.in http://planet.laptop.org [SPECIFIC SITE NEEDS TO BE POSTED OFF http://wiki.laptop.org/go/Projects ] Requests 2-4 XOs over 6 months Project Objectives: We are planning to use the XOs for testing the Fedora Security Lab which is to be used as a Learning platform for budding Security Professionals. We would like to test the compatibility with the laptops and its hardware, and if something does not work right, we would even be happy to write/make changes to the hardware/software and contribute it back to the community. 3. Lubuto Library Project - Zambian Literacy Programming Project - Silver Spring, Maryland http://rt.laptop.org/Ticket/Display.html?id=61571 http://www.lubuto.org http://www.olpclearningclub.org [SPECIFIC SITE NEEDS TO BE POSTED OFF http://wiki.laptop.org/go/Projects ] Requests 6 XO-1.5s over 24 months Project Objectives: There is a critical need for means to teach all Zambian children to read in their original language that the educational system cannot meet. Lubuto libraries reach out-of-school children and can help them toward reading by read-aloud and storytelling programs, but tools for reading teaching in Zambian languages are not available. Youth who have been using the One Laptop Per Child XO laptops in Lubuto libraries and experienced Zambian reading teachers will together be trained in the OLPC application Etoys and create early reading programs in Zambian languages. The programs will then be made available on laptops in the libraries and via the Lubuto.org website to inspire creation of similar programs in other African countries and languages. Being able to approach learning to read in their native tongue will literally mean development of reading fluency for hundreds of thousands of out-of-school and vulnerable children and youth who do not have access to adequate reading education. The Zambian-language reading programs can be used in under equipped classrooms as well as in Lubuto and other libraries, and programs can be adapted to accommodate other African languages of similar structure (primarily Bantu languages), potentially bringing literacy to millions of children in Africa. It is also expected that programs to introduce reading in Zambian languages will inspire more advanced local language computer content
Re: [IAEP] Data vs Critical Thinking - Can Sugar give schools both?
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 objects/experiences for their current level and learning style. #1 is straightforward programming. #2 is a grand challenge! Not really. #2 is amenable to statistical methods. See www.assetonline.in, for instance. Diagnostic tests are different from grading tests in that they do analyze wrong answers too and report to teachers and parents about potential areas of confusion. They do have a drawback - they can detect confusion but not prevent them. Getting it right the first time requires systems like Montessori that put the learner in charge. All statistical methods come with outliers - 'exceptional' or 'laggards'. Then you have a problem of dealing with them :-(. Automation can only take us so far. A teacher instructs and listens. The former service can be done through a computer while the latter is difficult. For many students with difficult backgrounds, the teacher is the only source of hope and guidance. We are still a long way from empathic computers ;-). Subbu ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] Data vs Critical Thinking - Can Sugar give schools both?
On 04/23/2010 08:13 PM, K. K. Subramaniam wrote: 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 objects/experiences for their current level and learning style. #1 is straightforward programming. #2 is a grand challenge! Not really. #2 is amenable to statistical methods. See www.assetonline.in, for instance. Diagnostic tests are different from grading tests in that they do analyze wrong answers too and report to teachers and parents about potential areas of confusion. They do have a drawback - they can detect confusion but not prevent them. Getting it right the first time requires systems like Montessori that put the learner in charge. All statistical methods come with outliers - 'exceptional' or 'laggards'. Then you have a problem of dealing with them :-(. Excellent points (I love this thread, thank you Caroline and all) One hope is that an early system would take care of the inbetweeners, who are the greatest number anyway, thus freeing up more time for the teacher to do her magic on the (circumstantial and extreme) outliers, besides also more time for each one in class since a lot of the routine tasks are dealt with by the machine. I mean, if a computer can simply take care of attendance and retrieving homework, that already gets me back 5 to 10% of a high school class time, if it can deal with some of the exercises to understand a concept, I get 50 or even 80% more to spend in one-on-one follow up. Also, the hope is that a further improved system can detect the specific kind of confusion a kid has , to trigger a specific kind of intervention, by the computer or the teacher, by pointing out the specific need to the teacher, more efficiently, saving human time and wear and tear spent in figuring what the current stress point is. I actually envision such a system would be able to eventually also deal with a lot of the reinforcing needed by some outliers, as well as the extra content needed by others, thus a win-win for everyone. Alas, still tied to the curriculum because that is the way things are. While ideally this could be done by a human teacher, we know that there simply are not that amount or level of human resources available able to discern the needs and then follow up with the appropriate intervention, and that is just going to get worse as time passes, as the statisticians tell us. My biggest selling point is that it would save work for the teacher. The addition of high-quality content and individualized delivery might be seen by many as gravy, though of course we know that that is the heart and raison d'être of the concept in the first place. Yes, Montessori might be best, but I know too well that requires such a unique blend of skills and training that it just won't do, especially for places where the very basis of it is unknown. And in this concept the learner /is/ in charge. I mean, the very idea is that the system would mold itself around the learner, following curricular criteria of course, but shaping the delivery to the learner's own path. The student would make his own choices as he proceeds forward, with the machine gently giving hopefully the best and most adequate and understandable material for his own quest to knowledge, Guide the child along his own way,... Automation can only take us so far. A teacher instructs and listens. The former service can be done through a computer while the latter is difficult. For many students with difficult backgrounds, the teacher is the only source of hope and guidance. We are still a long way from empathic computers ;-). And maybe it's right that is so. I accompany those who fear a dehumanised learning system (/cf./ what you see in the opening scenes of the Star Trek movie relating to Spock schooling), where the remaining elements of interaction with peers and educators are bullying and judgmental labels. I believe an Open Source system would never allow that, enough checks and balances are the nature itself of our approach, but such evil is not too hard to imagine if these folks http://www.p21.org/index.php?option=com_contenttask=viewid=508Itemid=192 get the contract to be in charge of this initiative, as their for-profit motive trumps all other considerations, as is the case too often right now. All in all, I do hope that teachers will be even better able to listen and support and help build character, eventually trained to be their best at that, as other tasks are delegated to the machine. Subbu ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
