Re: [IAEP] Is "Most Sugar Users Use XO Laptops" True?

[forster]

Does anyone disagree with the assertion that "most Sugar use is in a
school/classroom setting"?


Hi

The two largest OLPC deployments, Peru and Uruguay account for 50% of  
XO laptops.


Peru, 60% of use was in school [1]
Uruguay home use > school use [2]

Uruguay was 100% take home, Peru had a mixed take home policy.

It is not clear what happened in the remaining 50% of deployments.

These statistics are 4-6 years old. It is not clear how the usage  
changes as XO's have got older. They are presumably perceived to be  
less valuable. This could relax take home policies, it probably tends  
to lower school and home use.


So I disagree with the assertion that "most Sugar use is in a  
school/classroom setting". I think its too close to call. Home and  
school use are roughly equal.


Tony



[1]Frequency: sessions in last week By place % at school
Table 9 Technology and Child Development: Evidence from the One Laptop
per Child Program , IADB Feb 2012

[2]"Children reportedly use the XO's about an 1 to 1.5 hours per day  
at home...The XO's are not used as much in schools"
http://www.olpcnews.com/countries/uruguay/plan_ceibal_a_better_designed.htm  
May 2010





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Re: [IAEP] Introduction of myself

[forster]

Hi Alex

If you want to lodge a request on Trac its
https://bugs.sugarlabs.org/query?component=Sugar+on+a+Stick+(SoaS)

Tony




What feature request?  I don't keep up to date with the fedora community,
but there have definatly not been any recent localisation discourse on
sugar-devel or iaep.
Maybe publishing the feature on the mailing list would help?



Sorry for the confusion, the feature I referring to is the localisation of
SOAS desktop.


On Thu, Jan 7, 2016 at 9:43 AM, Sam P.  wrote:


Hi Alex,

On Thu, Jan 7, 2016, 10:36 AM Alex Eng  wrote:


Hi,

I am a member of Globalisation group from RedHat and Fedora community.

With recent adapt of SOAS desktop into fedora, there's few requirements
coming out from user on localisation of the SOAS desktop.





I'm just wondering is there anyone that I can get contact with regarding
this topic and feature request?



What feature request?  I don't keep up to date with the fedora community,
but there have definatly not been any recent localisation discourse on
sugar-devel or iaep.

Maybe publishing the feature on the mailing list would help?

Thanks,
Sam





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Re: [IAEP] [SLOB] November meeting reminder

[forster]

I think 8pm Boston is 1am Tuesday UTC.
Tony



Where: irc.freenode.net #sugar-meeting  (chat.sugarlabs.org)
When: Monday, 2 November 23:00 UTC (Boston 8PM*) [1]
Who: Sugar Oversight Board and Sugar community members
What: Discussion about membership and the upcoming election, the new
website design, Google Code-in, and [your topic here]
Why: Because we meet the first Monday of each month to discuss Sugar Labs

Hope you can join us.

regards.

-walter

[1]   
http://www.timeanddate.com/worldclock/fixedtime.html?msg=SLOBs+Meeting=20151102T20=43


* Please note that the US switched out of Daylight Savings Time, so
the times in the US are shifted by one hour.

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Re: [IAEP] More Sugar Numbers.

[forster]

On Mon, Mar 23, 2015 at 09:28:51AM +0300, Dan Tenason wrote:

 Some more interesting Sugar and XO numbers.

At the site  https://www.one-education.org/   OLPC Australia is reporting
that 2,370 out of 42,329 phoned home.


I can't find those numbers on that website.  Do you have a link


Yes those numbers are there if you scroll far enough

The raw numbers are impossible to interpret. How many xos could you  
expect to phone home if used daily in online and offline settings?  
More information is needed.


Also consider that this is a very difficult deployment. The Australian  
government spends a large amount of money on failed interventions in  
indigenous health, welfare, housing and education. Only modest results  
would be a major gain  on prior interventions.


Tony



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Re: [IAEP] Hackaton on eduJam 2013, Paraguay, October 13

[forster]

Hola

I will be at Edujam. I am in Paraguay 7-13 October. I would like to  
discuss Android at the hackaton.


Tony



In the context of the next eduJam [1] in Paraguay, we plan do a hackaton.

Who plans be there, and what topics do you would like discuss/hack?

Gonzalo

[1] http://ceibaljam.org/drupal/?q=edujam2013
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Re: [IAEP] Sugar Digest 2013-08-22

[forster]

Hi

Spirituality for Kids seems to be closely associated with the Kabbalah Center.
See http://en.wikipedia.org/wiki/Kabbalah_Centre

Tony



On Fri, Aug 23, 2013 at 4:35 PM, James Simmons nices...@gmail.com wrote:


Walter,

Several points in your digest got my attention.  First, I like the Disreali
quote.  I have just finished writing a novel and I learned more from doing
that than from every literature class I ever took.  The funny thing is I had
been assigned to write short stories in high school, but my teachers never
told you how to go about it. I only learned the process from reading books
by Jack Woodford (http://en.wikipedia.org/wiki/Jack_Woodford).  I wish I had
those books in high school. They explain everything. A lot of well known
authors learned how to make stories and novels from those books, including
Ray Bradbury.

Second, I am also an admirer of Flavio Danesse.  He has a website in Spanish
that is a great resource for a new Python programmer.  I agree that IDEs are
probably something to avoid when learning to program, at least the more
complex ones.  I learned C from Turbo C, which was not much more than an
editor with a compiler that let you click on a compile error and be taken to
the line in the editor that had the problem.  Something like that is
worthwhile.  Eric is pretty much just that for Python, plus syntax
highlighting.  If you mess up the indenting it will tell you.

I have a niece at Thomas Jefferson High School that I tutored in Java
programming.  Her books were written by her teachers and licensed using
Creative Commons, but apparently they weren't published anywhere.  They
didn't use IDEs either.  It was a tough class for some very bright kids.

Finally, the whole Spirituality For Kids thing.  I suppose people have
different ideas on what Spirituality is.  The website promotes astrology,
which I find kind of dubious.  I got all my ideas about Spirituality from my
wasted youth in the Hare Krishna movement, so I was hoping for something
more like my own education.  In the first lesson you'd learn how You're not
that body! and other lessons would include The Path Of Knowledge, The Path
Of Action, The Path Of Devotion, and so on.  After the final lesson the
child would be given a bag full of Bhagavad Gitas and sent to the nearest
airport.

James Simmons


Maybe I haven't looked carefully enough, but I didn't see anything
about astrology. Thought it was pretty much a humanist approach.

-walter

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Re: [IAEP] [support-gang] Persistance For Downloaded Activities: How To???

[forster]

 On Wed, Apr 24, 2013 at 05:07:36PM -0700, Caryl Bigenho wrote:
  I am customizing some XO-1s for an elementary school. When I
  download extra Activities, how do I get them to persist without
  having to keep them in the Journal? For some reason, one machine
  does this. The Activities remain even when the Journal in empty. For
  others, they disappear if removed from the Journal. I must have done
  something right for the one where they persist, but can't find info
  anywhere to make it happen with the others.

With old versions of Sugar, I can't remember how old, deleting the .XO activity 
bundle from the Journal also uninstalls the Activity. Its a design feature 
which was abandoned long ago. Are you using an old Sugar version?

Tony
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Re: [IAEP] [Sugar-devel] Sugar future

[forster]

Martin

Sorry, compatibility not transition.

Tony

 On Sat, Apr 13, 2013 at 11:21:26AM +1000, fors...@ozonline.com.au wrote:
  Thanks to everybody who has contributed to the discussion so far,
  particularly to Sean for his well researched post on Android
  developments.
  
  The choices as I understand:
  0) Do not have an Android transition plan
 
 I read the SLOBS minutes of 2013-01-14 [1] as not agreeing to a
 transition plan but a compatibility plan.  This is a huge
 distinction.  If I have misunderstood, it'd be interesting to know
 where the transition or similar language is minuted.
 
 The minutes indicate that no detailed plan has been agreed; there is
 no information about what technically is planned, just what technical
 directions are possible[2]
 
  Tony
 
 Martin
 
 1. http://meeting.sugarlabs.org/sugar-meeting/meetings/2013-01-14
 2. 
 http://www.google-melange.com/gci/work/download/google/gci2012/7972209?id=17001
 
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Re: [IAEP] [Sugar-devel] Sugar future

[forster]

 1 Android kernel + Ported linux libraries + Sugar
 2 Android kernel + Datastore/Collaboration replacement + Sugar rewritten in
 HTML
 3 Full Android + Datastore/Collaboration replacement + Sugar activities
 rewritten in HTML
 4 Full Android + Datastore/Collaboration replacement + Sugar activities
 rewritten with native Android API

Thanks Daniel

That explains things for me. I was not fully understanding the technical 
discussions.

With options 1 2 a lot of existing functionality could be lost:
The phone (unless a Sugar dialer was written)
The alarm clock (unless a Sugar one written)
Skype
Some power management controls
Airplane mode/wifi/phone modem controls
Facial recognition screensaver delay
Multiple file selection
Excel spreadsheet viewer
Anything we need Gnome to do on an XO
Lots more

A lot of Android devices are going to come into the posession of kids in 
developing countries, cheap second hand devices, old phones etc. Millions of 
them. Options 12 are not likely to be installed because they will result in a 
significant loss of functionality.

Purchases of new tablets by government education departments with options 12 
is viable.

My guess is that cheap privately owned devices will outnumber education 
department devices by orders of magnitude. The privately held devices will also 
be used in a way that is more consistent with Sugar principles, experimentally 
and playfully, the education department devices may well be locked down. It 
would be good if Sugar's affordances for playful learning could exist alongside 
the full Android.

I understand that we may not have the resources to do this.

Thanks
Tony
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Re: [IAEP] [Sugar-devel] Sugar future

[forster]

Thanks to everybody who has contributed to the discussion so far, particularly 
to Sean for his well researched post on Android developments.

The choices as I understand:
0) Do not have an Android transition plan
1) A suite of Activities with a common look and feel but leave things like file 
management to Android 
2) A suite of Activities which share a common Journal and Neighbourhood
3) Sugar on Ubuntu on Android (or similar)

What prompted me to hijack a thread on multiple instances in html5 is that the 
discussion is continuing on a technical level: html5, webapps, Chrome but is 
relatively inaccessable to people like me with minimal coding skills.

What would the user experience be like under these options?

Take the minimalist option, a suite of stand alone activities using the Android 
desktop. Previously a Sugar Activity (1)Runs on Sugar (2)Is open source 
(3)Preferably but not necessarily conforms to the Sugar look and feel. Would 
the Sugar name be licenced to any educational app that conforms to (2)? Would 
you download it from the Google Store or ASLO?

Should Sugar Activities conform to the existing Android look and feel: a long 
press for copy and paste, a menu button, power+home = screenshot?

Take the more comprehensive solution incorporating the Journal. Would the 
Journal run and install as a stand alone app? Would the Journal be built into 
every Activity? Would the Journal be included with every installer file and 
install as a separate app the first time you install a Sugar Activity? Would 
the Journal communicate with the Android file system the same way it does now 
with Gnome through 'Documents'? What about things like inserting images from 
file, would the journal object selector also give an Android file selector 
option?

The issue of the considerable resources required to transition to Android has 
been raised. Is there any possibility of getting financial support from Google 
or Samsung etc for the project?

I would like to see all these questions discussed further. I would like the 
technical implementation discussions to be more contextualised in terms of user 
experience.

Thanks again for all the contributions to this discussion.

Tony

PS. I wrote some html5 code but was disappointed that my Samsung Galaxy S3 
browser does not support html5
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Re: [IAEP] OLPC-SF February meeting

[forster]

Hi

A little English language documentation on the Butia is:

http://www.fing.edu.uy/inco/proyectos/butia/mediawiki/index.php/Main_page_%28English%29

Tony



For all those who were at the OLPC SF meeting today,  Andres Aguirre
tells me that the CAD design will be updated in a few days to the
newest version. The current design is at
http://www.fing.edu.uy/inco/proyectos/butia/mediawiki/index.php/Mec%C3%A1nica_Buti%C3%A1_V1.8

The rest of this email has links to the logic board and the vendor
that makes these online.

Sameer

On Fri, Feb 15, 2013 at 11:50 AM, Alan Jhonn Aguiar Schwyn
alan...@hotmail.com wrote:

From: sve...@sfsu.edu
Date: Fri, 15 Feb 2013 11:36:45 -0800
To: martin.abente.lah...@gmail.com
CC: grassro...@lists.laptop.org; olpc-o...@lists.laptop.org;
adbor...@live.com; noisebridge-disc...@lists.noisebridge.net;
olpc...@lists.laptop.org; alan...@hotmail.com; iaep@lists.sugarlabs.org



Subject: Re: [IAEP] OLPC-SF February meeting

On Fri, Feb 15, 2013 at 11:08 AM, Martin Abente
martin.abente.lah...@gmail.com wrote:
 +1 Is there any way to buy an already assembled one? From you or anyone
 else
 inside the project.


One of the things I want to explore is to see if we can produce these
locally in San Francisco. Hence the cc to noisebridge.


Good!

Now we are using the service of Seeedstudio [1] that makes a good boards.
(Only the board, without any component). Each one for 3 US Dollars if use
the standar shipping.

The others components are low cost.. the most expensive is the PIC18F4550
but you can found for 4 US Dolars in ebay .
And the RJ45 ports.. I'm not sure of the cost of that.

One clock of 20 mhz ~ 1 dolar..

14 resistences ~ less than 1 dolar

some capacitors.. two buttons.. and one USB port (type B)

that is all! The finished board:

http://www.fing.edu.uy/inco/proyectos/butia/mediawiki/index.php/Archivo:Usb4butia_up_view.jpg


[1] http://www.seeedstudio.com/depot/fusion-pcb-service-p-835.html?cPath=185



cheers,
Sameer


 On Fri, Feb 15, 2013 at 4:03 PM, Alan Jhonn Aguiar Schwyn
 alan...@hotmail.com wrote:

 +1

 That wiki entry is a bit old.. Now we don't use Arduino, we use the
 USB4Butia.
 USB4Butia can be home-made build with low cost materials [1]
 That means USB4Butia is a truly free (as in freedom) board [2]

 [1]

   
http://www.fing.edu.uy/inco/proyectos/butia/mediawiki/index.php/USB4buti%C3%A1_tutorial


 [2]

   
http://www.olpcnews.com/use_cases/technology/usb4butia_a_truly_free_as_in_freedom_input_output_board.html


 Regards!

 Alan

 
 Date: Fri, 15 Feb 2013 10:35:22 -0800
 From: sve...@sfsu.edu
 To: adbor...@live.com
 CC: olpc-o...@lists.laptop.org; iaep@lists.sugarlabs.org;
 grassro...@lists.laptop.org; noisebridge-disc...@lists.noisebridge.net;
 olpc...@lists.laptop.org
 Subject: Re: [IAEP] OLPC-SF February meeting


 I'll bring the Butia robot.
 http://wiki.laptop.org/go/Robotics#Buti.C3.A1_Project
 Anybody from Noisebridge (cc'd) interested in joining?
 Cheers,
 Sameer
 On Feb 12, 2013 9:09 AM, Aaron Borden adbor...@live.com wrote:

 Hello,

 OLPC San Francisco will be hosting this month's meeting on Saturday,
 February 23rd, from 10AM - 1PM at the downtown SFSU campus, 835 Market
 Street, Room 553.

 Everyone is welcome to join us for our monthly meeting! We'll be
 discussing the latest in OLPC events and give updates on our local (and
 global) projects. There will be plenty of XO laptops with the latest
 builds to play around with, too. Please post with any additional agenda
 items.

 --
 Aaron

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Re: [IAEP] Questions for SCaLE 11X

[forster]

 
 1) What is the latest total number of XOs of all types deployed around the 
 world, including developer machines, G1G1, large deployments, and small 
 deployments.?
 (The wiki says 2 million as of March 2011� two years ago.)
 

At the top of http://wiki.laptop.org/go/Deployments
There are roughly 2.5 million XOs in the field as of January, 2012

Tony
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Re: [IAEP] Factorisation visualisation was Sugar Digest 2013-01-25

[forster]

Alan
even better
thanks
Tony

 I change the .ta to this automatic version that begins in 1 and continues.. 
 see .ta attached..

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[IAEP] Factorisation visualisation was Sugar Digest 2013-01-25

[forster]

  http://www.datapointed.net/visualizations/math/factorization/animated-diagrams/
 
 
 Beautiful, thanks for sharing. If anyone does code this up, please allow
 for stepping (rather than playing) and allow kids to enter numbers and
 factors, so they can guess and look for patterns.  Or kids could create
 their own versions in Turtle Art or Etoys as part of a lesson.

Hi

Clunky but working in Turtle Art at 
http://wiki.sugarlabs.org/go/File:Turtle_Art_factors.ta

Its limited to 3 factors, I couldn't see any way to have an arbitary number of 
factors without recursion and I couldn't see any way to get recursion in Turtle 
Art

Tony
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Re: [IAEP] [Sugar-devel] About to teach Python programming

[forster]

Hi

As a beginner, I found creating a Sugar Activity difficult. More difficult than 
creating a program to run from Terminal or Pippy. You might get better value 
using Pygame and writing something that can run from Pippy. The goal could be 
to create more Pippy built in samples.

