Yikes I meant to link to: http://wiki.sugarlabs.org/go/Sugar_on_a_Stick/TODO#Sugar_on_a_Stick_Improve_Deployability
Sorry On Mon, Jul 27, 2009 at 10:36 PM, Caroline Meeks <carol...@solutiongrove.com > wrote: > Ok first pass at putting in more details here: > > > http://wiki.sugarlabs.org/go/Sugar_on_a_Stick/TODO#Using_a_CD_helper_takes_a_lot_of_prep_time_before_and_after_class > > Please edit, add your ideas and links to previous discussions. > > Bill do you have details you can add about Collaboration issues? > > My next step is to try to figure out a next step on all of these :) > > > On Mon, Jul 27, 2009 at 4:31 PM, Caroline Meeks < > carol...@solutiongrove.com> wrote: > >> Yes, I need details. This list needs to go on a wiki page and I and others >> need to gather all the tickets, wiki pages and other work that has already >> been done as well as my evidence for why these things are problems. None of >> this is new and most of them we have a theoretical idea of how to solve. >> >> Its on my todo list. >> >> Thanks, >> Caroline >> >> >> On Mon, Jul 27, 2009 at 9:55 AM, Walter Bender >> <walter.ben...@gmail.com>wrote: >> >>> On Mon, Jul 27, 2009 at 8:54 AM, Caroline Meeks<solutiongr...@gmail.com> >>> wrote: >>> > I'd like to build on this from the 100 ft level and Sugar on a Stick. >>> > >>> > I've been with kids this summer and when Sugar is working on the >>> computer in >>> > front of them the experience is great. Lots of learning, great >>> engagement, >>> > kids are willing to take on challenges. >>> > >>> > This fall I'd like to see lots of other people working with Sugar and >>> small >>> > groups of students. >>> > >>> > Based on my experiences this summer there are some technical/logistical >>> > barriers I'd like to break down before I recruit teachers/parents/day >>> care >>> > workers to try Sugar on a Stick in group settings. >>> > >>> > Here are what I think the barriers are: >>> > >>> > Very hard to customize your spin and then copy it for a hundred kids. >>> >>> Can you break this down further? Are you suggesting it is hard to >>> create a customized key? to replicate the key for 100s of children? or >>> there is a need to customize keys per child? (a wholly new requirement >>> AFAIK for which it would be useful to here a use case). >>> >>> > Sticks are dieing a lot! Like 1 or 2 every class. >>> >>> It would be helpful to see real data here. I certainly haven't seen >>> these sorts of failure rates. >>> >>> > Backup and recovery >>> > What is a reasonable expectation for the role of the XS in Sugar on a >>> Stick >>> > deployments in the next 6 months? >>> >>> If possible, we need a simple backup strategy independent of XS since >>> the population of XSs will lag behind... >>> >>> > Collaboration is unreliable and thus frustrating. Its working fairly >>> well >>> > in the wired network at the GPA lab, but no other use case seems to >>> work >>> > reliably. >>> >>> In fact, once we had properly configured the customization process not >>> to mangle the public keys, collaboration at GPA seems to be quite >>> reliable and not at all frustrating. There are some issues with >>> workflow around sharing that is part of a separate discussion thread. >>> >>> Regarding wireless collaboration, we do need to better diagnose the >>> various failure modes we have been seeing. But this has not been part >>> of the SoaS pilot experience at GPA or LGF. >>> >>> > Using a CD helper take a lot of prep time before and after class. A >>> floppy >>> > helper would reduce it. A VM solution might also reduce it. >>> >>> Some of this can be handled with better workflow. The CD can be >>> rejected once the USB is booted, so it doesn't have to include a >>> power-on / reject / power off cycle at the end of the class. >>> >>> > I'll try to expand on these in the next week and come up with a plan of >>> > action for each. >>> > >>> > What are the other critical things we need to do in the next month or >>> two >>> > that will allow teachers/parents/daycare workers to try Sugar on a >>> Sick? >>> > >>> > >>> > On Fri, Jul 24, 2009 at 6:17 PM, David Farning <dfarn...