Re: [IAEP] [Sur] [OT] Dibujo animado sobre alimentos orgánicos
Walter, Gracias por comentar hace unos días: I am guessing that Carlos wanted us to interpret the video as a metaphor for the difference between instructionism and constructionism... not bad. o sea, en Español, Estoy adivinando que Carlos quiso que nosotros interpretásemos el video como una metáfora para [explicar] la diferencia entre instruccionismo y construccionismo ... no está mal. Hasta hoy he estado tratando de entender qué quisiste decir con esta frase. Hoy, con más tiempo, decidí comenzar por el principio y buscar la definición de estas dos palabras clave, instruccionismo y construccionismo, que no aparecen en el diccionario, ni en Inglés ni en Español. Entiendo que son una creación de Seymour Papert que encontré leyendo uno de sus discursos, donde dice: All my work is focused on helping children learn, not on just teaching. Now I've coined a phrase for this: Constructionism and Instructionism are names for two approaches to educational innovation. Instructionism is the theory that says, To get better education, we must improve instruction. And if we're going to use computers, we'll make the computers do the instruction. And that leads into the whole idea of computer-aided instruction. Well, teaching is important, but learning is much more important. And Constructionism means Giving children good things to do so that they can learn by doing much better than they could before. Now, I think that the new technologies are very, very rich in providing new things for children to do so that they can learn mathematics as part of something real. que traduzco: Todo mi trabajo está enfocado a ayudar a los niños a aprender, no en simplemente enseñar. Ahora he acuñado una frase para esto: Construccionismo e instruccionismo son nombres para dos enfoques a la innovación en educación. Instruccionismo es la teoría que dice, Para conseguir mejor educación, debemos mejorar la instrucción. Y si fuéramos a usar computadoras, haremos que las computadoras hagan la instrucción. Y esto conduce a la toda la idea de instrucción ayudada por computadoras. Bueno, enseñar es importante, pero aprender es mucho más importante. Y Constructivismo significa Dar a los niños cosas buenas para hacer de manera que, puedan aprender haciendo, mucho mejor que lo que podían [hacer] antes, Ahora, pienso que las nuevas tecnologías son muy, muy ricas en ofrecer cosas nuevas para que los niños hagan, para que puedan aprender matemática como parte de algo real. Recién ahora, Walter, y gracias a tu comentario, me sentí en condiciones de pensar por qué compartí, sin mucho pensar, el dibujo animado de los alimentos orgánicos. Recuerdo haber tomado la decisión simplemente porque me pareció muy bueno y pensé que podría inspirar a alumnos y educadores a explorar más el tema de usar las computadoras disponibles para trabajar en el área de animación. Hace algunos años, cuando me enteré de las enormes posibilidades de las XO en el campo de animación, me entusiasmé mucho. Traté de entusiasmar a otros pero pienso mi esfuerzo no tuvo efecto alguno. Quedaron en mis archivos algunas notas que hice en esa época. Vuelvo a compartirlas con la misma esperanza de que alguien se entusiasme con el tema: S006 - Proyecto: Animación con Modelos Tridimensionales Reales S007 - Proyect: Animación con Modelos Bidimensionales Reales Ahora que creo tener más clara la diferencia entre constructivismo e instruccionismo, analizo tu comentario. Pienso que imitar lo que hicieron los creadores del dibujo animado, proponiendo a grupos de niños, proyectos de creación de dibujos animados, sería una manera constructivista, muy efectiva para enseñar muchas cosas útiles a todos los niños. Me cuesta imaginar algún área de conocimiento que no pueda aprenderse creando dibujos animados. El mismo video me parece una manera instruccionista, muy efectiva para transmitir el mensaje de las virtudes de los alimentos orgánicos, al público en general, que entiendo fue la intención original de Chipotle cuando pensaron en crearlo. No hay nada perfecto en este mundo. Frecuentemente encuentro personas que piensan en forma dogmática, que algo es perfecto y su opuesto tiene todos los defectos posibles y ninguna virtud. Enseñar a niños, si bien es muy difícil, imagino que es mucho más fácil que enseñar al público en general. Con los niños, el camino constructivista suena muy convincente y ha sido probado con resultados muy positivos. Hoy, entre los maestros y las computadoras, logran entusiasmarlos y lograr que tengan deseos de aprender. Al público en general no le interesan los alimentos orgánicos. Pierden aún más interés cuando una de las primeras cosas que aprenden sobre ellos es que son más caros y más difíciles de conseguir. Probablemente sea posible lograr caminos constructivistas para enseñar al público sobre alimentos orgánicos. Creo que por ejemplo algunos
Re: [IAEP] [Sur] TI MSP430 running on XO 1 - Robotics!