If you are going to write an Activity, you could give them a 'hello world' 
template and get them to build on that rather than starting from the beginning. 
Your 'hello world' template could have the basics:a text box for text 
entry/display, a canvas for graphical display and an example of keyboard and 
mouse capture.

Read http://en.flossmanuals.net/make-your-own-sugar-activities/index/

Good luck. Please ask if you need help.

Tony

 gerald.ard...@gmail.com wrote:
  Hello.
  I have been asked by my school district to teach a one semester course on
  computer programming to some of our high school students. I was already
  settled on Python. In my planning, I thought it would be great if the
  students built an application for Sugar/XO Laptop. I have, as I think you
  know, been using them in our school for a few years, I think the transition
  from consumer to producer would be great.
 
  I am not a Python programmer, although I understand the basic concepts and
  can muddle my way through. So,here's my question -- what should the students
  know/be able to do in Python before they are able to write an Activity?
 
 Beyond the basics, understanding the concept of classes and
 inheritance is pretty essential. Some GTK stuff, but that is pretty
 straightforward.
 
 -walter
 
 
  I hope this makes sense. And I appreciate your time.
 
  Best,
  Gerald Ardito
 
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Re: [IAEP] public log of Activities being started Re: [SLOBS] SLOB meeting on January 7

[forster]

Thanks

I did not realise that it was all self reported data, I assumed that there was 
Journal data too, my Spanish is not good enough

Tony

 Thank you, Tony
 
 Unreliable? IMO most definitely, if the goal is to figure out *actual* use
 Alas, you are probably correct in that there is no better data from 
 other deployments either
 
 The data displayed relies on opinions or hearsay. Thanks to this 
 document, we know that teachers or parents or kids say about this or 
 that, but, as with anything coming from surveys, we have no idea if what 
 they say is what actually is happening.
 If we ask teachers, are you doing your job, do you think they will 
 answer yes? or no?
 Compare the charts page 7 and 8. they are supposed to report the same 
 data, use of XOs in class. They do not match at all, the teacher's view 
 is SO much higher. Page 19,  makes no sense compared to page 7, except 
 when we understand these are content-free teacher-speak, fully 
 integrated with the program at 32% ???
 
 One problem with teacher-speak is that no one knows what it actually 
 means. Notice lines 4-5 of page 20. Turns out that Arts Areas is the 
 one that has been the least integrated. However, it turns out that 
 draw or paint is among the highest used activities, pages 11-12. What 
 about the TamTams? So, what is this Arts Area supposed to mean, that 
 TamaTam or Pain, Photo and Video and voice recording are not enough?
 Page 10 gives still different and contradictory data with the others...
 
 Opinions are important, when you are a politician. I guess some 
 allowance needs exist for perception data.
 
 However, I am amazed that I could not find even the slightest attempt to 
 gather objective data, even when some would have been SO easy. Like, 
 look if actually teachers are doing what they say they are doing in the 
 main portal - page 17 - just look at the logs! As if these appointees 
 had no idea that facts and opinions are not the same thing... (have they 
 ever had a basic class in experimental method, or the basics of 
 reproducible science research? In many ways I feel sorry)
 
 
 
 IMHO, what we need is to actually have some sort of very simple built in 
 /something/ that will log to a server *what* activity got opened, 
 *when*. No need to log what machine it came out of.
 Very easy to build valuable knowledge out of it.
 What for?
 1) if something gets used a lot, great. Maybe improve it further, as it 
 really is a favorite
 2) something doesn't get used, let's figure out why, help it, or put it 
 out of its misery
 
 Maybe Sugar is a humongous success, the data will prove it. Let's give 
 it an *objective* proof and certofocate.
 If, as I believe, it needs a serious, *deep* re-assessment in view of 
 making it *useful* some day, this data will tell us better where to 
 look. No fair to be navigating in fog, guided by surveys!
 
 
 
 
 
 On 01/08/2013 11:53 PM, fors...@ozonline.com.au wrote:
  do you think it were possible to somehow push into the server (and then
  up to the Internet) suitably anonymous data that tells at least what
  activities have been started (at least a count within a timeframe, say,
  every week)?
  As part of this cloud effort?
 
  Reason: After all these years, we have not yet much reliable data on
  whether the XO or Sugar is used or not, or what it is used for, if at all.
  Hi Yama
  We do have data from Ceibal
  http://www.anep.edu.uy/anepdata/031610.pdf
 
  Is this data unreliable? I would expect a lot of this data to be similar 
  across deployments. What extra data do you want to capture.
 
  Tony
 
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Re: [IAEP] [support-gang] Questions about the new XO Tablet and Software

[forster]

Thanks Mike

Maybe Sugarlabs should be developing for Android as a longer term strategy. It 
looks like the future of kids educational computing is with Android tablets.

Can the Sugar Activities be ported to Android or is it back to the beginning? 
Would it be better to concentrate on just producing quality educational 
Activities, leaving the desktop unaltered on the tablet?

Tony

 I'm reposting this from the Sugar Marketing list...
 
 Here's a list I compiled of some links to the crowded field of consumer
 kids' tablets.
 
 
 Android or Android-based
 
 - Sakar / Vivitar XO Learning Tablet (New CES 2013) http://xo-learning.org/
 http://www.sakar.com/new-tablets-from-sakar
 - Polaroid Kids Tablet (New CES 2013) http://www.polaroid.com/kids-tablet
 
 - Archos Arnova Child Pad http://childpad.us/
 - Toys 'R Us Tabeo
 http://www.toysrus.com/product/index.jsp?productId=13265885
 - VINCI Tab II http://www.vincigenius.com/en/
 - Kurio Kids http://www.kurioworld.com/
 - Fuhu Nabi XD / Jr. http://www.nabitablet.com/
 - Oregon Scientific Meep! http://www.meeptablet.com/us/
 - Ematic FunTab Pro http://www.ematic.us/tablets/funtab-pro
 - Lexibook Junior
 http://www.lexibook.com/en/Laptops-Tablets/Tablets/MFC270EN-Lexibook-Tablet-Junior-Power-Touch.html
 
 - Amazon Kindle Fire HD FreeTime / FreeTime Unlimited http://j.mp/RGjms3
 
 Non Android
 
 - LeapPad2*
 http://www.leapfrog.com/en/pages/support/product_pages/LeapPad2.html
 - Vtech InnoTab 2* http://www.vtechkids.com/brands/brand_view/innotab2s
 
 
 Walmart and Amazon sell most of these.
 
 Reviews from late 2012:
 http://www.pcadvisor.co.uk/reviews/childrens-tablets/460/
 http://holiday-gift-guide.laptopmag.com/5-great-android-tablets-for-kids.php
 http://www.techradar.com/us/news/mobile-computing/tablets/best-tablet-for-kids-5-to-choose-from-1117325
 http://www.gottabemobile.com/2012/11/16/best-tablets-for-kids-2012/
 
 
 On Wed, Jan 9, 2013 at 3:46 AM, C. Scott Ananian csc...@laptop.org wrote:
 
  On Wed, Jan 9, 2013 at 2:19 AM, Yama Ploskonka yamap...@gmail.com wrote:
 
   is it Nell replacing Sugar? :-p
 
 
  Just to be clear, I had nothing to do with the XO Learning software, and
  it is not Nell.
 
  (But I don't think an Android-based educational tablet is a bad idea.)
   --scott
 
  --
( http://cscott.net )
  ___
  support-gang mailing list
  support-g...@lists.laptop.org
  http://lists.laptop.org/listinfo/support-gang
 
 
 I'm reposting this from the Sugar Marketing list...divbr/divdivHere's 
 a list I compiled of some links to the crowded field of consumer kids' 
 tablets./divdivbr/divdivdivbr/divdivspan 
 class=Apple-style-span style=font-family:sans-serif;font-size:16pxdiv
 font class=Apple-style-span size=5span class=Apple-style-span 
 style=font-size:18pxAndroid or Android-based/span/font/divdivfont 
 class=Apple-style-span size=5span class=Apple-style-span 
 style=font-size:18pxbr
 /span/font/divdiv- Sakar / Vivitar XO Learning Tablet (New CES 
 2013)�a href=http://xo-learning.org/;http://xo-learning.org//adiva 
 href=http://www.sakar.com/new-tablets-from-sakar;http://www.sakar.com/new-tablets-from-sakar/a/div
 /divdivspan class=Apple-style-span 
 style=border-collapse:separate;color:rgb(0,0,0);font-family:Arial;font-style:normal;font-variant:normal;font-weight:normal;letter-spacing:normal;line-height:normal;text-indent:0px;text-transform:none;white-space:normal;word-spacing:0px;font-size:mediumspan
  class=Apple-style-span style=font-family:sans-serif;font-size:16px- 
 Polaroid Kids Tablet (New CES 2013)�a 
 href=http://www.polaroid.com/kids-tablet;http://www.polaroid.com/kids-tablet/a/span/spanbr
 /divdivspan class=Apple-style-span 
 style=border-collapse:separate;color:rgb(0,0,0);font-family:Arial;font-style:normal;font-variant:normal;font-weight:normal;letter-spacing:normal;line-height:normal;text-indent:0px;text-transform:none;white-space:normal;word-spacing:0px;font-size:mediumbr
 /span/divdiv- Archos Arnova Child Pad�a 
 href=http://childpad.us/;http://childpad.us//a/divdiv- Toys 'R Us 
 Tabeo�a 
 href=http://www.toysrus.com/product/index.jsp?productId=13265885;http://www.toysrus.com/product/index.jsp?productId=13265885/a/div
 div- VINCI Tab II�a 
 href=http://www.vincigenius.com/en/;http://www.vincigenius.com/en//a/divdiv-
  Kurio Kids�a 
 href=http://www.kurioworld.com/;http://www.kurioworld.com//a/divdiv- 
 Fuhu Nabi XD / Jr.�a 
 href=http://www.nabitablet.com/;http://www.nabitablet.com//a/div
 div- Oregon Scientific Meep!�a 
 href=http://www.meeptablet.com/us/;http://www.meeptablet.com/us//a/divdiv-
  Ematic FunTab Pro�a 
 href=http://www.ematic.us/tablets/funtab-pro;http://www.ematic.us/tablets/funtab-pro/a/div
 divspan class=Apple-style-span 
 

Re: [IAEP] public log of Activities being started Re: [SLOBS] SLOB meeting on January 7

[forster]

 do you think it were possible to somehow push into the server (and then 
 up to the Internet) suitably anonymous data that tells at least what 
 activities have been started (at least a count within a timeframe, say, 
 every week)?
 As part of this cloud effort?
 
 Reason: After all these years, we have not yet much reliable data on 
 whether the XO or Sugar is used or not, or what it is used for, if at all.

Hi Yama
We do have data from Ceibal
http://www.anep.edu.uy/anepdata/031610.pdf

Is this data unreliable? I would expect a lot of this data to be similar across 
deployments. What extra data do you want to capture.

Tony
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Re: [IAEP] [support-gang] Off-topic (sorta) Need help opening Raspberry pi case

[forster]

some Pi ideas

http://tonyforster.blogspot.com.au/

 
 Hi Guys...
 My raspberry pi arrived yesterday and I want to put it into the little clear 
 plastic case I got for it. Ed and I have both tried toopen it with no luck. 
 We don't want to break it. If anyone on these lists has one, can you tell us 
 the secret?
 Thanks!
 Caryl
 P.S. Has anyone tried to run Sugar on the Raspberry pi?
 P.P.S. Link to info about the case: 
 http://www.newark.com/multicomp/mc-rp001-clr/enclosure-raspberry-pi-clear/dp/07W8936
 P.P.P.S. I don't recommend getting your pi at Newark. They really overcharged 
 me for the shipping.  html
 head
 style!--
 .hmmessage P
 {
 margin:0px;
 padding:0px
 }
 body.hmmessage
 {
 font-size: 10pt;
 font-family:Tahoma
 }
 --/style/head
 body class='hmmessage'div dir='ltr'
 Hi Guys...divbr/divdivMy raspberry pi arrived yesterday and I want to 
 put it into the little clear plastic case I got for it. Ed and I have both 
 tried to/divdivopen it with no luck. We don't want to break it. If anyone 
 on these lists has one, can you tell us the 
 secret?/divdivbr/divdivThanks!/divdivbr/divdivCaryl/divdivbr/divdivP.S.
  Has anyone tried to run Sugar on the Raspberry 
 pi?/divdivbr/divdivP.P.S. Link to info about the case: a 
 href=http://www.newark.com/multicomp/mc-rp001-clr/enclosure-raspberry-pi-clear/dp/07W8936;http://www.newark.com/multicomp/mc-rp001-clr/enclosure-raspberry-pi-clear/dp/07W8936/a/divdivbr/divdivP.P.P.S.
  I don't recommend getting your pi at Newark. They really overcharged me for 
 the shipping./div /div/body
 /html___
 support-gang mailing list
 support-g...@lists.laptop.org
 http://lists.laptop.org/listinfo/support-gang

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Re: [IAEP] users doing python in XOs

[forster]

Hi

Show source functions are greatly improved in later Sugars, there is a dropdown 
menu in the frame which can show (a) the encoding of the 'document' (b) the 
source of the Activity (c) Sugar source

What is its effect on users? Only a very small percentage of users will use 
this beyond inspecting a 'document' (eg web page code), but these few users may 
have a disproportionate effect on their nation's future, we don't really know.

Where time is critical, binaries are used by some Activities. Are you sure that 
making everything a binary would significantly increase speed, the Python 
encoded Activities call Fedora/Gnome functions which may take up most of the 
time?

The Activities that do use binaries are generally broken on XO-1.75 and XO-4 
because they use an ARM processor

Tony

 
 what is the status of users developing Python stuff on XOs?
 
 is it totally given up and defunct, or someone is trying to keep that 
 alive?
 
 for example, the source hand button, right of the alt gr key?
 
 If it is defunct, can we use binaries finally to optimize and speed up 
 operation, instead of an interpreted language, notoriously less 
 efficient of the very limited resources?
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[IAEP] activities (games) recommended age

[forster]

Hi Pedro

The main target audience for the XO laptop and Sugar is primary school, grades 
1-6. Younger children will have difficulty using a computer. Many of Sugar's 
Activities are usable by older children, I think Sugar still quite suitable for 
grades 7-8. Older children may find the Sugar desktop restrictive and want to 
use the Gnome desktop for some tasks such as access to the underlying file 
system.

Children in grades 5-6 are probably the most productive, the desire to 
experiment and create seems to peak around these years.

Tony

Hello.
I'm a teacher and I am going to do master's thesis on the use of Sugar
Activities (games).
Can anyone tell me if there is any recommendation on the appropriate ages
for activities (games)? Or do you consider this as an opposition to
constructionism and the freedom of choice of the child?
Where can I get more information on this subject?
Sorry for my english.

Thank you very much,

-- 
Pedro Martins
966092379

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Re: [IAEP] Emulating Alice in Turtle

[forster]

And the guys in the US can do amazing stuff while we are asleep in Australia
:)

 And a TA project to interact with Alice...
 
 -walter
 
 On Sat, Nov 17, 2012 at 2:53 PM, Walter Bender walter.ben...@gmail.com 
 wrote:
  I wrote a bit of Python glue [1] so that you can load the Alice engine
  into Turtle Art. Download the file, load it into a Python block, pass
  it a string, and the robot will respond. (The response is pushed to
  the FILO stack and can be accessed using a Pop block.) Enjoy.
 
  -walter
 
  [1] 
  http://git.sugarlabs.org/turtleart/mainline/blobs/raw/master/pysamples/brain.py
 
  On Sat, Nov 17, 2012 at 8:32 AM, Tony Anderson tony_ander...@usa.net 
  wrote:
  Hi,
 
  That is what was done in the Speak Activity so it can provide a
  good model.
 
  Tony
 
 
 
 
  On 11/17/2012 08:26 AM, Walter Bender wrote:
 
  If we made a python block front end to the AIML engine, we could use
  it in Turtle Art. I've not played with AIML, but it looks to be fairly
  straight forward.
 
  -walter
 
  On Sat, Nov 17, 2012 at 6:12 AM, Tony Anderson tony_ander...@usa.net
  wrote:
 
  Hi,
 
  Just a footnote. There may be some who are not aware that Alice is based
  on
  AIML:
 
  http://www.alicebot.org/aiml.html
  http://en.wikipedia.org/wiki/AIML
 
  The AIML engine in Speak is written in Python.
 
  An intriguing idea is to make a teachable bot:
 
  http://www.simonlaven.com/leo.htm
 
  This could result in a dialog like this:
 
  type: hello
  response: I don't know what to say.
  type: say: hello
  response: hello
  type: How are you?
  response: I don't know what to say.
  type: say: I'm fine, thanks. How are you?
  response: I'm fine, thanks. How are you?
  type: Goodbye
  response: I dont' know what to say.
  type say: Goodbye
 
  AIML is a way to give rules on how to respond to an input. It has a
  default
  response when none of the rules are triggered. The default response in
  Alice
  is randomly chosen from a set of alternatives. However, the default
  response
  could always be 'I don't not what to say' or 'bitte'. The response 'say:'
  could then trigger the engine to add the response as a rule.
 