@sugarlabs.org >>> > >>> > wrote: >>> >> >>> >> Over the last couple of weeks we have been talking about how to grow >>> Sugar >>> >> Labs. >>> >> >>> >> Without looking at specific solutions, I would like to think about >>> >> framing Sugar Labs growth in three directions: >>> >> 1. Improve and stabilize the learning platform. >>> >> 2. Grow towards the student. >>> >> 3. Increase reach and impact. >>> >> >>> >> Growing in these directions will help Sugar Labs accomplish its >>> >> mission. But, hand in hand with growth we must think about how our >>> >> structure as a community based projects affects that growth. >>> >> >>> >> The two most important factors driving growth in a community project >>> are: >>> >> 1. A _product_ that is valuable enough for others to test, use, and >>> >> improve. >>> >> 2. A _project_ that encourages users to test, use, improve, and >>> >> participate in the project by sharing their improvements with the >>> >> project. >>> >> >>> >> 'Users' is a wide term. In the case of Sugar Labs, it can range from >>> >> individuals, to companies, to national governments. Anyone who takes >>> >> a Sugar deliverable and builds on it to help someone learn is a user. >>> >> >>> >> To take a step back, we can think of adding value to Sugar Labs. But, >>> >> what is value? There are many definitions of value in a project such >>> >> as Sugar Labs: >>> >> Quality of code. >>> >> Number of users. >>> >> Number of headlines. >>> >> Compliance to specific teaching pedagogies. >>> >> .... >>> >> >>> >> The notion of value that I tend to looks at, from a 50,000 feet, is >>> >> 'How does Sugar Labs create a large pool of users -- who benefit >>> >> enough from using Sugar -- that they, and others, are willing to >>> >> invest in improving Sugar'? >>> >> >>> >> As a rough model we can think of value as Educational Excellence(X), >>> >> Technical Excellence(Y) and Reach and Impact(Z). >>> >> >>> >> Growth towards educational excellence represents extending the core >>> >> product towards the learner. Possible steps include: >>> >> >>> >> Stable learning platform. >>> >> Easy distribution mechanism -- the shift from ./configure; make; make >>> >> to [rpm|apt-get] install .... was huge. >>> >> Easy deployment process. >>> >> Creation of base learning activities/content. >>> >> Creation of specific learning curriculum to meet specific teaching >>> needs. >>> >> >>> >> Going down this list, the groups involved involved tend to shift from >>> >> developers to practicing educators. We need to think of growing to >>> >> include educators rather than crowding out developers. As we move >>> >> towards the right along the x-asis, each prior stage grows and >>> >> improves along the y-axis >>> >> >>> >> In the larger context of adding value to the project, we can >>> >> think of project visibility and desirability along the z-axis . As >>> >> the product grows towards the user and the quality of the product >>> >> increases, the >>> >> marketing team is able to increase the visibility and desirability >>> >> (z-axis) of the product and project to more and more people. >>> >> >>> >> Another way to look at this, is to examine how a tree grows:) >>> >> >>> >> Tree growth is most easily measured in how much taller or wider the >>> >> tree become as a result of linear grow of the trunk or branches. In >>> >> addition to growing in length, new branches grow off of the trunk or >>> >> existing branches. As the length and number of the branches increase, >>> >> the trunk and branches increase in width to provide both physical >>> >> support and enough pores to transport water from the root to the >>> >> leaves and transport energy from the leave to the roots. >>> >> >>> >> In this analogy, the length of the branches can represent market >>> >> penetration. Sugar must become useful enough to penetrate deeply into >>> >> the learning occurring at individual schools. As Sugar penetrates in >>> >> to individual schools, those efforts can be "branched" to migrate >>> >> sugar into additional schools. >>> >> >>> >> Finally, the education, deployment, development, and support teams >>> >> must grow proportionally to support the deployments while pulling the >>> >> ideas and >>> >> improvements from the schools back up stream. >>> >> >>> >> david >>> >> -- >>> >> David Farning >>> >> Sugar Labs >>> >> www.sugarlabs.org >>> >> _______________________________________________ >>> >> IAEP -- It's An Education Project (not a laptop project!) >>> >> IAEP@lists.sugarlabs.org >>> >> http://lists.sugarlabs.org/listinfo/iaep >>> > >>> > >>> > >>> > -- >>> > 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 >>> > >>> >>> -walter >>> -- >>> Walter Bender >>> Sugar Labs >>> http://www.sugarlabs.org >>> >> >> >> >> -- >> Caroline Meeks >> Solution Grove >> carol...@solutiongrove.com >> >> 617-500-3488 - Office >> 505-213-3268 - Fax >> > > > > -- > Caroline Meeks > Solution Grove > carol...@solutiongrove.com > > 617-500-3488 - Office > 505-213-3268 - Fax > -- Caroline Meeks Solution Grove carol...@solutiongrove.com 617-500-3488 - Office 505-213-3268 - Fax
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