Yama, Thanks so much for sharing this. I am planning to order some to test out with my students on the XOs. Perhaps we can open some wiki pages devoted to this? Cheers, Gerald 2012/2/11 Luis Galindo llwwwl...@gmail.com I just bought the TI MSP430 to test it with the Xo 1.0. Thank you Yama :-) Luis El 10 de febrero de 2012 11:06, Peter Robinson pbrobin...@gmail.comescribió: 2012/2/10 Yamaplos . yamap...@gmail.com: The TI MSP430 chips are a very attractive alternative to add robotic options for XO / Sugar users. Microcontrolers are the brain behind many engineering hobby and educational pursuits, but many alternatives are expensive or very hard to run in the XO. The TI Launchpad board, with a G2553 microcontroler and an extra G2452 in the box, is available from Texas Instruments for $4.30 USD, including shipping anywhere in the world (yes, hard to believe). http://processors.wiki.ti.com/index.php/MSP430_LaunchPad_%28MSP-EXP430G2%29 Here are the instructions for running the Launchpad with the G2452. Maybe if the next iteratiuon of Sugar uses Fedora 15 we will be able to use the G2553 as well. http://processors.wiki.ti.com/index.php/OLPC_XO-1 The next release will be based on F-17 but both those packages are listed. You might want to use one of the test releases based on F-17 that I've released (new one coming soon) to make sure it all works OK and feedback any issues to ensure we get them fixed for the final release. Peter ___ Lista olpc-Sur olpc-...@lists.laptop.org http://lists.laptop.org/listinfo/olpc-sur ___ Lista olpc-Sur olpc-...@lists.laptop.org http://lists.laptop.org/listinfo/olpc-sur ___ IAEP -- It's An Education Project (not a laptop project!) IAEP@lists.sugarlabs.org http://lists.sugarlabs.org/listinfo/iaep
Re: [IAEP] [Sugar-devel] butiá robot challenges in sumo.uy event
http://vimeo.com/33399708 Nice video of the sumo.uy 2011 event where childrens participated using olpc/sugar in sumo and in butia challenges. regards andres On Thu, Sep 22, 2011 at 9:26 PM, Steve Thomas sthom...@gosargon.com wrote: This is a great use of the XO. So for comparison, how much would it cost for an arduino, with video camera, color display, speakers, speech to text capabilites, wireless internet? Plus you get programming environments like Scratch, Etoys and Turtle Art. My guess an XO would win and it does so much more!!! Stephen On Thu, Sep 22, 2011 at 5:30 PM, Andres Aguirre aguir...@gmail.com wrote: Thank you Kevin! There are some more pics in flickr: http://www.flickr.com/photos/butiarobot/sets/ and some videos in http://www.youtube.com/proyectobutia cheers -- /\ndrés On Thu, Sep 22, 2011 at 7:33 AM, Kevin Mark kevin.m...@verizon.net wrote: On Wed, Sep 21, 2011 at 08:24:50PM -0300, Andres Aguirre wrote: Hi, I want to share with you what we was doing the last week here in Uruguay: http://www.fing.edu.uy/inco/proyectos/butia/mediawiki/index.php/Review Hi Andres, this looks like more excellant work about the butiabot. I was showing photos of the bot at the Maker Faire NYC 2011 booth to all the kids and parents as your project is the one that shows how the kids are learning about robotics, programming and computational thinking. And also how people can derive new software and new educational uses with an 'open' approach in a learning environment. -- | .''`. == Debian GNU/Linux ==.| http://kevix.myopenid.com..| | : :' : The Universal OS| mysite.verizon.net/kevin.mark/.| | `. `' http://www.debian.org/.| http://counter.li.org [#238656]| |___`-Unless I ask to be CCd,.assume I am subscribed._| The PILLSBURY DOUGHBOY is CRYING for an END to BURT REYNOLDS movies!! ___ 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] Sugar Digest 2012-02-11