  Another intriguing idea is to add the AIML engine to chat so that alice
  could participate. In the AIML model, Alice would not enter the
  conversation
  except in response to questions.
 
  Tony
 
  On 11/17/2012 05:45 AM, iaep-requ...@lists.sugarlabs.org wrote:
 
 
  Send IAEP mailing list submissions to
   iaep@lists.sugarlabs.org
 
  To subscribe or unsubscribe via the World Wide Web, visit
   http://lists.sugarlabs.org/listinfo/iaep
  or, via email, send a message with subject or body 'help' to
   iaep-requ...@lists.sugarlabs.org
 
  You can reach the person managing the list at
   iaep-ow...@lists.sugarlabs.org
 
  When replying, please edit your Subject line so it is more specific
  than Re: Contents of IAEP digest...
 
 
  Today's Topics:
 
   1. Re: Emulating Alice in Turtle? (fors...@ozonline.com.au)
 
 
  --
 
  Message: 1
  Date: Sat, 17 Nov 2012 21:45:42 +1100
  From: fors...@ozonline.com.au
  To: Walter Bender walter.ben...@gmail.com
  Cc: iaep@lists.sugarlabs.org, kevin.bro...@ndsu.edu
  Subject: Re: [IAEP] Emulating Alice in Turtle?
  Message-ID: 201211171045.qahajgab004...@smtp.ozonline.com.au
  Content-Type: text/plain; charset=us-ascii
 
  An embedded and charset-unspecified text was scrubbed...
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  --
 
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  http://lists.sugarlabs.org/listinfo/iaep
 
  End of IAEP Digest, Vol 56, Issue 19
  
  .
 
 
  ___
  IAEP -- It's An Education Project (not a laptop project!)
  IAEP@lists.sugarlabs.org
  http://lists.sugarlabs.org/listinfo/iaep
 
 
 
 
 
 
 
 
  --
  Walter Bender
  Sugar Labs
  http://www.sugarlabs.org
 
 
 
 -- 
 Walter Bender
 Sugar Labs
 http://www.sugarlabs.org
 
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 [ alice-4.png ]

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Re: [IAEP] [support-gang] Sensor Experts: I need help with my shopping list!

[forster]

Caryl

 Temperature (thermister). Which of these will work best?
 www.allelectronics.com/make-a-store/category/770/Thermistors/1.html

You want the resistance at 20C, 70F to be very roughly mid way (in terms of 
voltage) in the measurement range of the XO. This gives the best range and 
accuracy.

http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Measuring_Temperature

has a thermistor which is 5000 ohms at 20C which is somewhere near mid range 
for an XO-1 (I dont remember exactly what mid range is but you can calculate it 
looking at the source code, 10kohm sticks in my memory but...). The XO-1.5 has 
a much better measurement range so choose on the basis of the XO-1

whether it is best to use positive or negative temperature coefficient, my 
choice of NTC was pretty much random. It might have had a difference on how 
simple the calibration function was but I didnt give this much thought

 Light Will this one work?
 http://www.allelectronics.com/make-a-store/item/PRE-24/CdS-PHOTOCELL-PHOTORESISTOR/1.html

Yes, looks OK, mid range light is within the XO's range

 There isn't a lot of info about the ones for measuring soil moisture (but 
 there is interest in this one), water salinity, and the lemon battery (looks 
 like a fun one). They must all use the 3.5mm plug, right? Can one sensor be 
 made to use for all of these or do they need different components in the 
 circuit? If so, what different things are needed? Would we need to insert a 
 resistor for XO-1s with the lemon battery?
 
 How about wire? Other than copper wire for the water salinity, what should I 
 try to get for the rest? Gauge? Material, bare or covered?

Whenever you are terminating the plug with bare wires you should include a 
680ohm series resistor to protect the XO-1
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Specifications

When measuring moisture/salinity just experiment with 2 bits of copper wire 
from your junkbox. The length of wire you use can be determined by trial and 
error so they are mid measurement range. The measurements are uncalibrated, 
what matters is the relative measurements.

The lemon battery can use one of the copper wires above and any galvanised nail

 For the plugs, can we get cords with one plug at each end, split them and use 
 for 2 sensors? Something like these? If we do that what other wire will I 
 need to get?
 http://www.allelectronics.com/make-a-store/item/CB-389/12-CABLE-3.5-MM-STEREO-PLUGS-BOTH-ENDS/1.html

Yes, its a 3.5mm stereo phono plug. I have used bare plugs and soldered my 
leads. Some premade leads have a foil rather than a wire for ground that may be 
difficult to connect to. Note the previous warning about the series protection 
resistor for the XO-1.

Tony
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Re: [IAEP] [support-gang] It's Time to Sign Up For Sensors!

[forster]

Thanks Mike

These 2 links use the 3 terminal device LM35D, its advantage is that its output 
is linear and calibrated, its disadvantage is that it requires +5V from the USB 
socket

 http://www.flickr.com/photos/curiouslee/sets/72157631756048008/with/8081515681/
 http://www.reducativa.com/xo/man-sis-sensoresdetemperatura.pdf

I chose to use a 2 terminal thermistor at
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Measuring_Temperature

Not needing a USB connector, it is safer for the XO and lower component cost, 
the disadvantage is that it is nonlinear. The need to use a calibration 
function is not as much a disadvantage as it may seem, its another learning 
experience for the kids.

Tony
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Re: [IAEP] Turtle Blocks question

[forster]

 Hello all.
 Thanks for all the support with this project.
 At Tony's suggestion, I downgraded the XO-1 to build 883 (11.3.0), and the
 the We Do works fine in TurtleBots.
 
 Walter shared his new We Do plug in, which worked fine with Turtle Art 160.
 
 Thanks.
 Gerald
Hi

Maybe though, the Sugar version is not the problem. I am very happy you have it 
working though. Just tested Turtlebots Wedo OK on 13.1.0 XO-1.75

Tony
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Re: [IAEP] Arduino and XO-1

[forster]

Gerald

Maybe the baud rate or the device name do not match. 

Somewhere in the Arduino plugin code it searches for ttyusbn where n=1,2,3 ...

Your Arduino board could be ttyusbn or ttyacmn where n increments each time you 
replug the Arduino. Somewhere, I think /dev , you can see what your Arduino is.

Somewhere in the Firmata listing the baud rate is set, check its the same in 
the plugin code.

Tony

 Alan,
 
 I have uploaded the newest version of Firmata to the Arduino board, and
 still get the first error in your list.
 Any thoughts about what I should do next?
 
 Thanks.
 Gerald
 
 On Thu, Oct 4, 2012 at 11:22 PM, Alan Jhonn Aguiar Schwyn 
 alan...@hotmail.com wrote:
 
  Hi,
 
  The Arduino plugin have some checks. This checks are:
 
  'ERROR: Check the Arduino and the number of port.'
  'ERROR: Value must be a number from 0 to 255.'
  'ERROR: Value must be either HIGH or LOW.'
  'ERROR: The mode must be either INPUT, OUTPUT, PWM or SERVO.'
 
  The Arduino board needs have the Firmata firmware [1].
 
  The checks are catched with try/excepts that not allows see what is wrong.
  I can make a version without it to test..
 
  Regards!
 
  Alan
 
  [1] http://firmata.org/wiki/Download
 
  --
  From: gerald.ard...@gmail.com
  Date: Thu, 4 Oct 2012 23:09:03 -0400
  To: fors...@ozonline.com.au; support-g...@laptop.org;
  iaep@lists.sugarlabs.org
  Subject: [IAEP] Arduino and XO-1
 
 
  Tony,
 
  I have been trying to get the Arduino to work with the XO-1 laptops.
  (Thanks to your great blog posts) I have successfully installed the
  Arduino IDE on the laptop, and it works great.
  Tonight, I installed the Arduino plugin for Turtle Art and (once again
  using your blog posts), created my first project. When I click Start, I
  get an error: Check the Arduino and the number of port.
 
  How do I do this with TurtleArt/outside the IDE?
 
  Thanks so much.
  Gerald
 
  ___ IAEP -- It's An Education
  Project (not a laptop project!) IAEP@lists.sugarlabs.org
  http://lists.sugarlabs.org/listinfo/iaep
 
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  http://lists.sugarlabs.org/listinfo/iaep
 
 
 _
 This mail has been virus scanned by Australia On Line
 see http://www.australiaonline.net.au/mailscanning
 Alan,divbr/divdivI have uploaded the newest version of Firmata to the 
 Arduino board, and still get the first error in your list./divdivAny 
 thoughts about what I should do next?brbrThanks.brGeraldbrbrdiv 
 class=gmail_quote
 
 On Thu, Oct 4, 2012 at 11:22 PM, Alan Jhonn Aguiar Schwyn span dir=ltra 
 href=mailto:alan...@hotmail.com; 
 target=_blankalan...@hotmail.com/a/span wrote:brblockquote 
 class=gmail_quote style=margin:0 0 0 .8ex;border-left:1px #ccc 
 solid;padding-left:1ex
 
 
 
 
 divdiv dir=ltrHi,divbr/divdivThe Arduino plugin have some 
 checks. This checks are:/divdivbr/divdivdiv'ERROR: Check the 
 Arduino and the number of port.'/divdiv'ERROR: Value must be a number 
 from 0 to 255.'/div
 
 div'ERROR: Value must be either HIGH or LOW.'/divdiv'ERROR: The mode 
 must be either INPUT, OUTPUT, PWM or SERVO.'/divdivbr/divdivThe 
 Arduino board needs have the Firmata firmware [1]./div
 
 divbr/divdivThe checks are catched with try/excepts that not allows 
 see what is wrong./divdivI can make a version without it to 
 test../divdivbr/divdivRegards!/divdivbr/divdivAlan/divdiv
 
 br/divdiv[1]�a href=http://firmata.org/wiki/Download; 
 style=font-size:12pt 
 target=_blankhttp://firmata.org/wiki/Download/a/divbrdivdiv/divhrFrom:
  a href=mailto:gerald.ard...@gmail.com; 
 target=_blankgerald.ard...@gmail.com/abr
 
 Date: Thu, 4 Oct 2012 23:09:03 -0400brTo: a 
 href=mailto:fors...@ozonline.com.au; 
 target=_blankfors...@ozonline.com.au/a; a 
 href=mailto:support-g...@laptop.org; 
 target=_blanksupport-g...@laptop.org/a; a 
 href=mailto:iaep@lists.sugarlabs.org; 
 target=_blankiaep@lists.sugarlabs.org/abr
 
 Subject: [IAEP] Arduino and XO-1divdiv 
 class=h5brbrTony,divbr/divdivI have been trying to get the 
 Arduino to work with the XO-1 laptops./divdiv(Thanks to your great blog 
 posts) I have successfully installed the Arduino IDE on the laptop, and it 
 works great./div
 
 
 
 divTonight, I installed the Arduino plugin for Turtle Art and (once again 
 using your blog posts), created my first project. When I click Start, I get 
 an error: Check the Arduino and the number of port.br
 
 
 
 brHow do I do this with TurtleArt/outside the IDE?brbrThanks so 
 much.br/divdivGerald/div
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Re: [IAEP] Arduino and XO-1

[forster]

 When I do the grep, I get nothing returned.
 When I go into the /dev directory, there is nothing ttyUSBn.
 
 What do I do now?
 Gerald

Hi
Just tried a Arduino Duomillenove on 2 XO-1.5, one running os373pyg Sugar 0.88, 
the other os883 Sugar 0.94

first dir /dev, get a long list of devices including many tty devices, then 
plug in the Arduino
dir /dev again and an extra device ttyUSB0 is appended to the end of the tty 
devices

Hope that helps.

Tony
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Re: [IAEP] Arduino and XO-1

[forster]

 Alan,
 
 Upon doing some research, apparently /dev/ttyACM0 is  the identifier for
 the board.
 
 Do I have to modify the plugin? If so, how do I do this?

in my blogpost i give a link to a dirty hacked version for ttyACM0

This version http://www.box.com/shared/bsf8tmj6al is hard coded to dev/ttyACM0, 
that means it only works the first time the Leostick is plugged in and not at 
all for older Arduino boards. It is patched and works on Sugar 0.94.

I cant remember where or what I patched exactly but somewhere in the plugin 
code it looks for ttyUSBn, n=1,2,3 . and I hacked that

It would be good if a more competent programmer than me had it search the 
ttyUSBn and ttyACMn

Tony
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Re: [IAEP] [Sur] TI MSP430 running on XO 1 - Robotics!

[forster]

Gerald

Thanks for the update.

 I just this link to a project using the TI Launchpad as a robot brain:
 http://e2e.ti.com/group/microcontrollerprojects/m/msp430microcontrollerprojects/496334.aspx
 
 I am going to give it a try.

I have just got my MSP430 launchpad and am planning the next step.

http://www.ti.com/ww/en/launchpad/msp430_head.html
It seems that there are 2 development IDE's: CCS and IAR
Neither are open source but they are free when used with a 16kB code 
limitation. 

MSPGCC is open source but only works from the command line, no graphic IDE. 
Yamaplos documents the command line mspdebug at 
http://processors.wiki.ti.com/index.php/OLPC_XO-1 (I do not know if mspdebug 
and MSPGCC are related)

Currently Arduino, PIC, and LegoWeDo are being used with the OLPC XO with the 
programming being done on the XO, either in TurtleArt or Scratch. The 
electronics of the robotics kits are being used as I/O expanders. The students 
are not programming the processors on the robotics kits. (I am not sure what 
LegoNXT is doing).

The Arduino is running Firmata software firmata.org/wiki/Protocol which turns 
it into a dumb slave, I think the Butia team are using similar (but different) 
software on their Arduino or PIC.

Maybe the most productive approach is to find or write for the MSP430 a Firmata 
emulator, then the MSP430 can be used as a replacement for the Arduino, under 
control of TurtleArt (and maybe Scratch). 

The benefit is that the MSP430 is currently 1/10 the price of an Arduino. I am 
concerned that this subsidised price may not continue indefinitely or that 
schools may not be able to buy them in quantity though.

I will look at MSP430 Firmata. So far I have installed the CCS IDE for Windows 
(it looked easier than Linux). I will let you know my progress

Tony


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Re: [IAEP] [Sur] TI MSP430 running on XO 1 - Robotics!

[forster]

 You can have arduino IDE too with a yum install arduino I believe.
 
 Peter

Yes, it worked for me
http://tonyforster.blogspot.com.au/2012/01/arduino-and-xo-laptop.html
Tony
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Re: [IAEP] [support-gang] What Sensors and Where To Buy?

[forster]

  PIR Motion Sensor - Easy-to-use motion detector with an analog
  interface. Power it with 5-12VDC, and you'll be alerted of any
  movement.
 
 Can be connected to the OLPC XO microphone input and the USB socket
 for power.

See

http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Pyroelectric_alarm_with_photo

Tony
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Re: [IAEP] [support-gang] What Sensors and Where To Buy?

[forster]

Kevin wrote

 What your explanation makes clear is why people typically pay 3rd parties to 
 develop educational material with pre-tested sample circuits and included 
 parts. The average teacher will not have the expertise to just find a sensor, 
 make a circuit, connect it, use software like measure and explain what the 
 output means. 
 
 I assume if a packet was constructed for the basic concepts for Ohms law and 
 the basic understanding of how the sensor fits-into this Electronics 
 equation, then they could present a lesson with a packaged electronics kit 
 with audio-plug w/sensor bits. 

Kevin
You make a very good point, a kit of sensors and associated lesson plans would 
be great. One like the Arduino Starter Kit would be good, it has a patch board, 
leads and sensors suitable for the XO mic socket, it has a few output devices 
we don't need
http://littlebirdelectronics.com/products/starter-kit-for-arduino-flex

The concern I have is cost. The XO is $188 and most of the target market is 
very price sensitive. My guess is that it would accept a cost of $10 for a 
Starter Kit, just my guess.

The Arduino Starter Kit would be at least $23.50 if you removed the Arduino and 
USB cable and added a 3.5mm phono plug with flying leads, probably more, my 
guess $30 -$35 considering that the per component price goes up for smaller 
kits.

Here is how I calculate $23.50

http://littlebirdelectronics.com/products/starter-kit-for-arduino-flex $59.95
http://littlebirdelectronics.com/products/USB-Cable-A-to-B-6-Foot less $3.95
http://littlebirdelectronics.com/products/arduino-uno-r3less $32.50
total starterkit less arduinouno and usb cable   $23.50

Maybe the next step is to talk to a kit manufacturer like Sparkfun

Tony
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Re: [IAEP] What Sensors and Where To Buy?

