Re: [IAEP] Data vs Critical Thinking - Can Sugar give schools both?

[Yamandu Ploskonka]

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 
 
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

   
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Re: [IAEP] Data vs Critical Thinking - Can Sugar give schools both?

[K. K. Subramaniam]

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
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[IAEP] OLPC/Sugar Contributors Program Mtg (NOW! on #olpc-meeting, 2PM Boston Time, Friday)

[Holt]

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] [support-gang] FLOSS Grannie's Guide

[James Simmons]

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  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)
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Re: [IAEP] Homework turn-in without server (was: Re: Data vs Critical Thinking - Can Sugar give schools both?)

[Tomeu Vizoso]

On Fri, Apr 23, 2010 at 14:58, Gerald Ardito  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
>  wrote:
>>
>> On Fri, Apr 23, 2010 at 11:18:14AM +0200, Tomeu Vizoso wrote:
>>
>>> On Fri, Apr 23, 2010 at 02:08, Gonzalo Odiard  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 ".
>> 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 ".
>> 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
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>>
>> ___
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>> IAEP@lists.sugarlabs.org
>> http://lists.sugarlabs.org/listinfo/iaep
>
>
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Re: [IAEP] Homework turn-in without server (was: Re: Data vs Critical Thinking - Can Sugar give schools both?)

[Gerald Ardito]

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  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 ".
> 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 ".
> 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
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> =EHSi
> -END PGP SIGNATURE-
>
> ___
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[IAEP] Homework turn-in without server (was: Re: Data vs Critical Thinking - Can Sugar give schools both?)

[Sascha Silbe]

On Fri, Apr 23, 2010 at 11:18:14AM +0200, Tomeu Vizoso wrote:

On Fri, Apr 23, 2010 at 02:08, Gonzalo Odiard  
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 ".
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 ".
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/

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Re: [IAEP] Data vs Critical Thinking - Can Sugar give schools both?

[Tomeu Vizoso]

On Fri, Apr 23, 2010 at 02:08, Gonzalo Odiard  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.

Regards,

Tomeu

> Gonzalo Odiard
>
> On Thu, Apr 22, 2010 at 11:03 AM, Caroline Meeks
>  wrote:
>>
>> Yama,
>> Great vision!
>> I break this down into two parts.
>> 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!
>> Both 1 and 2 already happen without technology, just substitute "teacher"
>> for "software" and adjust the grammer.
>> What is interesting is that for a teacher #1 is the difficult, time
>> consuming, boring piece that is challenging to do well, especially in large
>> classes and #2 is one of the interesting, creative parts of their job.
>>
>> On Wed, Apr 21, 2010 at 10:54 PM, Yamandu Ploskonka 
>> wrote:
>>>
>>> On 04/21/2010 05:06 PM, Caryl Bigenho wrote:
>>>
>>> In essence, every child deserves an IEP (Individual Educational Plan)
>>> which are expensive and time consuming to develop and thus are reserved for
>>> an elite group: the special needs children.  Every child has special needs.
>>> Every child needs an IEP. But where will the funds, personnel, and
>>> curriculum come from to provide it?
>>>
>>> Caryl
>>>
>>> Haha!  that was to be point number 2, that I somehow forgot and the
>>> message went into drafts and I sent it later without checking  Thanks
>>> Caryl, good catch, that was missing
>>>
>>> so,
>>>
>>> 2) As per 1) (now below somewhere in the earlier messages), each child
>>> and educator is unique.  Just like Caryl mentions it, to do an IEP is
>>> complicated, expensive, etc, but in essence it is about gathering data and
>>> reactions to stimuli from an individual and following certain protocols to
>>> interpret them and then act certain interventions that correspond to the
>>> said individual.
>>>
>>> You know what?  Computers are geat! at handling data, interpreting it
>>> by following algorithms, and then giving an output that corresponds to the
>>> inputs entered.  In slightly better English, a computer could present
>>> certain activities to a child, and from the way the kid responds, determine
>>> the course of action to help said kid to learn.  And computers don't mind at
>>> all to help Johnnie one way, and then help Sally a very different way,
>>> keeping strict track of each one, and not just adapting the way things are
>>> presented to each child's style of learning (uh, I believe the current
>>> buzzword is neural cognition something).  Of course this might have a chance
>>> if the programmers are not one-size-fits-all lusrs.
>>>
>>> example: 310 - 220
>>> Right answer is 90, OK, next.
>>>
>>> but, among the "wrong" answers some do tell us some things.  Like someone
>>> answered 110.  That is not a random error, but something that needs a
>>> specific intervention, not just telling the kid he needs to "do more math
>>> problems".  Another telling error would be 190.  Also, some exercises would
>>> be presented in audio, others involving putting things in places, etc,
>>> trying to figure out what style a kid is best at - then using that style as
>>> a good road for learning new stuff, but also a chance to catch up some other
>>> styles he is less strong in.
>>>
>>> Yes yes yes, this involves some AI, something sort of dead after the
>>> dot.com bubble.  But it could be done - some such computer-based interactive
>>> tools already exist for some diagnoses, and also for some therapies,
>>> interestingly enough some of the software in use is the same version
>>> released in the late 90s...
>>>
>>> Now for the very best thing:
>>>
>>> Computers can be immensely patient.
>>>
>>> They can be immensely customisable.  A computer doesn't care if it needs
>>> to work slowly-like with Matt, doing good reinforcing with little pink
>>> dinosaur dances to keep him interested, and they still are just the same old
>>> pile of gray metal, just as good, even if they sit in front of Josh, who
>>> might just beat Doogie Howser by graduating UCLA at 8.  It just feeds him
>>> more stuff faster, thus not just helping him learn, but keeping him out of
>>> boredom trouble, and best of all, out of Mrs. Crabby's hair, does she hate
>>> show-offs.
>>>
>>> Is this just a gedankenexperiment?
>>>
>>> It obviously hurts any chance of getting this to work that my people
>>> skills and my grant-application skills are both 

[IAEP] SD card booting, USB stick sizes (was: Re: [SoaS] SoaS on What Machines?)

[Sascha Silbe]

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

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http://sascha.silbe.org/
http://www.infra-silbe.de/

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Re: [IAEP] FLOSS Grannie's Guide

[Sascha Silbe]

On Thu, Apr 22, 2010 at 05:01:51PM -0700, Caryl Bigenho wrote:

Most of this was written by other folks and doesn't meet what I would 
call Grannie's Guide standards... i.e.,  it needs to be able to be 
used by folks who haven't a clue what BIOS is and it needs to stay out 
of complicated instructions.  Plug'n Play is the goal.


For example, BIOS can be avoided completely in the eeePC by pressing 
the "esc" key. Is this true for most PCs?
No, it's specific to the BIOS vendor and sometimes even differs between 
mainboard models. While the variation for entering the BIOS Setup is 
somewhat low these days (haven't seen anything else than  and  
for quite a while), the "boot menu" isn't available on many machines and 
there are a lot of different keys to activate it. Same goes for the 
interior of the BIOS Setup: Each BIOS vendor has a different way of 
organizing the Setup.
While usually the hotkeys are displayed during boot-up, they often 
vanish so fast even I have trouble reading them.
Perhaps explain how a boot menu works in general and provide a look-up 
table on a wiki page that lists hotkeys for known models? You can put a 
copy of the wiki page in the appendix for the benefit of those that use 
a printed copy. The wiki page is important because it's easily editable 
by random people (you need to cover lots of different models for the 
table to be useful).


CU Sascha

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