== Sugar Digest == 1. Papert, of course, is well-known as the proponent of constructionism, an educational theory which holds that students learn best by doing—often with little guidance from teachers. Perhaps I overreacted to a recent article about OLPC in which Seymour Papert was cast in the role of anti-teacher. I've worked with Seymour for more than 30 years and never once heard him disparage teaching or teachers. And nothing in the Constructionist doctrine suggests that teachers are not an important part of the learning ecology. That said, Papert is a believer in the human capacity for learning, where the role of a teacher is primarily to guide rather than instruct. And yet the mischaracterization of Constructionism and Papert persists, not only in the press, but in the writing of those who should know better, educator researchers. I apparently pushed the wrong button with an education researcher who who dismissed Papert's self-learning constructionism largely as a 'myth.' I have several issues with the characterization, not the least of which is the use of the modifier, self-learning. The same researcher back-peddled slightly: I agree that Papert does not generally talk about cutting teachers out of the loop entirely, though he does discuss learning about differential gears on his own and discovering more about mathematics from them than he learned in most of his mathematics classes. So the sentence Papert, of course, is well-known as the proponent of 'constructionism,' an educational theory which holds that students learn best by doing—often with little guidance from teachers could be misleading in that it doesn't fully articulate the teachers as co- learners aspect that Papert discusses in his writings, although it does convey Papert's view that teachers should take a back seat to children's interests and that some children may be inspired to learn on their own. It is debilitating to all of our efforts that an educational researcher with such a shallow understanding of Papert is being widely quoted as an expert on one-to-one computing. But it gets worse still. The data that are being cited regarding the use of Sugar are terribly flawed. For example, rough estimates of what activities were used most often tells us next to nothing about what is being learned. And those data are interpreted in ways that are blind to the learning that may be happening. For example, to summarily dismiss activities—such as chatting—as less sophisticated (and presumably less valuable) uses of the computer is to miss the point entirely. When a primary goal is literacy, engagement in an activity that so directly encourages children to read and write is a plus. Alas, the old saw, we value what we measure instead of measure what we value, sums up the situation. Meanwhile, the OLPC/Sugar Learning Team takes assessment very serious and has been developing a number of mechanism to dig beneath the surface. In addition to satisfying the needs of stakeholders and academics, we are also trying to develop metrics that serve the learner and the teacher. Hopefully our efforts will go some ways to shining a light on what is actually happening in the communities using Sugar—the good and the bad—so that we can learn and improve. In the meantime, we will have to withstand a storm of misinformation and distortion. 2. Google Summer of Code (GSoC) [1] is gearing up for 2012. It is a nice opportunity to get some new developers on board. As a community, we need to get ourselves organized: specifically, over the next few weeks, we need to identify potential projects that might attract interns to apply to Sugar Labs. I've set up a page in the wiki for aggregating project ideas [2]. Anyone in the community is welcome to make suggestions regarding a project that you think would make Sugar a better platform. (Projects that are relatively self-contained tend to be better for GSoC since their is a finite window in which to work on it.) If you are interesting in being a mentor, please contact me. Also, please encourage any talented university students you may know to apply to the program. Applications are not due until late March, but it is best to start the conversation sooner than later. (Note that applications submitted to Google must be made in English, but mentoring can happen in any language, e.g., Spanish. We will gladly help potential applicants with their proposals even if English is their first language.) === In the community === 3. There will be a OLPC/Sugar documentation sprint from April 6-10 at the OLPC headquarters in Cambridge, Massachusetts. Please contact Adam Holt if you are interested in participating, either in person or on line. 4. There will be an eduJAM! in the week of May 7-12 in Montevideo. Details to follow. 5. The week following eduJAM! will be a Squeakfest, also in Montevideo (May 16-18). === Tech Talk === 6. Gonzalo Odiard has gone through the open tickets on bugs.sugarlabs.org and identified