[forster]

Hi
For the thermistor I used a TDC05C247 thermistor, Specifications:

NTC (Negative Temperature Coefficient) Thermistor
Operating temperature range: -20 Celsius ~ +125 Celsius
Maximum power rating: 500mW
Nominal resistance at 25 Celsius 4.7k ohms 
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Measuring_Temperature

For the photocell I used a cadmium sulphide photocell that is 'similar to 
Philips ORP12'
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Light_dependant_resistor_.28LDR.29

For the magnetic sensor I used (Allegro) UGN3503UA Hall Effect Sensor
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Hall_Effect_Sensor

Tony

 OK, here I am again with another dumb question� well, maybe not so dumb 
 after all as I'll bet there are others out there who could also use this 
 information. On the OLPC wiki there are several very nicely illustrated 
 instructions about how to make sensors to use with the XO� temperature, 
 humidity, light, etc.  But, they don't include a materials list or reference 
 to sources where the parts can be purchased.
 http://wiki.laptop.org/go/Making_XO_sensors
 
 
 Radio Shack? Edmond Scientific? Parallax.com? or where? Curious people, 
 myself included want to know. Can someone help here?
 
 
 Thanks!
 Caryl (GrannieB)
 
 
 P.S. Here's an example of the type of info needed. This site sells a number 
 of light sensors but they call them things like Photoresistor, Photo 
 Transistor, Light to Frequency Converter. These are all little ones that 
 appear similar to the one in the instructions on the wiki. How do you tell 
 which kind you need?
 http://www.parallax.com/Store/Sensors/ColorLight/tabid/175/List/0/CategoryID/50/Level/a/SortField/0/Default.aspx
 html
 head
 /head
 body class='hmmessage'div dir='ltr'
 
 
 style!--
 .hmmessage P
 {
 margin:0px;
 padding:0px
 }
 body.hmmessage
 {
 font-size: 10pt;
 font-family:Tahoma
 }
 --/style
 div dir=ltrp style=font-size: 12px; font 
 face=VerdanaHi�/font/p
 p style=font-size: 12px; min-height: 14px; font 
 face=Verdanabr/font/p
 p style=font-size: 12px; font face=VerdanaOK, here I am again with 
 another dumb question� well, maybe not so dumb after all as I'll bet 
 there are others out there who could also use this information. On the OLPC 
 wiki there are several very nicely illustrated instructions about how to make 
 sensors to use with the XO� temperature, humidity, light, etc.  But, they 
 don't include a materials list or reference to sources where the parts can be 
 purchased./font/pp style=font-size: 12px; font 
 face=Verdanabr/font/pp style=font-size: 12px; a 
 href=http://wiki.laptop.org/go/Making_XO_sensors;http://wiki.laptop.org/go/Making_XO_sensors/a/p
 p style=font-size: 12px; min-height: 14px; font 
 face=Verdanabr/font/p
 p style=font-size: 12px; font face=VerdanaRadio Shack? Edmond 
 Scientific? Parallax.com? or where? Curious people, myself included want to 
 know. Can someone help here?/font/p
 p style=font-size: 12px; min-height: 14px; font 
 face=Verdanabr/font/p
 p style=font-size: 12px; font face=VerdanaThanks!/font/p
 p style=font-size: 12px; font face=VerdanaCaryl (GrannieB)/font/p
 p style=font-size: 12px; min-height: 14px; font 
 face=Verdanabr/font/p
 p style=font-size: 12px; font face=VerdanaP.S. Here's an example of 
 the type of info needed. This site sells a number of light sensors but they 
 call them things like Photoresistor, Photo Transistor, Light to Frequency 
 Converter. These are all little ones that appear similar to the one in the 
 instructions on the wiki. How do you tell which kind you need?/font/pp 
 style=font-size: 12px; font face=Verdanabr/font/pp 
 style=font-size: 12px; a 
 href=http://www.parallax.com/Store/Sensors/ColorLight/tabid/175/List/0/CategoryID/50/Level/a/SortField/0/Default.aspx;http://www.parallax.com/Store/Sensors/ColorLight/tabid/175/List/0/CategoryID/50/Level/a/SortField/0/Default.aspx/a/p/div
 /div/body
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[IAEP] XO video from Australian school

[forster]

http://www.youtube.com/watch?v=08rBCczTT94

Tony
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Ma�ana Dia del Software Libre, Tomorrow Software Freedom Day

[forster]

Saludos, Greetings
We are celebrating Software Freedom Day in Melbourne Australia
110 Grey Street East Melbourne from 10am, Saturday
OLPC laptop demonstration, all day
OLPC/Sugar talk at 11:45am

Tony

Saludos a todos,
Con motivo del Software Freedom Day, quiero invitarlos a todos, amigos y
ciudadanos a celebrar con nosotros (en tu ciudad mas cercana) porque lo que
hacemos, lo hacemos todos los d�as gracias a nuestra pasi�n compartida por
la *libertad*, de entre cosas el software.

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[IAEP] (no subject)

[forster]

http://www.technologyreview.com/view/429206/emtech-preview-another-way-to-think-about

EmTech Preview: Another Way to Think about Learning

Why I hope kids in Ethiopia can teach the rest of us something profound about 
education.

Nicholas Negroponte

Thursday, September 13, 2012

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Re: [IAEP] evolution or revolution? .....android+sugar+doors = oui?

[forster]

Hi David

You have written a wide ranging piece which is difficult for me to respond to 
comprehensively, please permit me to respond to just a few points.

1) Working against school systems
Though Sugar/OLPC are unashamedly constructivist/constructionist, I don't think 
it is accurate to characterise them as revolution (by working against them 
[school systems]), although comments like that may have been made at times by 
some. 

Constructiv(n)ist learning takes place within schools and continues outside of 
school. Many teachers and schools recognise its importance. Wanting schools to 
change their emphasis from instruction to more construction is evolutionary. 
Supporting the learning that takes place outside of school is not working 
against schools, its complimentary.

2) How to prevent/stem infection ... manage money
This is the kind of stuff that the most constructionist Activities, Etoys, 
Scratch, TurtleArt, really excell at. Have a look at some of their simulations. 
I am not sure what you are criticising here in OLPC/Sugar, but if its 
constructionism, I think the criticism is not well founded

3) Proposed OUI
I gather that you are not a supporter of the Home view and the tagged Journal. 
I have some reservations myself. It is limited in things like multiple file 
operations and mangling of file name extensions. The inclusion of Gnome in OLPC 
images is a good thing and neutralises my concerns about Sugar. Kids can 
migrate to Gnome once they become more sophisticated users, somewhere around 
the upper primary lower secondary years.

I would like to see Sugar Activities able to run in Gnome and vice versa. As 
far as I know, TurtleArt is the only one that does both. There are excellent 
Sugar Activities that should not be restricted to just the Sugar desktop.

When it comes to desktop metaphors, I don't much care. Kids are much less 
concerned with metaphors than we are, they will take an operating system as is. 
My problem with your OUI is that I can't see what problem it is solving. It may 
be better than the current Sugar desktop but I can't tell. Some screenshot 
mockups might help. Hosting the document as a wiki rather than a pdf would aid 
community input.

Thanks
Tony


 i see that olpc is responding to consumer demand and putting android as
 well as sugar on new xo3 machines.
 
 perhaps this will become gladiatorial combat in which one will die, or
 perhaps it is an opportunity for conjugation by their respective developers
 to give birth to a new generation of interface that possesses the best
 features of each  ... it all depends on how the teams respond.
 
 presumably, the original intent of olpc was to facilitate education;
 education in the broadest sense.
 
 there are two strategies for that: evolution (by working with school
 systems) or revolution (by working against them).
 
 perhaps i am wrong, but it looks to me that sugar has followed the latter
 route.  Papert's marvellous insights were seminal - and i seem to recall
 that there was talk of a revolution in the classroom - but perhaps that was
 just the heady language of the 1960s at work?  the electronic spreadsheet
 was another seminal development - and even more far-reaching, for it was
 the one that sparked the personal computer revolution in the first place,
 and one that has stood the test of time so far.
 
 economic/social revolution worked in France, but its ideals never made it
 into USA political consciousness, except in the mouths of a few sanguine
 commentators like Noam Chomsky and less sanguine ones like Michael Moore.
 
 yet the computer revolution still hasn't made a major impact on education -
 a minor one, to be sure, but the promise has yet to be fully realised.  it
 is possible that the people who like making software, being computer
 enthusiasts, forget that the average Joe child in whatever country has
 other, more urgent, more visceral, more real-world needs than making
 machines dance?  like knowing how to prevent/stem infection.  like knowing
 how to manage money.  etc etc.  computers could help them learn these vital
 things, if only that was where the technocrats' motivations lay...
 
 in the long run, evolution is more persistent than revolution.  empires,
 having risen, eventually and fall.  but technology marches on and drags
 humankind (sometimes kicking and screaming) into new ways of thinking about
 things.
 
 an interface, like a human language, is a means to an end, but
 (particularly in a monopoly market) there is always the risk of it becoming
 political territory, as with the Academie Francaise for example, fighting
 off the linguistic invasion of l'Anglish.
 
 but if evolution is truly inevitable, might it not be better to go with it
 than stick one's heels in against it?
 
 aside from the surface interface issues of whether one should point with a
 finger or a mouse, or type on a screen or a keyboard (typing isn't going to
 go away anytime soon as reliable AI aural comprehension is 

Re: [IAEP] something to aspire to...

[forster]

Game programming languages such as Game Maker handle collisions fairly  
well. Unfortunately Game Maker is only available for Windows and Mac.  
The sample Superball at  
http://www.rupert.id.au/schoolgamemaker/samples3/ simulates inclined  
planes and Newton's Cradle fairly well though I did need to do some  
cheats in the programming.


It would be good to see similar collision checking (and high execution  
speed) in one of the open source Turtle languages


Tony


Quoting Alan Kay alan.n...@yahoo.com:

Many years ago, Takashi Yamamiya did this in Etoys using the open   
source system ODE ...


You can get lots of nice effects, etc.

But most of the physics plugins -- like ODE -- are quite opaque as   
to what they are doing and how. They tend to deify Newton's laws   
away from their scientific and mathematical basis into something   
more like the providential angels that were used as explanations   
before Newton.


What is needed pedagogically and epistemologically is a Model-T   
scriptable by the children physics language that can be backed up   
with a highly optimized version. This is almost doable in any of the  
 systems that use Turtle Geometry (Turtle Art, Etoys, Scratch, Logo,  
 starLogo, etc.). A key missing component in all of these systems is  
 really efficient collision detection (this has been done in many   
video games, but is not now in the above systems). Etoys can detect   
collisions, but it is both inefficient and requires even more work   
to figure out what a collision actually means for particular shapes.


Cheers,

Alan






From: Andres Aguirre aguir...@gmail.com
To: Walter Bender walter.ben...@gmail.com
Cc: iaep iaep@lists.sugarlabs.org; Alan Jhonn Aguiar Schwyn   
alan...@hotmail.com; Dr. Gerald Ardito gerald.ard...@gmail.com;  
 Guzmán Trinidad guzman.trini...@gmail.com

Sent: Friday, January 13, 2012 6:48 AM
Subject: Re: [IAEP] something to aspire to...

it will be great that the physics plugin could interact with the
turtle, I mean that if I define a polygon in some place of the screen
and then I ask the turtle to move, the turtle could interact with the
object depending on the physics properties of that object (density,
friction, etc). With butiá team we are working in a butiá simulator[1]
build as a plugin for turtle blocks, at the moment only the distance
sensor block, the grayscale sensor block and the push button block of
the butia palette are simulated, so if I dont have the robot I could
test the same program made for the robot but in a virtual world. In
this case having the turtle with more physics interaction will be
great for a more realistic simulation but also could be good to
implement  virtual Rube Goldberg machines... imagine many turtles
moving in this machines at the same time ;) 
regards
andrés

reference
[1]   
http://www.fing.edu.uy/inco/proyectos/butia/mediawiki/index.php/Grupo_Simulador


2012/1/8 Walter Bender walter.ben...@gmail.com:

2012/1/8 Dr. Gerald Ardito gerald.ard...@gmail.com:

What about an Activity (maybe branching from Physics) that would allow
children to build their own virtual Rube Goldberg machines?


The Physics plug in to Turtle Art might be a start.

-walter


I would be happy to help.

Gerald

2012/1/8 Walter Bender walter.ben...@gmail.com



http://www.nytimes.com/2012/01/08/nyregion/brooklyns-joseph-herscher-and-his-rube-goldberg-machines.html

-walter

--
Walter Bender
Sugar Labs
http://www.sugarlabs.org
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--
Walter Bender
Sugar Labs
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Re: [IAEP] [Sugar-devel] Sugarized Sound Speed

[forster]

Yes

As predicted, Measure's stereo input on the XO-1.5 worked and the biggest 
problem was the triggering
http://www.youtube.com/watch?v=l3vKVTW1LQA

Tony


 On Sat, Jan 7, 2012 at 5:26 AM, Dominik Granada dgran...@frks.pl wrote:
  Hi,
 
  did anyone try to repeat Ch. Stoll sound wave measurement
  http://www.ted.com/talks/lang/en/clifford_stoll_on_everything.html�(starts
  around 10.30) on Sugar/Measure Activity?
 
  I could not introduce second beam - all sounds merged in one. Any hints /
  ideas?
 
 
 Only with the most recent version of Measure can you look at two
 signals at once (left and right channel). But it should then work
 (you'll need to get the triggering set up properly too).
 
 Good luck.
 
 -walter

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Re: [IAEP] [Testing] I would like feedback on the ''How_to_use_the_IRC_Application'' wiki page

[forster]

Tom

Yes the smaller screenshots are better as per James' suggestion.

It is good if you can show the tooltip and manually add a cursor which shows 
the next step. I have edited the first screenshot to show what I mean. (You 
might want to redo it though to get consistent colours and size)

I have also edited 'F3' to 'Home (or F3)' as per James' suggestion

Tony


 Thank you for your comments;
 
 I have tried to do some of what you requested:
 http://wiki.sugarlabs.org/go/Sugar_Creation_Kit/sck/How_to_use_IRC
 
 I reduced the size of the screen-shots[1] and tried to bullet all user 
 actions in a more consistent way.
 
 [1] Editing is easy:
 [[File:Screenshot_of_IRC_Join_cmd2.png|600px]]
 the |xxxpx can be adjusted easily for the best size.
 
 Please do edit this wiki page, I value all additions and points of view.
 
 This page was composed last night, after a request for such a guide on 
 #sugar IRC
 
 Cordially
 
 Tom Gilliard
 satellit_ on #sugar
 
 (I was trained as a geological oceanographer, so my writing style may 
 reflect this.)
 
 On 12/13/2011 02:20 PM, James Cameron wrote:
  On Tue, Dec 13, 2011 at 07:41:07AM -0800, Thomas C Gilliard wrote:
  I just wrote this wiki page:
  http://wiki.sugarlabs.org/go/Sugar_Creation_Kit#How_to_use_the_IRC_Application
   (Annotated screen shots that show you how to use the IRC application)
 
  My question:
  Is this a useful way to build guides for beginners?
  No, because the way leads to a guide that is very hard to read.
 
  The text styles keep changing.  Use of indentation is inconsistent.  The
  images are too large and break up the flow of the text.  Some bolding is
  used spuriously.  The difference between user actions and software
  actions is not clear.  Terms are inconsistent with Sugar design (e.g. f3
  screen).  No mention of needing an internet connection first.
 
  These things would conspire to make it very hard for a beginner to read
  the page.
 
  You might like to read an english style guide.  Also try to think in
  terms your reader will understand, and each time you use a word,
  consider whether it is the right word to use.
 
  I think as it is a wiki these provide a way for users to
  participate in updating in these guides.
 
  I would like feedback on this project.
  Good idea.  I won't edit it though, because I don't know you'd agree
  with the changes I make.  ;-)
 
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Re: [IAEP] [Sur] Teachers ask programmers / Maestros preguntan a Programadores

[forster]

Carlos

Thanks for your comments. Walter will reply but meantime here are my thoughts.

 The reason I brought up the Circle-the-Cat game
 http://www.members.shaw.ca/gf3/circle-the-cat.html
 was not to discuss its value as an educational program.

Yes, understood, but it did trigger an idea for a good Activity for older 
children.

 My question,  which you didn�t answer,  was if this could be an alternative 
 to use instead of Sugar,  or maybe a means for delivering the applications 
 already developed under Sugar.

Yes, there are lots of good materials available on the web, eg 
http://www.fi.uu.nl/wisweb/ and 
http://mathworld.wolfram.com/topics/AnimatedGIFs.html for example

These are good alternatives to Sugar and I hope all students get to try them.

But I do not understand your point. Is it that we should be discussing and 
considering these options? Yes we should. Yes we are, right now.

Are you suggesting that all the resources devoted to Sugar should be redirected 
to web apps? No I don't think that is a good idea.

Tony
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Re: [IAEP] Teaching with computers / Enseniando con Computadoras

[forster]

Carlos,
you ask:
* Are we willing to take that risk waiting for Sugar or should we propose 
alternative solutions to the authorities?

* What is more important,  free software or the education of the children who 
are attending school today?

My answer is that we should consider alternative solutions and that children 
are more important than software.

I think in discussions on this list we should concentrate on solutions which 
are actionable by people on this list, otherwise its just 'letting off steam' 
but not making things better.

