Agreed.
On Sun, Jan 12, 2014 at 6:02 PM, Walter Bender <walter.ben...@gmail.com>wrote: > On Sun, Jan 12, 2014 at 3:32 PM, Sameer Verma <sve...@sfsu.edu> wrote: > > On Sun, Jan 12, 2014 at 6:33 AM, Walter Bender <walter.ben...@gmail.com> > wrote: > >> On Fri, Jan 10, 2014 at 3:37 PM, Sameer Verma <sve...@sfsu.edu> wrote: > >>> On Fri, Jan 10, 2014 at 3:26 AM, Martin Dluhos <mar...@gnu.org> wrote: > >>>> On 7.1.2014 01:49, Sameer Verma wrote: > >>>>> On Mon, Jan 6, 2014 at 12:28 AM, Martin Dluhos <mar...@gnu.org> > wrote: > >>>>>> For visualization, I have explored using LibreOffice and SOFA, but > neither of > >>>>>> those were flexible to allow for customization of the output beyond > some a few > >>>>>> rudimentary options, so I started looking at various Javascript > libraries, which > >>>>>> are much more powerful. Currently, I am experimenting with Google > Charts, which > >>>>>> I found the easiest to get started with. If I run into limitations > with Google > >>>>>> Charts in the future, others on my list are InfoVIS Toolkit > >>>>>> (http://philogb.github.io/jit) and HighCharts ( > http://highcharts.com). Then, > >>>>>> there is also D3.js, but that's a bigger animal. > >>>>> > >>>>> Keep in mind that if you want to visualize at the school's local > >>>>> XS[CE] you may have to rely on a local js method instead of an online > >>>>> library. > >>>> > >>>> Yes, that's a very good point. Originally, I was only thinking about > collecting > >>>> and visualizing the information centrally, but there is no reason why > it > >>>> couldn't be viewed by teachers and school administrators on the > schoolserver > >>>> itself. Thanks for the warning. > >>>> > >>>> > >>> > >>> In fact, my guess would be that what the teachers and principal want > >>> to see at the school will be different from what OLE Nepal and the > >>> government would want to see, with interesting overlaps. > >> > >> You left out one important constituent: the learner. Ultimately we are > >> responsible for making learning visible to the learner. Claudia and I > >> touched on this topic in the attached paper. > >> > > > > Thanks for the paper. While we did point out to Portfolio and Analyze > > Journal activities in our session at OLPC SF Summit in 2013, I didn't > > include it in the scope of the blog post. I'll go back and update it > > when I get a chance. > > > >> Just to place all my cards on the table, as much as I hate to suggest > >> we head down this route, I think we really need to instrument > >> activities themselves (and build analyses of activity output) if we > >> want to provide meaningful statistics about learning. We've done some > >> of this with Turtle Blocks, even capturing the mistakes the learner > >> makes along the way. We are lacking in decent visualizations of these > >> data, however. > >> > > > > I haven't had a chance to read the paper in depth (which I intend to > > do this afternoon), but how much of this approach would be shareable > > across activities? Or would the depth of analysis be on a per activity > > basis? If the latter, then I'd imagine it would be simpler for > > something like the Moon activity than the TurtleBlocks activity. > > > >> Meanwhile, I remain convinced that the portfolio is our best tool. > >> > > > > I think the approaches differ in scope and purpose. In the RFPs I've > > been involved in, the funding agencies and/or the decision makers > > either request or outright require "dashboard style" features to > > report frequency of use, time of day, and in some cases even GPS-based > > location in addition to theft-deterrence, remote provisioning, etc. > > The same goes for going back to an agency to get renewed funding or to > > raise funds for a new site expansion. In a way, the scope of the > > "learner<->teacher" bubble is significantly different from that of the > > "principal<->minister of edu". One is driven by learning and pedagogy, > > while the other is driven by administration. Accordingly, the reports > > they want to see are also different. While the measurements from the > > Activity may be distilled into coarser indicators for the MoE, I think > > it is important to keep the entire scope in mind. > > Don't get me wrong: satisfying the needs of funders, administrators, > etc. is important too. They have metrics that they value and we should > gather those data too. My earlier post was just to suggest ultimately > we need to consider the learner and how making learning visible can be > of use. That theme seemed to be missing from the earlier discussion. > > > > > I am mindful of the "garbage in, garbage out" problem. In building > > this pipeline (which is where my skills are) I hope that the data that > > goes into this pipeline is representative of what is measured at the > > child's end. I am glad that you and Claudia are the experts on that > > end :-) > > > > cheers, > > Sameer > > > >> regards. > >> > >> -walter > >> > >> > >>> > >>> cheers, > >>> Sameer > >>> _______________________________________________ > >>> Sugar-devel mailing list > >>> sugar-de...@lists.sugarlabs.org > >>> http://lists.sugarlabs.org/listinfo/sugar-devel > >> > >> > >> > >> -- > >> Walter Bender > >> Sugar Labs > >> http://www.sugarlabs.org > > > > -- > Walter Bender > Sugar Labs > http://www.sugarlabs.org > _______________________________________________ > Sugar-devel mailing list > sugar-de...@lists.sugarlabs.org > http://lists.sugarlabs.org/listinfo/sugar-devel >
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