Alternatives to Sugar: Windows and the Mac OS are not options. Sugar and Gnome 
are. Sugar shares most of its code and some of its bugs with Gnome. I use both 
on the OLPC, neither is perfect, they both have advantages in different 
learning situations. Children should have access to both, but this is an issue 
for the deployments, not a useful topic to discuss on this list beyond noting 
that we think children should have both.

Paid software developers would be good, but this is not actionable by those on 
this list.

I do have a suggestion which is actionable by those on this list: bug fixes are 
more important than new features.

Tony
 
 David, Alan,
 
 Thanks.  These two short messages,  clearly explain the problem about which 
 we worry so much.
 
 We couldn�t have asked for more authorized opinions.
 
 The full development of free software,  until it reaches the stage in which 
 most users can use it without problems,  takes lots of time.
 
 In my modest opinion,  we have in Uruguay a fantastic opportunity that will 
 not last forever.
 
 The people and the government are still quite enthusiastic about Plan Ceibal.
 
 This enthusiasm needs a constant flow of good news in terms of results,  to 
 stay alive and strong.
 
 All that has been invested to date,  all the good results we have already 
 seen and are seeing every day,  are too much to risk losing.
 
 So the question is
 
 �Are we willing to take that risk waiting for Sugar or should we propose 
 alternative solutions to the authorities?
 
 �What is more important,  free software or the education of the children 
 who are attending school today?
 
 
 Carlos Rabassa
 Volunteer
 Plan Ceibal Support Network
 Montevideo, Uruguay

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Re: [IAEP] C�dula de Identidad Uruguaya - D�gito de Control / Uruguayan ID Card - Control Digit

[forster]

Carlos

The checksum calculated in TurtleArt

http://tonyforster.blogspot.com/2011/11/turtle-checksums.html


Tony


 English Text Follows Spanish Text
 
 Pensamos este podr�a ser un tema interesante para un proyecto usando 
 algunas de las aplicaciones en las computadoras del Plan Ceibal.
 
 Todos los que vivimos en Uruguay debemos tener,  desde la edad de 45 d�as,  
 nuestra c�dula de identidad que contiene nuestro nombre, foto, firma, 
 impresi�n digital, fecha de nacimiento y un n�mero que nos identifica por 
 el resto de nuestras vidas:
 
 
 
 Estos son algunos de los muchos usos de la c�dula:
 
 - Poder recibir la computadora del Plan Ceibal.  El plan mantiene una base de 
 datos donde cada computadora entregada est� asociada a un estudiante o 
 educador.
 
 - Tener una cuenta personal en el BPS, Banco de Previsi�n Social.  
 Presentando la c�dula todos los que trabajan en Uruguay pueden verificar 
 que el BPS les est� acreditando correctamente los beneficios sociales,  que 
 tienen derecho a recibir.
 
 - Como identificaci�n para viajar a pa�ses en nuestra regi�n,  en lugar 
 de pasaporte.
 
 Muy frecuentemente,  en la escuela,  en el lugar de trabajo,  en comercios,  
 en oficinas del gobierno y privadas,  nos piden nuestro n�mero de c�dula 
 para anotarlo en alg�n formulario.  Es muy f�cil que se cometa un error 
 al anotarlo.
 
 El d�gito de control,  que es el octavo d�gito,  que aparece a la derecha 
 del gui�n como en este ejemplo:
 
 5.555.555-5
 
 puede ser que no corresponda al que se puede calcular usando los siete 
 primeros d�gitos.  Eso es una indicaci�n de que muy probablemente hubo un 
 error al anotar este n�mero de c�dula.
 
 Para los que les interese c�mo se calcula el d�gito de control,  hemos 
 preparado esta planilla de c�lculo:
 
 
 
 Este archivo pueden abrirlo con Excel, Open Office o Google Docs.
 
 El primer proyecto que sugerimos ser�a simplemente repetir el c�lculo que 
 mostramos,  usando una o m�s de las aplicaciones que ofrecen las ceibalitas.
 
 Luego, podr�a ser resolver otros problemas:
 
 - Dados siete de los ocho d�gitos en una c�dula,  calcular el faltante.
 
 - Siempre que haya un error,  �nos dar� mal el c�lculo del d�gito de 
 control? Justificar la respuesta.
 
 - Si transponemos dos d�gitos consecutivos,  un error muy frecuente, 
 �cambiar� el d�gito de control calculado?  �Podremos darnos cuenta en 
 ese caso,  cu�l fue el error y corregirlo?
 
 - �Hay otras aplicaciones de los d�gitos de control en el mundo real,  
 adem�s de la c�dula de identidad?
 
 Para los que quieran profundizar en el tema y hacer otros ejercicios,  con 
 gusto les enviaremos el trabajo de Omar Gil y Ricardo Vilar�,  que 
 mencionamos en la tabla de c�lculo adjunta.
 
 English Text:
 
 We believe this could be an interesting subject for a project using some of 
 the applications in the Plan Ceibal computers.
 
 All of us who live in Uruguay must have, from the age of 45 days,  our ID 
 Card containing our name, picture, signature, finger print, date of birth and 
 a number that identifies us for the rest of our lives.
 
 These are some of the many uses for the ID card:
 
 - To be able to receive Plan Ceibal�s computer.  The plan maintains a 
 database where each computer they have delivered is associated to a student 
 or an educator.
 
 - To have a personal account with BPS, Banco de Previsi�n Social.  Anyone 
 working in Uruguay may present the ID card and check that BPS is properly 
 crediting the social benefits that person is entitled to receive. 
 
 - As ID to travel to countries in our region,  instead of a passport.
 
 Quite frequently we are asked for our ID card number to fill-in a form,  This 
 happens at school, at the work place, at shops, at government and private 
 offices. It is very easy for errors to occur.
 
 The control digit,  this is the eighth digit,  shown to the right of the dash 
 as in this example:
 
 5.555.555-5
 
 might not be the same that may be calculated using the first seven digits.  
 This is an indication that most probably there was an error when writing down 
 this ID card number.
 
 We have prepared this spreadsheet for those interested in learning how this 
 control digit is calculated:
 
 
 
 This file may be opened with Excel, Open Office or Google Docs.
 
 The first project we would like to suggest is to just repeat the calculation 
 we show,  using one or more of the applications in Plan Ceibal� computers.
 
 Then,  it could be resolving other problems:
 
 - Given seven of the eight digits in an ID card,  calculate the missing digit.
 
 -  Whenever there is an error,  is the calculation going to return the wrong 
 control digit?  Justify the answer.
 
 - If we transpose two consecutive digits,  a very frequent error, will the 
 calculation result change? Are we going to be able,  in such case,  to find 
 out what the error was and 

Re: [IAEP] Need To Know: How to get the latest Help Activity on Macs and PCs???

[forster]

Valerie

Flossmanuals is a wiki. Walter indicated that is where he was editing. It is 
the source of the help files, I think. Flossmanuals is where I would prefer to 
do editing. I was just replying to a request by Caryl in supplying this data.

Tony

 Question - Wikis are designed for collaborative writing with history
 and rollback. Would it be possible to have the now-current version
 of the Help live in the Sugar Labs wiki where it can be worked on and
 controlled?
 
 It always makes me nervous when people are working on a single
 document that can have lots of copies floating around in the workers'
 personal working space. In a wiki world, everyone see the current
 version, who made changes and what they did. When it is time to
 package the Help into the zip for release, that version of the wiki
 document can be noted and included, in case it is necessary to go back
 to the release version.
 
 Are there other considerations that necessitate the process you describe?
 
 ..Valerie
 
  Message: 4
  Date: Wed, 26 Oct 2011 15:57:42 +1100
  From: fors...@ozonline.com.au
  To: Caryl Bigenho cbige...@hotmail.com
  Cc: iaep@lists.sugarlabs.org, Developers List de...@lists.laptop.org
  Subject: Re: [IAEP] Need To Know: How to get the latest Help Activity
  � � � �on � � �Macs and PCs???
  Message-ID: 201110260457.p9q4vgtt008...@smtp.ozonline.com.au
 
  Caryl
 
  To edit the Help Activity in Windows
 
  #download the help sugar bundle
  use this link - 
  http://activities.sugarlabs.org//en-US/sugar/downloads/latest/4051/addon-4051-latest.xo
 
  #unpack the sugar bundle
  rename help-13.xo to help-13.zip
  open help-13.zip
  copy the directory Help.activity to somewhere else
 
  go to its help directory
 
 
  The images can be edited with Paint
  The htm files can be viewed in a browser
  The htm files are best edited with something like Frontpage but you can use 
  Notepad or Wordpad if you like working with html
 
  Tony
 
 _
 This mail has been virus scanned by Australia On Line
 see http://www.australiaonline.net.au/mailscanning

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Re: [IAEP] Need To Know: How to get the latest Help Activity on Macs and PCs???

[forster]

Caryl

To edit the Help Activity in Windows

#download the help sugar bundle
use this link - 
http://activities.sugarlabs.org//en-US/sugar/downloads/latest/4051/addon-4051-latest.xo

#unpack the sugar bundle
rename help-13.xo to help-13.zip
open help-13.zip
copy the directory Help.activity to somewhere else

go to its help directory


The images can be edited with Paint
The htm files can be viewed in a browser
The htm files are best edited with something like Frontpage but you can use 
Notepad or Wordpad if you like working with html

Tony
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[IAEP] Adding git to Sugar platform?

[forster]

(added IAEP to the distribution because this is more about the education than 
the tech)
 simon wrote:
   
   Ok, the reason why I brought this up is that git is one of our main 
   tools for development and if we ever want kids to start developing...

The idea that including git has educational merit is interesting, I think it 
exposes a wider issue than just git. Lets see if I understand the issues:

running git allows you to host a local repository and sync it with a master web 
hosted repository like git.sugarlabs.org

including git in the Sugar image would allow you to run git from the Terminal 
Activity

including git adds about 80MB to the OS image size

you can program your own Activity without needing git but it is very important 
if you are going to develop software collaboratively with others

only a very, very small percentage of Sugar users would be at a level where 
they would benefit from having git, but there is no reason to deny them git if 
it is not disadvantaging the majority of users (such as losing 80MB of storage 
space or tying up developer time that can be better used elsewhere)

this very small percentage would have Gnome rather than Sugar as their 
preferred desktop, they would be competent using other tools such as yum

some deployments, principally Uruguay, disable tools such as yum and Gnome, 
their biggest concern is students deleting Activities to make room for storing 
personal files, a significant but lesser concern is students rendering Sugar 
inoperable

suggested workarounds are enabling the yum command on locked computers and 
packaging git as a Sugar Activity (if you enabled yum would you also need to 
enable some way to uninstall too?)

the issue of locked laptops is wider than just git, for example students with a 
locked laptop can not install screen and use it to unbrick another laptop or 
talk with an Arduino. 

deployments may lack some of the software skills of the Sugar community, it may 
be possible to show them how to protect the functionality that is important to 
them without having to do a global lockdown of developer tools.

If I have got all of the above right then including git does not make sense. 
Producing an image which protects the features which deployments want to 
protect while minimally locking other features makes a lot of sense. If that is 
not practical then Sugarising git is a reasonable fallback but its only 
attacking the tip of the iceberg.

Tony
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Re: [IAEP] Sugar Digest 2011-10-11

[forster]

   .. The only activity shipped with Sugar is a very old version of Turtle 
 Art./

 Plan Ceibal installed that Sugar 0.87.1, (on Ubuntu 10.04.3) because they 
 didn't Know that TurtleArt Runs on 
 Ubunto+Gnome, they think that running Turtle Art under Sugar is the only Way 
 to install it.

Turtleart runs under Gnome. Unfortunately later XO OS's hide the Activities 
directory and do not allow read access. If you do not have the permissions or 
skill you can not then run Turtleart in Gnome.

It might be good to include Turtleart with Gnome, in the same way Inkscape, 
Gnumeric and Abiword work out of the box. Is this practical?

Tony
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Re: [IAEP] La Magallanes MG2 tiene aceler�metros.. �como los podemos usar?

[forster]

Spanish translation follows

The accelerometer works in Turtle Art because the XO-1.75 operating system 
makes the data available to Activities in 

/sys/devices/platform/lis3lv02d/position

If the Magallanes MG2 operating system also does this then the accelerometer 
should work in Turtle Art. If not, you would need to find out how the 
Magallanes MG2 provides the data to Applications and do some patching to 
.../turtleart.activity/plugins/accelerometer.py

Traducción al español 

El acelerómetro funciona en Turtle Art, porque el sistema operativo hace que 
los datos disponibles a las Actividades en

 /sys/devices/platform/lis3lv02d/position

Si el sistema operativo Magallanes MG2, también lo hace entonces el 
acelerómetro debe trabajar en el arte de la Tortuga. Si no, tendría que 
averiguar cómo el modelo MG2 Magallanes proporciona los datos a las 
aplicaciones y hacer algunos parches a .../turtleart.activity 
/plugins/accelerometer.py


Tony
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Re: Re: [IAEP] La Magallanes MG2 tiene aceler�metros.. �como los podemos usar?

[forster]

 On this Computer I don't have the device called
 /sys/devices/platform/lis3lv02d/position
 
 I don't Know where can I look the accelerometer
 
 I Zipped the whole /sys/devices/ directory  here:
 http://mediagala.com/borrar/devices-magallanes_MG2.zip

If it works like the XO then you are looking for a file with 3 numbers in it 
which change if you rotate the laptop and re-read the file

another place to look might be /dev/input

http://wiki.sugarlabs.org/go/Activities/TurtleArt#Device_I.2FO might help

it might help too if you can find the name of the bus or IC that the 
accelerometer connects through

Tony
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Re: [IAEP] [somos-azucar] Cursos Creados Por Mentores y PorVoluntarios

[forster]

Here is an English language synopsis of Manuel Vargas Alegria's detailed and 
insightful post in Spanish
(my apologies for any misrepresentations)

Manuel raises 3 arguments from education research literature:

1)
ICT is transplanted into the education systems of developing countries rather 
than developing spontaneously there.
As result it is harder to demonstrate its relevance and usefulness there.

http://www.javierbonillasaus.com/archivos/Lasnuevastecyfuturodeeducacion-bonillapdf.pdf
(in Spanish)

2)
Three justifications are used for ICT introduction
* ICT skills are necessary for employment opportunities
* social equity, equal access regardless of social status
* ICT emproves education, enriching and transforming learning
There are a number of stakeholders in education who may reject or accept each 
of these rationales

http://www.eclac.org/ddpe/publicaciones/xml/8/34938/W214.pdf
(in Spanish)

3)
When new technology is introduced, the users are under a lot of stress.
It is then possible for the technology to be undermined or transformed 
by the users so that it does not upset the status quo.

http://mit.dspace.org/bitstream/handle/1721.1/47187/dualityoftechnol00orli.pdf
in (English)

Given these 3 arguments, it is not surprising that different stakeholders have 
different visions
while all sharing the same goal of improving education

It is up to those in to Peru to accept, reject, adapt or improve the 
technologies to meet local needs,

In conclusion he says, it is complicated, difficult and
cumbersome, to insert information and communication technology
 into the public school system of Peru,
to the extent that it does not have the
minimum conditions to assimilate the technology in
a structured, integrated way

Tony


 Estimados colegas de todo el mundo.
 Me permitiré agregar algunos comentarios en relación a lo que se ha
 dialogado en los correos anteriores...
 
 El primero argumento tiene relación con el hecho de que las
 tecnologías de la información y comunicación no
 pertenecen a los sistemas educativos, son importados; y en
 consecuencia, el aprendizaje de su uso, por
 parte de sus actores de un colegio público (director, docente, alumnos
 y padres de familia) podría ser restringido en la mayoría de
 los casos.
 
 “Estas últimas –se refiere a las tecnologías de la información– no
 surgen ni se desarrollan dentro de los
 sistemas educativos, no se instalan en ellos de manera “natural”, ni
 siquiera en los países más
 desarrollados. Demás está decir que las dificultades que esto genera
 son múltiples. En el fondo, la razón es
 sencilla: dada la exterioridad de la demanda de incorporación de NTIC,
 su incorporación efectiva a los
 sistemas educativos toma necesariamente la modalidad de “transplante”.
 Es decir, más allá de las
 características concretas que este trasplante adquiera (bien o mal
 hecho, autoritario o consensuado), nos
 enfrentamos a la dificultad de implantar a la educación elementos que
 le son extraños.
 En síntesis las nuevas tecnologías no fueron concebidas para la
 educación; no aparecen naturalmente en los
 sistemas de enseñanza; no son “demandadas” por la comunidad docente;
 no se adaptan fácilmente al uso
 pedagógico; y, y muy probablemente, en el futuro se desarrollarán sólo
 de manera muy parcial en función de
 demandas provenientes del sector educacional. Por lo tanto, hay que
 asumir un importante grado de
 “extrañeza” entres estos dos grandes asuntos que nos ocupan hoy”.
 (Bonilla Saus, 2003, p. 120)
 
 Bonilla Saus, J. (2003). Políticas nacionales de educación y nuevas
 tecnologías: el caso de Uruguay. Las nuevas tecnologías y el futuro de
 la educación., Ideas, personas y políticas (p. 151). UNESCO,
 Septiembre Grupo Editor. Retrieved from
 http://www.javierbonillasaus.com/archivos/Lasnuevastecyfuturodeeducacion-bonillapdf.pdf
 
 Un segundo argumento explica que las computadoras y la Internet se
 implantaron desde fuera del sistema
 educativo, superponiendo tres racionalidades distintas, las mismas que
 son proyectadas a la institución
 educativa y que pueden ser aceptadas o rechazadas por los diferentes
 actores de acuerdo a sus propias
 experiencias, conocimientos y actitudes hacia las computadoras y la Internet.
 
 La literatura reporta principalmente tres tipos de racionalidades
 que guían la introducción de TIC en los
 sistemas escolares: un racional económico, un racional social y uno
 educativo. Según el racional económico,
 las TIC son necesarias en educación para que los estudiantes
 desarrollen las competencias de manejo de las
 TIC que les serán demandadas en el mundo del trabajo, lo que a su vez
 permitirá a los países mejorar la
 competitividad de sus trabajadores, sus empresas y su economía...Por
 otra parte, según el racional social,
 existe un imperativo político de proveer a todos los estudiantes, de
 todos los sectores sociales de un país,
 de las competencias para usar 

Re: [IAEP] [somos-azucar] Cursos Creados Por Mentores y Por Voluntarios

[forster]

Thanks Carlos
 
 The fact is that Sugar has many problems.  Most of the education software 
 available through the large number of XOs distributed has been written by 
 computer experts without any consultation or feedback from the educators that 
 specialize in the 6-to-11-year-old students for whom the XOs were intended.  
 Those educators are the elementary school teachers who are active today 
 teaching grades 1 trhu 6 in the schools in Uruguay.


There is a lot of software available, some good and some not so good. It is 
written by unpaid volunteers. Anything you can do to increase communication 
between predominantly Spanish speaking teachers and English speaking developers 
would be greatly appreciated. You are potentially important in this because you 
are fluent in both languages, enthusiastic and understand the issues. 


 All you have to do is to follow the local lists and read the messages.  
 Elementary school teachers and kids are wasting precious time and energy and 
 risking frustration,  trying to fix or go around the challenges posed by 
 Sugar.
 
 As an example of the type of programming good students are forced to learn if 
 they want to use their computers,  let me mention a message posted today by 
 one of them,  pointing to this page
 
 http://www.mediagala.com/rap/foro/viewtopic.php?f=20t=752p=3654#p3654

I viewed this link with Google Translate and it looks like it is getting round 
the locking of root by Ceibal. This is like the unavailability of the Gnome 
desktop discussed in the previous mail which is also a decision of Ceibal.

Many at Sugarlabs will be unhappy with these decisions of Ceibal to lock down 
the laptops. This is an issue which is best argued with Ceibal by Spanish 
speaking Uruguay teachers and citizens.

You need to convince Ceibal that unlocking the laptops is in the best interests 
of the children's education and worth the risk of increasing maintanance costs 
and reducing reliability. There are a lot of education researchers that argue 
that empowering children with technology increases its educational value, 
http://genyes.org/ is one.

Tony
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Re: [IAEP] SD Card Expert Needed

[forster]

Hi

When you install an Activity, the xo bundle, which is a zip file, is unzipped 
and copied to /home/olpc/Activities

The Activity is installed when you click on a xo bundle or download or copy 
(maybe?) a bundle to the journal.

Deleting a xo bundle from the journal depends on your build, on some it 
uninstalls the Activity, on others it does not.

Activities can be uninstalled from the home list view.

Hope this helps
I am not an expert

Tony


 
 �Hola Alan!
 Did you see my other note to you about I Know America?
 Some questions about your answer... how do you keep the Activity from getting 
 copied into the system (flash memory)?  I just tested it again. I put in the 
 SD card. Opened an Activity that was on it but not on the XO. When I 
 finished, I removed the SD card and found that the Activity had copied onto 
 the XO. Not what I was looking for... :-(
 Maybe it is because I am using 874?Caryl
 From: alan...@hotmail.com
 To: cbige...@hotmail.com; support-g...@lists.laptop.org; 
 iaep@lists.sugarlabs.org
 Subject: RE: [IAEP] SD Card Expert Needed
 Date: Thu, 25 Aug 2011 00:58:07 +
 
 
 
 
 
 
 
 
 
 Hello!
 When you use an activity from an USB or SD card..The activity is copied to 
 the system.. (to the flash memory)When you use an activity from the journal.. 
 the activity don't copy.. the activity is installed with the files fromthe 
 journal.. a simbolic link's... When you remove the entry from the journal.. 
 it remove the activity...That was happend on old sugar.. in the new.. I don't 
 know.. but I think that is equal...
 The work's can be saved on the SD without problem.. and I think that is a 
 good form to get some space forthe activitys..
 Alan
 From: cbige...@hotmail.com
 To: support-g...@lists.laptop.org; iaep@lists.sugarlabs.org
 Date: Wed, 24 Aug 2011 17:47:29 -0700
 Subject: [IAEP] SD Card Expert Needed
 
 
 
 
 
 
 
 
 Hi All
 
 
 I'm looking for an SD card expert... not just theoretical, but someone who 
 has actually done what I want to be able to do.
 
 
 I am re-locating 10 XO-1 laptops from a CP project that has stalled to a K-8 
 school in rural Montana.  They have some very enthusiastic teachers who 
 really want to do all sorts of neat things with the XOs and tell us about 
 them, plus their principal is very supportive of the project.
 
 
 Because they will be using the laptops for elementary music  and middle 
 school science, along with lots of other things... they could really use more 
 than 1 GB memory.
 
 
 What I was hoping to do is use an SD card (2GB to 4GB) as auxiliary memory.  
 I would like to be able to add science Activities like Star Chart and 
 Constellation Flash Cards on the SD card, have them stay there, and the 
 journal entries for those Activities stay there too.  
 
 
 I tried it today on an XO-1 running 11.2.0 (os874) and it seemed to be 
 working fine... until... I ejected and removed the SD card to see what was 
 going on and the Activities (still on the card) were also on the XO!  Not 
 what I am looking for!  I don't want them to live on the XO, I want them to 
 live on the SD card only. The card won't need to be removed... that was 
 just to test where the Activities were.
 
 
 Students will probably be asked to save their work on usb drives too... that 
 is really up to the teachers, but I will strongly suggest it.
 
 
 So... who has experience with this?  Can it be done? 
 
 
 Caryl (aka GrannieB)
 
 ___
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 http://lists.sugarlabs.org/listinfo/iaep  
   html
 head
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 /head
 body class='hmmessage'div dir='ltr'
 �Hola Alan!divbr/divdivDid you see my other note to you about I 
 Know America?/divdivbr/divdivSome questions about your answer... 
 how do you keep the Activity from getting copied into the system (flash 
 memory)?  I just tested it again. I put in the SD card. Opened an Activity 
 that was on it but not on the XO. When I finished, I removed the SD card and 
 found that the Activity had copied onto the XO. Not what I was looking for... 
 :-(/divdivbr/divdivMaybe it is because I am using 
 874?/divdivCaryl/divdivbrdivhr id=stopSpellingFrom: 
 alan...@hotmail.combrTo: cbige...@hotmail.com; 
 support-g...@lists.laptop.org; iaep@lists.sugarlabs.orgbrSubject: RE: 
 [IAEP] SD Card Expert NeededbrDate: Thu, 25 Aug 2011 00:58:07 +brbr
 
 meta http-equiv=Content-Type content=text/html; charset=unicode
 meta name=Generator content=Microsoft SafeHTML
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 {font-size:10pt;font-family:Tahoma;}
 
 /style
 
 div dir=ltr
 divbr/divHello!divbr/divdivWhen you use an activity from an USB 
 or SD 

Re: [IAEP] Help needed..

[forster]

 I have not had a chance to replicate the issue yet, but what I did was 
 start writer then go to neighborhood and try to invite the other PC.  I 
 expected an invite on the other PC but nothing.

this might help, if you are using a wifi access point for the networking, skip 
the first 2 steps
http://www.box.net/shared/q0rzrfiiiggi04azxed5

tony
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Re: [IAEP] Proposed New K-12 Science Framework

[forster]

 the new K-12 Science Framework published by the National Academies of the 
 United States.  
 
 https://download.nap.edu/catalog.php?record_id=13165#orgs

Thanks Caryl

The first dimension, 1. Scientific and Engineering Practices
gives lots of opportunities

Its emphasis on 
*data collection and analysis and 
*building and testing mathematical and computational models 

leads naturally to: 

* gathering data manually or with external sensors, the camera and microphone 
* analysing with spreadsheets (Gnumeric or Socialcalc)
* building models with TurtleArt, Etoys, Scratch or Physics

Dimension 3. Disciplinary Core Ideas
There are already Turtle Art models and simulations for many of the ideas
http://wiki.sugarlabs.org/go/Activities/TurtleArt#Tutorials

* lunar lander
* mass spring damper
* orbital motion
* bouncing turtle

Tony
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Re: [IAEP] St. Vincent and the Grenadines

[forster]

 Does anybody know what this announcement means? Did they merely put the
 page up before it was ready?
 
 http://education.gov.vc/index.php?option=com_contentview=articleid=125Itemid=107
 

Their home page shows that they have already distributed 2000 of some other 
kind of netbook with a blue case and carry handle

Waveplace probably know - waveplace.com

Tony
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Re: [IAEP] Sugar Labs: account confirmation

[forster]

 Hi Valerie,
 Valerie Taylor vtay...@gmail.com wrote:
 
  I would like to access the course:  Introduction to XOs for the
  classroom. It needs a key for access. I have sent a Moodle message to
  Liddy Nevile - listed as the teacher for this course.

You could try http://laptop.moodle.com.au/
I think Liddy Neville wrote the original version of this course

Tony
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Re: [IAEP] Sugar Labs: account confirmation

[forster]

  What is the objective of these Moodle courses? Were they created for
  specific audiences? Would it be ok if others who are interested in
  Sugar access them?

I could have this wrong, I would need to view the moodle resources, but I 
believe that it is a clone of a Moodle course done for OLPC Australia.

The Australian version http://laptop.moodle.com.au/ could have later edits or 
may have abandoned all the early material, I am not sure.

The original Moodle course by Liddy Neville was done for school teachers in the 
Australian deployments.

Tony
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[IAEP] ''Narrative Interfaces'' at OLPC

[forster]

Hi

I did some work on writing a text based dungeon program. The dungeon file is 
purposefully plain text and can be easily edited by kids in Write.
http://wiki.sugarlabs.org/go/User:Tonyforster#Text_dungeon

The idea was that kids develop literacy and numeracy skills by creating 
dungeons and 'cheating' on existing dungeons.

Playing the game

visualise 2D spaces (could extend to 3D or even 4D)
navigate compass directions N E S W and relationship to right, left
text literacy
can include subject related content
problem solving 

Making/editing/reading a dungeon file

all the above plus
Cartesian coordinates
variables
word processing skills
programming like skills
create in any language

The next step is to Sugarise it. The code so far is published. If anybody wants 
to take it on thats OK with me.

Tony
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Re: [IAEP] OERs and collaboration

[forster]

Valerie

Thanks for the helpful comments.

A problem of educational resources developed by an open source community is 
that people have 'scratched their own itch' and there are lots of disconnected 
education resources but little overall structure. This is not a criticism of 
the community, without the community, the resources would not exist. 

I started blogging rather than adding to the wiki for what I suppose are the 
usual reasons: not wanting to mess with another's document, being unsure about 
my work's quality and relevance and wanting to own my own work. Later I changed 
my mind but kept blogging to be consistent.

Anything which makes the invitation to edit a wiki more explicit is good. Any 
tools that make it easier are good. But many will still want to manage their 
own resources. I think the idea of Delicious style tagging is good, but I am 
not sure how you would implement it.

The following examples of sites have good resources in the 'turtle graphics' 
space occupied by TurtleArt, Scratch and Etoys. A search facility that could 
find all of them (and more) would help teachers. Its unrealistic to expect that 
all the resources would be on the wiki, regardless of how easy the editing was.

http://sites.google.com/site/solymar1fisica/fisica-con-xo-investigacion-
http://www.fing.edu.uy/inco/proyectos/butia/
http://www.scribd.com/doc/20189623/The-XO-Laptop-in-the-Classroom
http://wiki.laptop.org/go/Aplicacion_Problema_de_Pizzas
http://wiki.sugarlabs.org/images/0/0e/Gravity.odt 
neoparaiso.com
http://ictmindtools.net/scratch/
http://www.waveplace.org/resources/tutorials/


The issues (also addressed in Valerie's 
http://wikieducator.org/User:Vtaylor/Learning_objects,_personal_learning_environments,_study_guides)
 which make bringing all the resources in some way under one umbrella difficult 
include:

Difficulty and inconsistency in finding and navigating to resources
Different formats of the resources, wiki, blog, image, pdf, doc
Different depth in the resources, ranging from as little as a single image to a 
book
Patchy coverage of the subjects
Different languages, primarily Spanish and English
Difficulty in assigning a resource to a subject or year level
What are the limits of what is relevant?
Authors may be unaware of complimentary resources and not incorporate or cross 
reference
Authors' reluctance to add their own work to a wiki (or tagging) in case its 
not good enough or relevant enough
Abandoned partly completed projects

That's a list of problems, unfortunately I don't have solutions.

Thanks for the comments on http://wiki.sugarlabs.org/go/Activities/TurtleArt

Yes its a big document. Walter has started the steps to breaking this up into 
smaller documents, its already 9 sub documents stitched together (click view 
source to see the structure) Will breaking it up make it easier to comprehend 
and more inviting to edit? Any comments on the structure welcome or just edit 
it yourself.

Glad you like the 'Challenges' section. Would you rather see it closer to the 
top? Does it need a run through of what TurtleArt can do first? In how much 
detail?

Provide a way to showcase and contribute learning objects - basically
challenge descriptions with categories / tags - subject, degree of
difficulty, ... and optional information like learning objectives and
additional information for teachers or students - setup, curriculum
integration, links to more advanced related challenges. There should
be a mechanism for adding reviews to challenge entries, too.

Can you flesh this idea out a bit? Or even better do it? I am a bit vague on 
degree of difficulty  curriculum integration for the existing samples, this 
needs feedback from teachers in the field. Getting feedback is important. 

Would you let the tags just grow organically or should we work out some 
hierarchy of tagging? Is it worth making a start with something like Delicious? 
I suspect that reprogramming the wiki is too much to ask for at this stage.

You said you had made a TurtleArt sample. Please add it to the wiki. Feel free 
to restructure the existing pages so that its addition makes sense in the 
larger structure.

Thanks again for the feedback

Tony









 YOU are systematic. It is the rest of us who need help.
 
 On Thu, May 12, 2011 at 4:34 PM, Walter Bender walter.ben...@gmail.com 
 wrote:
  On Thu, May 12, 2011 at 2:33 PM, Valerie Taylor vtay...@gmail.com wrote:
 
  I think there is merit in having a public repository like the Sugar
  Labs wiki to encourage educators and others to see what is being done,
  and build on that in a systematic way.
 
  We are not exactly systematic about it, but Tony links to his most
  relevant blog posts in the wiki. Please see
  http://wiki.sugarlabs.org/go/Activities/TurtleArt#Tutorials and
  http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors
 
  As far as how to make these posts have more impact, we are open to 
  suggestions.
 
 Good example - the first encounter 

[IAEP] Free laptops all very well but ..

[forster]

http://www.theage.com.au/opinion/politics/free-laptops-all-very-well-but-how-best-to-use-them-in-testing-times-20110511-1eitv.html

initiatives that focus primarily on the provision of computers are not 
successful because the computers aren't used to their full potential ...

Putting computers in classrooms is a good first step. But it's the easiest 
step. If we genuinely want this technology to help students then we must look 
beyond the rhetoric of the computer companies and the politicians.

The federal government needs to start working with schools to map how computers 
can be successful in the complicated environments in which they have been 
placed. We've got the equipment. Let's shift focus to the real stuff, learning, 
and how we can realistically take that to the next level.

For the sake of our students, the government must clarify the type of learning 
it wants to take place in our schools, and how computers can be used to support 
this. And please, let's not allow these decisions to be made without consulting 
schools, teachers and students. We need their help to make it work. Australia 
is relying on it.

Dr Joanne Orlando is a lecturer in education at the University of Western 
Sydney.

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Re: [IAEP] Infra-red photography with the XO camera

[forster]

Anish


If someone can get the night mode on the camera to work, it might turn
out to be an interesting experiment ;-)


I was able to alter the camera controls, crank up the gain and get to  
the noise limit but may not have enabled a specific 'night mode'

http://bugs.sugarlabs.org/ticket/2651

Tony


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Re: [IAEP] Tour of Uruguay / Vuelta Ciclista del Uruguya

[forster]

Thanks
I have linked at http://wiki.sugarlabs.org/go/Vuelta_a_Uruguay
Tony

 Respondo a la reciente solicitud de ideas para proyectos relacionados con la 
 pr�xima Vuelta Ciclista del Uruguay:
 S042 - Entendiendo la Bicicleta
 https://docs.google.com/document/pub?id=1T3GCDPTim8S84WqPq-wYb8Gc_UOzshADn237cm-IHzE
 
 May I answer the recent request for ideas for projects related to the 
 forthcoming Tour of Uruguay.
 E042 - Understanding the Bicycle
 https://docs.google.com/document/pub?id=19Dug-0DCk2520Fsx0hl-dzZDJp3cWVDWBDL-ik1Js14
 
 Carlos Rabassa
 Voluntario
 Red de Apoyo al Plan Ceibal
 Montevideo, Uruguay

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Re: [IAEP] Sugar Digest 2011-02-23

[forster]

 9. We had a preliminary brainstorming session regarding what types of
 projects we might do in conjunction with the Sugar Labs cycling team's
 participation in the Tour of Uruguay at the end of April. Read about
 it here: [[http://wiki.sugarlabs.org/go/Vuelta_a_Uruguay]].

Google translate:
ClaudiaU_: We can make a wiki with ideas?
...
ClaudiaU_: Walterbender: we can make a wiki page in sugarlabs?
...
walterbender: ClaudiaU_: will do

Is there a wiki page for ideas ? URL? - for receiving contributions for this 
project

Tony
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Re: [IAEP] What kind of jack can you use for sensors?

[forster]

 I am working on a project where kids will measure tempature and humidity as
 part of testing and designing solar stills.
 
 What kind of jack do I need to connect to my sensors?
 I assume I plug it into the microphone jack and that should work with the
 Etoys World Stethescope.

Steve

You need a 3.5mm phono plug to plug into the microphone socket, more detail
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors

If you get a humidity probe working please add it to this page

Tony
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Re: [IAEP] Need to find usb Microscope under $50 for XO

[forster]

Caryl

explore features for the water/health lessons some of us are working on for 
Haiti.

You can also use the XO to measure salinity
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Measuring_Water_Salinity

 
 Has anyone else used one with an XO?  If so, what kind?  Where is it 
 available?  Is it plug-n-play or do you need to install software? Anything 
 else I should know?

I guess you would have to manually install the driver, I tried a webcam and it 
didnt automatically connect, see
http://tldp.org/HOWTO/html_single/Webcam-HOWTO/

Tony
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Re: [IAEP] Need to find usb Microscope under $50 for XO

[forster]

Just a single convex lens of short focal length gives impressive results
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Microscope

Tony

 Does anybody know how Mary Lou Jepsen fitted plastic lenses to an XO
 and used it as a microscope? Aha! here it is.
 
 http://wiki.laptop.org/go/Microscope
 http://www.youtube.com/watch?v=wI28-IS9AII
 
 Well, let's ask her if anything has come of it, or whether the basic
 specs for the lenses and the spacing are available.

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Re: [IAEP] World Bank Apps for Development

[forster]

 Has anyone from the Sugar community considered making an entry to the
 Apps for Development contest?
 
   http://appsfordevelopment.challengepost.com/
 
 A requirement is that the application use a data set from the World
 Bank. This might make it difficult to make something for children, but
 I'm sure someone cleverer than me can work out an angle to take.

maybe something like:
http://wiki.sugarlabs.org/go/User:Tonyforster#Sea_Surface_Temperature_Mapping

which is intended as a starter for more programming by secondary school students

Tony
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[IAEP] World Bank Apps for Development

[forster]

 Has anyone from the Sugar community considered making an entry to the
 Apps for Development contest?
 
   http://appsfordevelopment.challengepost.com/
 
 A requirement is that the application use a data set from the World
 Bank. This might make it difficult to make something for children, but
 I'm sure someone cleverer than me can work out an angle to take.

A possible angle is suggested by the Sliderule Activity

As well as allowing pairings of standard scales from a list, the user can 
create custom sliderules with fragments of Python code, for example hexadecimal 
sliderules. Suitable for upper secondary school, this is where the deep 
thinking is.

It might be possible to write graphing software that as well as displaying some 
standard graphs, also allows the user to create custom graphs with Python code, 
for example log(population) vs sqrt(GNP)

Tony
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Re: [IAEP] newtechh...@coppell and Etoys info needed

[forster]

Caryl

I am interested in hearing more of your project, 

what would the math games look like?
What is the skill level of the programmers?
How was Scratch inadequate for their needs?

Two alternatives to consider are Turtle Art and Pippy/Pygame.

Turtle Art, like Scratch is very 'low entry', its also 'high ceiling' with its 
Python extensions. It is slow. Like Scratch, its lock together blocks are not 
so good for very large projects.

Pippy is 'high entry high ceiling'. The good thing about Pygame is that it 
looks after the complicated things like menus, windows, mouse and keyboard for 
you.

In both cases you could protect against accidental erasing by including them in 
the built in examples. That is, create a fork with your games included in the 
install bundle.

Another distribution method is a content bundle, which looks like an offline 
website.

Turtle Art math games could be built for Turtle Art on Gnome, Soas or XO. 
Pippy/Pygame can be programmed on any Python but it might need final tweaking 
on Soas or XO.

Tony
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Re: [IAEP] [Olpc-uruguay] Iconitos de red

[forster]

Carlos, 

translating:

 The book is
   Mindstorms, Children, Computers and Powerful Ideas Mindstorms 
 Children, Computers and Powerful Ideas

 http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746
  
 http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746

 It would be great if we could read a good exchange of ideas on the subject 
 among educators.

I found that http://www.papert.org/works.html (in English) was good reading, a 
collection of essays that explain Papert's beliefs.

Tony








 Anacim,
 
 Aclaro que no soy maestro as� que en mi proceso de tratar de educarme puede 
 ser que est� tomando caminos equivocados.
 
 El libro es
 
   Mindstorms, Children, Computers and Powerful Ideas
   por Seymour Papert
 
 http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746
 
 Traducci�n del t�tulo sin, garant�a: 
 
   Tormentas en la mente, Ni�os, Computadoras e Ideas Poderosas
 
   de Seymour Papert
 
 El Sr. Papert dedic� su vida al tema de computadoras y ense�anza.
 
 La historia de su labor y la los que le acompa�aron y los que le siguieron, 
  est� muy directamente ligada desde hace medio siglo al proceso que llev� 
 a la aparici�n de OLPC,  las XO y el Plan Ceibal.
 
 Hay mucha literatura sobre �l, doy aqu� la peque�a rese�a que aparece 
 en el sitio de Squeakland:
 
 http://squeakland.org/about/people/bio.jsp?id=56
 
 
 Este libro lo compr� en un formato nuevo para m�, Kindle, el especial 
 para los lectores de libros electr�nicos que tienen muchos parecidos con la 
 XO.
 
 No tengo un Kindle pero uso un programa gratuito que permite leer libros de 
 este formato en computadoras comunes.  Funciona muy bien.
 
 Tom� la decisi�n sobre la base del precio y del peso en comparaci�n con 
 la versi�n tradicional que tambi�n se ofrece.
 
 Una de las ventajas es que permite destacar texto y hacer notas a medida que 
 uno lee.
 
 Si interesara como para valer la pena el esfuerzo,  podr�a seleccionar los 
 pasajes que m�s me llamaron la atenci�n y traducirlos de a uno o dos por 
 vez.
 
 
 No logr� encontrar traducci�n al Espa�ol.
 
 
 Muchos de los educadores con que he tenido oportunidad de hablar consideran a 
 este libro como un cl�sico,  casi como el Manual para Ense�ar Usando la 
 XO y Etoys.
 
 Obviamente tiene el valor de estar escrito por uno de los que trajeron estas 
 m�quinas al mundo.
 
 
 Repito,  no soy maestro,  simplemente trato de aprender,  no estoy en 
 condiciones de discutir este tema.
 
 Ser�a muy bueno si pudi�semos leer un buen intercambio de ideas sobre el 
 tema entre educadores.
 
 
 Carlos Rabassa
 Voluntario
 Red de Apoyo al Plan Ceibal
 Montevideo, Uruguay
 
 
 
 
 
 On Nov 19, 2010, at 1:03 PM, anacim wrote:
 
  Hola Carlos, 
  
  Perd�n que me vaya un poco de t�pico,  �Exactamente que libro es al 
  que te refer�s? �Me pasar�as el link si est� disponible en 
  internet?.
  
  Habiendo trabajado con mis colegas de matem�tica en las jornadas internas 
  que acompa�an la entrega de las azulitas, veo que se precisa much�simo 
  material al respecto.
  
  (((Sigo con el desgrabe de Wolfram ... y sus opiniones sobre liberar a la 
  ense�anza de la matem�tica del c�lculo as� como la matem�tica se 
  liber� del c�lculo en los �ltimos 30. El domingo espero mandarlo)))
  
  saludos
  
  
  
  
  2010/11/18 Carlos Rabassa car...@mac.com
  Sylvia,
  
  tus frecuentes comentarios negativos y a veces yo dir�a casi violentos 
  sobre las XO no ayudan a nadie.
  
  Es a�n m�s triste que explicas sobre tus conocimientos  de 
  inform�tica y eso puede dejar preocupados a muchos que den as� m�s 
  valor a tus comentarios.
  
  Lamentablemente casi nunca o�mos de los maestros,  espero que alguno que 
  no sea malo como creo que has dicho refiri�ndote al de tu hija, nos 
  est� leyendo,  yo s� que hay muchos muy buenos.
  
  A esos maestros buenos que nos lean me gustar�a pedirles que nos den 
  alguna respuesta o por lo menos opini�n sobre por qu� no se han 
  distribu�do manuales explicando que teclas hay que oprimir en la XO para 
  obtener resultados.
  
  Si es eso lo que deseas,  hay muchas computadoras comerciales que gracias a 
  la competencia de las XO han bajado much�simo de precio,  tal vez debes 
  usar una de ellas para ense�ar a tu hija.
  
  Si las maestras no nos dan una respuesta,  me aventuro a d�rtela yo.
  
  Estoy leyendo un libro que podr�amos llamar el manual de C�mo usar la 
  XO en la ense�anza.
  
  Est� escrito por uno de los maestros que dedicaron sus vidas junto a los 
  expertos en computadoras a crear y modificar las computadoras para la 
  ense�anza que fueron evolucionando hasta llegar a las XO que los ni�os 
  uruguayos tienen el privilegio de haber recibido y que muchos adultos se 
  dedican a criticar.
  
  

Re: [IAEP] XO-1.75 microphone socket

[forster]

Scott

Thanks for your comments. As this is now more a discussion on  
education, I have copied to IAEP.


Background for the IAEP list:

Suggested experiments for using TurtleArt with external sensors are at  
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors


The allowable input voltage on the XO1 microphone socket is ?0.5V Vin  
5V. The published specifications of the XO1.5 are ?0.5V  Vin 3.5V  
but the actual safe input is ?9V  Vin 9V.


The question is whether ?One value is better suited to personal  
tinkering, the other to widespread propagation?


I am interested in getting feedback from teachers on this question.


Why not use 1.5V alkaline cells?
Alkaline cells exceed the published specifications of the XO1.5 (and  
can damage the XO1.0)



Or measure voltage from a lemon  battery?
Though quite safe, the lemon battery (0.9V) exceeds the published  
specifications


measuring AC amps example should be moved to a separate only with  
supervision and adequate care page
This generates typically 30mV, 1/300 of the safe input of the XO1.5  
and is quite safe.



Maybe also the Generating electricity example also, although it

would take a lot of turns of wire, a pretty strong magnet, and very
vigorous motion to exceed 9V

This generates 10?s of microvolts, a safety factor of 1,000,000

maybe also the burglar alarm, depending on whether the XO-1 is  
always safe if its inputs are shorted


My understanding is that this is safe.

I do have some doubts on including information on measuring mains  
power.  
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Measuring_power
There is the risk that this might encourage students into unsafe  
areas. I was encouraged by  
https://docs.google.com/present/view?id=df7px97w_54fs9nh9fj (in  
Spanish) which suggests using a tong ammeter to measure power in mains  
circuits to measure carbon footprint. The TurtleArt sensor is  
superior, it can log over an extended period, costs about $1 and can  
be constructed with village technology. The tong ammeter costs about  
$300 and takes instantaneous readings.


Tony

On Tue, Nov 16, 2010 at 11:38 AM, Walter Bender  
walter.ben...@gmail.com wrote:

On Tue, Nov 16, 2010 at 11:19 AM, C. Scott Ananian csc...@laptop.org wrote:

On Mon, Nov 15, 2010 at 4:19 PM, ?fors...@ozonline.com.au wrote:

Just make sure you keep in mind the difference between the specification

and what is likely to be acceptable. ?One value is better suited to personal
tinkering, the other to widespread propagation.


Good point. As background to my questions Turtle Art 103 now supports

sensor input.
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors  
As the specification stands, no teacher is going to conduct science

experiments with external voltages. If the specification is changed to +-9v
then they will have the confidence to conduct experiments with caution.


Why not use 1.5V alkaline cells? ?Or measure voltage from a lemon  
battery? ?I can think of any number of safe experiments.


Why not indeed. See  
http://wiki.sugarlabs.org/go/Activities/TurtleArt/Using_Turtle_Art_Sensors#Lemon_battery


Right.  You can also do quite a lot of useful experiments using the
built-in 2V bias.   I'm not sure exactly what the problem is -- maybe
Tony can offer a more precise objection?  Perhaps he feels there needs
to be more guidance given on how teachers can construct fool proof
sensor experiments that are minimally dangerous to hardware, even if
the teacher isn't watching every kid every minute?
  --scott

ps. my rule of thumb would be don't involve an external battery more
powerful than a lemon  -- as I understand the protection circuits,
there's no way you can connect the internal bias voltage coming from
the microphone jack in a way that would damage the input.  You can
construct a lot of experiments (ie, most on the Turtle Art Sensors
page) which are thus guaranteed safe, even if kids make mistakes on
an XO-1.5/XO-1.75.  But the measuring AC amps example should be
moved to a separate only with supervision and adequate care page.
(Maybe also the Generating electricity example also, although it
would take a lot of turns of wire, a pretty strong magnet, and very
vigorous motion to exceed 9V.)  And the Lemon battery and
generating electricity examples should additionally be warned
against on the XO-1 --- maybe also the burglar alarm, depending on
whether the XO-1 is always safe if its inputs are shorted.





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Re: [IAEP] Getting to BIOS (was Boot SoaS on Windows machines? Help!)

[forster]

 Here's a Start, just add yours to the list:
 Getting to BIOS
 eeePC 701 F2
 eeePC 900 Esc

Dell Inspiron F12
Award Bios Del
LanParty bios ctrl alt esc

Instructions are usually displayed on the screen but you have to be a fast 
reader

Advice from a 17 year old: just press as many keys as you can fast
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Re: [IAEP] Ask! Please! (Re: how to ask a question)

[forster]

Quoting Edward Cherlin echer...@gmail.com:

I have a partial draft of a textbook on the subject at
http://www.booki.cc/discovering-discovery/ It encourages XO owners to
explore on their own and find out what questions they have before we
give them answers.


I like the idea. It encourages users to jump in and take risks,  
experiment, not worry if they have incomplete understanding.


Who is the target audience? Teachers? Would more graphics be good? I  
have added a little to the TurtleArt chapter


Tony



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Re: [IAEP] Suggestions Needed!

[forster]

Hi 

You might get some ideas from
http://wiki.sugarlabs.org/go/User:Walter#Libre_Planet_talk
or
http://wiki.sugarlabs.org/go/User:Tonyforster#Software_Freedom_Day_Melbourne_2010

Tony
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Re: [IAEP] First evaluation results from OLPC Peru

[forster]

 As to be expected - based on my own experiences while I was in Peru as
 well as talking to a lot of people who've worked there in the past -
 these first results aren't particularly great.
 

Thanks Christoph
Is there an English language version, Google Translate is a bit of a mess.

Some of the findings are encouraging:

On the program One laptop per child, it was noted that over 95% of teachers 
in schools receiving think computers laptops help improve education and 
learning children and motivate them to go to school. 

Moreover, between 90 and 94% of teachers indicated that computers
Portable improve the quality of teaching and facilitating. Further facilitate 
the use of strategies active learning. Finally, about 78% of teachers think 
that laptops are easy the preparation of class material and planning for it. 

By focusing only on schools that received a laptop, it was observed that most 
parents family indicated that in his opinion, laptops help improve education 
(94.1%) help to improve the quality of education (93.4%) in favor of child 
learning (94.2%). It is also clear that parents think their child is more 
motivated to go to school because they have laptops
(93.7%). 

Less encouraging:

In the classes observed in the assessment, it was found that the laptops were 
used to regularly, two to three times per week and daily, but in most cases 
this use is limited to that students transcribed texts of the notebooks or 
blackboards to notebooks for later editing.

The use of computers is being integrated with traditional teaching practices, 
so it still represents a challenge that becomes a catalyst for change in the 
teaching-learning process. These elements were not
central part of the program, and appears as an important element to strengthen 
these areas. Only 10.5% of teachers reported receiving support and 7.0% for the 
educational support program implementation, in
schools.

Moreover, despite the project's guidelines, only 56.9% of students reported 
carrying computer home. On those who do not, 41.6% is because the school does 
not authorize and 34.4% for their parents not permit. This would be mainly 
related to some teachers and parents have the perception that laptops are 
damaged or lost they would have to respond (which is not true, according to 
officials of M. Education). 


Tony
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Re: [IAEP] Etoys, is it difficult or easy?

[forster]

Interesting
More on visual and text programming languages
http://www98.griffith.edu.au/dspace/bitstream/10072/24250/1/52212_1.pdf

Tony


Quoting K. K. Subramaniam kksubbu...@gmail.com:

 On Tuesday 28 Sep 2010 2:59:57 am Dr. Gerald Ardito wrote:
 The 5th graders took pretty well to Etoys. It is the drawing piece that
 hooks them, and then the scripting part that really challenges them. And
 the 7th and 8th graders love Scratch. It is interesting to me because they
 also do plenty of painting of sprites and backgrounds, but something
 about the bricks seems to match their thinking process.
 This could be due to Stroop Effect.
   http://en.wikipedia.org/wiki/Stroop_effect

 5th graders may prefer to doodle with colors, shapes, icons and physical
 models. They can spend more time with manipulating morphs directly and
 creating patterns in Etoys. 7th graders, with their language dominant modes,
 look upon this as kids stuff and would dive right into   
 programming. For the
 literates, Scratch is much easier than Etoys.

 I am getting ready to introduce my current 7th grade classes to Scratch and
 am looking forward to that
 I came across some cases where this doodling actually helped boost learning
 levels (across the board). So don't give up on Etoys yet :-). Dual modes
 (visual/textual) may be a good thing.

 Subbu
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[IAEP] Etoys, es fácil o es difícil? Etoys , is it difficult or easy?

[forster]

Hola
El problema de pizza se ha discutido en este hilo, que tiene  
exactamente 920 pesos y pizzas costo 160 y 120, ¿cuántos puede comprar?

Turtle Art pueden resolver problemas complejos, sólo por diversión,  
aquí es una solución

The pizza problem has been discussed in this thread, you have exactly  
920 peso and pizzas cost 160 and 120, how many can you buy?

Turtle Art can solve complex problems, just for fun, here is a solution

http://tonyforster.blogspot.com/2010/09/turtle-diophantine.html

Tony


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Re: [IAEP] [Sugar-devel] Child in charge of FOSS or Sugar

[forster]

  *Tony* - *Having  a FOSS culture means that lots of smaller design
 decisions are made which empower the learner*

Soren

I find it a bit strange being asked to explain FOSS culture. I run Windows on 
my computer and see myself as a little bit of an outsider.

It is, I guess, difficult to define FOSS culture, as well as having very fuzzy 
edges, it has a poorly defined centre.

Where Sugar and education is involved, its also tied up with ideas of 
constructivism and constructionism 

Constructivism has the learner as an active participant in their learning, 
constructing or reassembling concepts inside their head. Constructionism adds 
the idea of creating a project to share with others. From the outset, OLPC was 
a constructionist project. FOSS was a natural fit with constructionism as well 
as being cheap, an important issue for the developing world.

FOSS and constructionism both value sharing and cooperative endeavour. They 
both support the idea of individual autonomy, the freedom to use the ideas of 
others in ways that were not anticipated, they are both experimenter or hacker 
cultures. Its these ideas that the words you quote, [freedom, sharing and open 
critique ] likely refer to.

You ask whether Sugar users are part of the FOSS culture. Perhaps the questions 
are to what extent will they share the values of FOSS and to what extent they 
benefit from FOSS.

You mention Nepal. I know too little of OLPC Nepal to comment but others may be 
able to.

So for argument, lets consider a deployment where cultural and educational 
values were opposite to constructionism. To what extent would Sugar, coming 
from a constructionist/FOSS community alter the education experience for users? 
Students might have strongly scripted lessons with clearly defined assessment 
tasks. Computer use outside these tasks might be discouraged. 

The operating system would still have constructionist features such as 
collaboration and view source. (Though it would be possible for a local 
software build to lock these features.)  Children would still experiment and 
find many of the constructionist features. They would hack the system, as they 
do already with Windows, and would find it much easier to hack because it has 
been designed from the outset to be hackable. If they searched the net they 
would find lots of information to help them because the OLPC is open software 
and hardware.

So I expect that it is inevitable that Sugar users will to some extent be 
influenced by the values of FOSS and that the learning experience will be 
different because of FOSS.

Tony

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Re: [IAEP] Dextrose Install Snags

[forster]

 While I am asking, is there a reason why the files for the XO-1 for 852 are 
 .img and fs.zip while those for Dextrose are .img and .crc?  

Think its the difference between signed and unsigned builds, to use the crc one 
you need to be unlocked.

Thats if I have it right.
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Re: [IAEP] Sugata Mitra: The child-driven Education

[forster]

 What a depressing talk... Did anyone see any learning happening?
 -walter

Walter

I presume you refer to the student achievements being at the lower end of 
Bloom's Taxonomy: internet search and data retrieval with little evidence of 
having thought about the information on the way?

In one test, which may have been a test of simple recall, the students were 
tested 2 months later. The test results were just as high. That implies that 
the students did process the information more deeply, simple recall I would 
expect to decay faster.

The experiments did show that young children can achieve a lot with interesting 
challenges and suitable tools. It also showed that learning is socially 
mediated, (as in Vygotsky).

What I would like to see is more depth. Given that children learn spontaneously 
with interesting challenges and good tools and that they learn socially, which 
were already established facts, what can be done to to build on this?

Tony 
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Re: [IAEP] kids hacking sugar?

[forster]

Soren

I hope a non-Sugar anecdote is OK.
I had a year 6 (aprox. 11year old) student in my class programming in a 
TurtleArt/Etoys/Scratch like drag and drop programming language with top end 
extensibility through a scripting language.
He found a strategy game with quite complex coding in the scripting language 
written by a Dutch programmer. All the variable names were in Dutch.
On his own initiative he passed the code through Google Translate 
Dutch-English to find out how to increase the range of his laser turrets.

For me this demonstrates that surprisingly young kids will do high end hacking 
if four conditions are met: relevant, authentic, low entry, high ceiling.

Relevant: something relevant to your interests, like a strategy game
Authentic: real world useful, like a game your classmates will play
Low entry: easy to start learning
High ceiling: unrestricted growth and challenge (see Mihály Csíkszentmihályi 
on flow)

TurtleArt on Sugar has Python function and Python block extensions as an 
attempt to provide an easy pathway from drag and drop programming to Python 
hacking. I don't know how successful this has been with kids. 

Getting straight into Python programming is 'high entry', any significant 
hacking I would expect to come from the TurtleArt/Scratch/Etoys pathway. 

Tony

 I'm a curious outsider. Do kids actually hack sugar, change codes, do
 language translation, etc?
 Or is it just an option that they have with Sugar-FOSS?
 If so, where can I find some data on kids involved with
 sugar-hacking-activity?
 i.e. videos, community-discussions, documents, or your own descriptive
 observations
 
 
 regards Soren
 student in educational anthropology

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Re: [IAEP] Recommend build for XO-1.0 deployment

[forster]

I have been using OS258py

It is unsigned and requires that the XO's be unlocked but that's not too hard 
to do for a small deployment

Later py builds are even better but I havent tried them

The main advantage is having Gnome. If you get stuck trying to do something in 
Sugar, you drop briefly into Gnome, fix your problem and then go back to Sugar. 
Alt tab is not working in 258py, (I believe fixed in later versions) but its a 
small price to pay for having Gnome

Tony



 We are in Samoa helping out at two small deployments. We are
 installing a school server and wifi at each school. They are running
 8.2.1 on XO-1 hardware  (G1G1 donation). We have been running this
 build on our laptops and it feels like a big step down from the sugar
 0.84 and bernies's 0.88 builds we have been testing recently.
 
 Does anyone have a build they would recommend? I believe the laptops
 are locked, so it will have to be signed.
 
 I'm running a newer build on one of our XOs and browse can't do http
 basic authentication to configure the access points :-( I think it is
 os300 (but that XO isn't with me right now).
 
 Drop cc: on mailing lists that dont belong please.
 
 Thanks for your help
 Tabitha and Tom
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Re: [IAEP] Feedback request for my Python tutorial

[forster]

maybe print zero decimal places if they have followed your instructions but 
print a float (maybe with an explanation) if it evaluates to not a whole number


 Hi Tony,
 
 thanks for the suggestions. I've been thinking about some of those things
 myself already.
 I have only one comment:
 
 On Thu, Jul 8, 2010 at 6:14 PM, fors...@ozonline.com.au wrote:
 
  print a/b rounds to an integer (which is confusing)
 
 
 That was on purpose. I'm not sure how old the learners will be and if
 they've learned about decimal numbers. That is why I've only given them
 examples in which the division results are integers. In one of the later
 lessons I introduce the concept of floating point numbers and give it some
 space there.
 
 However, your comment gave me an idea. I'll check the numbers the user
 enters and give him some sort of a warning if the result should be float.
 How does that sound?
 
 _
 This mail has been virus scanned by Australia On Line
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 Hi Tony,brbrthanks for the suggestions. I've been thinking about some of 
 those things myself already.brI have only one comment: brbrdiv 
 class=gmail_quoteOn Thu, Jul 8, 2010 at 6:14 PM,  span dir=ltra 
 href=mailto:fors...@ozonline.com.au;fors...@ozonline.com.au/a/span 
 wrote:br
 
 blockquote class=gmail_quote style=border-left: 1px solid rgb(204, 204, 
 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;divdiv class=h5
 print a/b rounds to an integer (which is 
 confusing)br/div/div/blockquotedivbrThat was on purpose. I'm not 
 sure how old the learners will be and if they've learned about decimal 
 numbers. That is why I've only given them examples in which the division 
 results are integers. In one of the later lessons I introduce the concept of 
 floating point numbers and give it some space there. br
 
 brHowever, your comment gave me an idea. I'll check the numbers the user 
 enters and give him some sort of a warning if the result should be float. How 
 does that sound?br/div/divbr

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Re: [IAEP] Feedback request for my Python tutorial

[forster]

Hi

I ran the introduction as Python code with Pippy
this was probably not what you intended yet
but it looks good

I added run() to the end of the file
it gave errors for .lowercase() so i deleted them

Lines of text break in the middle of words

it is good how you respond if students type different numbers

the instruction to type done could be confusing if students type the 

print a/b rounds to an integer (which is confusing)

printing an undefined constant produces an error message thats not very 
helpful: that wont work, try something else

typo fox -  for

Tony

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Re: [IAEP] eBooks for Primary Students?

[forster]

http://www.seaton-olpc-ug.org/?q=node/227

 
 Hi
 Can some of you send me some links to sites with free ebooks/digital 
 textbooks suitable for use in primary schools... English is ok. Need to be 
 culturally unbiased if possible.  I need these for for folks doing 
 Contributors Program projects in Uganda and on the Crow reservation in 
 Montana.
 Thanks!
 Caryl   html
 head
 style!--
 .hmmessage P
 {
 margin:0px;
 padding:0px
 }
 body.hmmessage
 {
 font-size: 10pt;
 font-family:Verdana
 }
 --/style
 /head
 body class='hmmessage'
 Hidivbr/divdivCan some of you send me some links to sites with 
 free ebooks/digital textbooks suitable for use in primary schools... English 
 is ok. Need to be culturally unbiased if possible.  I need these for for 
 folks doing Contributors Program projects in Uganda and on the Crow 
 reservation in 
 Montana./divdivbr/divdivThanks!/divdivbr/divdivCaryl/div
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Re: [IAEP] deployment meeting and how we can support through testing

[forster]

Quoting Raul Gutierrez Segales r...@rieder.net.py:

 Yes, thanks all and specially Raul and Tabitha. When is the next meeting?


 How about next Wed (Jun 9th)?


What time?




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Re: [IAEP] deployment meeting and how we can support through testing

[forster]

East coast Australia is UTC +10, (NZ I think is +12)

For me, avoid UTC 14 to UTC UTC 19

Tony


 On Tue, Jun 8, 2010 at 10:32, Tabitha Roder tabi...@tabitha.net.nz wrote:
  Do we have a time yet for our next deployments meeting? Last message I have
  is that we said Wednesday 9 June.
 
 What time would work for people in NZ and AU that would be less bad
 for people in America and hopefully Europe?
 
 Regards,
 
 Tomeu
 
  Tabitha
 
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Re: [IAEP] [Marketing] OLPC rules out Windows for XO-3

[forster]

Ian

Do you think that the solution is to create a new and more narrow list which 
meets the needs of deployers and teachers or to narrow the scope of IAEP and 
moderate it to keep it within scope?

My understanding if IAEP is thats its a catch all, if you only follow one 
list, its the one to follow to keep across all issues. I cannot recall a 
moderator stopping a thread. Does it need to be moderated to keep it within A 
discussion list for Sugar and the learning theories that it espouses?

The issues with starting a more aggressively moderated deployers and teachers 
list is that its one more list to monitor and that it might never get critical 
mass.

Tony


 Guys,
 
 I have been an avid follower of IAEP for over a year now. I was, and still 
 am, very attracted to the theme of the list serve.
 
 But I find increasingly, I delete 90% of the emails as they hold no interest 
 to me as a regional coordinator of OLPC projects in the Pacific Islands.
 
 I am sorry, but this stream of ARM processors and SCIM/M17N/IBus/etc holds no 
 interest to me and I really can't see how it adds value to the IAEP theme. I 
 find the list serve has been taken over by technical developers and it is no 
 longer helpful in delivering educational information to me.
 
 I guess I must be having a bad morning, but this time I just had to make a 
 comment.
 
 Ian Thomson 
 PacRICS and OLPC Coordinator
 SPC
 Phone +687 26 01 44
 
 
 -Original Message-
 From: iaep-boun...@lists.sugarlabs.org 
 [mailto:iaep-boun...@lists.sugarlabs.org] On Behalf Of Sayamindu Dasgupta
 Sent: Wednesday, June 09, 2010 4:35 AM
 To: Peter Robinson
 Cc: Rafael Enrique Ortiz Guerrero; marketing; b...@alum.mit.edu; iaep
 Subject: Re: [IAEP] [Marketing] OLPC rules out Windows for XO-3
 
 On Tue, Jun 8, 2010 at 9:23 PM, Peter Robinson pbrobin...@gmail.com wrote:
  On Tue, Jun 8, 2010 at 4:43 PM, Sayamindu Dasgupta sayami...@gmail.com 
  wrote:
  On Tue, Jun 8, 2010 at 7:52 PM, Peter Robinson pbrobin...@gmail.com 
  wrote:
  On Thu, Jun 3, 2010 at 11:18 PM, Chris Ball c...@laptop.org wrote:
  Hi,
 
     Linux has been running well on ARM for a long long time.
 
  Yeah.  In specific, today I got Sugar running on the ARM SoC we'll be
  using for XO-1.75 and XO-3, and it didn't require any porting at all.
  It would have happened yesterday, but I had to work out how to get
  past the Sugar intro/login screen without a keyboard.  :-)
 
  That's cool! A couple of questions
 
  What's the plan for the boot loader, is it planned to use OF still and
  port it to the ARM platform or is it planned to use one of the more
  mainline ARM bootloaders such as uboot or the like.
 
  Also what's the plan with the virtual keyboard support in sugar. It
  might be worth looking at the MeeGo/Moblin based VKB stuff as a basis.
  Its skinnable and supported various inputs via scim and integrates
  with that. Let me know if you need more info as I've been packaging
  some of this up in Fedora as part of my work with the aforementioned
  UIs in Fedora.
 
 
  At one point I had tried to evaluate the possible virtual/on-screen
  keyboards that could be used for Sugar, and at that time it looked
  like each used their own keyboard layout data format. Something which
  leverages existing mechanisms like SCIM/M17N/IBus/etc would certainly
  be an improvement. Could you point me to the source code repo of VKB -
  I would love to take a look.
 
  I'm not sure if this is the the best current upstream because of the
  changes in the Moblin/MeeGo side of things but the git here is
  relatively recent
 
  fvkbd is the actual virtual keyboard. This is also in Fedora.
  http://git.moblin.org/cgit.cgi/fvkbd/
 
  scim-panel-vkb-gtk is the scim overlay stuff. It will be in Fedora 14
  and likely pushed back to F-12/F13.
  http://git.moblin.org/cgit.cgi/scim-panel-vkb-gtk/
 
 
 Thanks for the links. This also seems to use its own data format¹ for
 defining the keyboards, but it looks like it is much more
 mature/flexible than the other options I have seen so far.
 
 FWIW, I had written a tool² which could parse XKB layout definitions
 (symbol files) and produce the corresponding SCIM layouts, and I have
 used it to generate OFW keytables as well³. I think that this tool
 (with some modifications) will be able to migrate our existing
 keyboard layouts to the format required by fvkbd.
 
 Thanks,
 Sayamindu
 
 
 [1] http://git.moblin.org/cgit.cgi/fvkbd/tree/layout
 [2] http://dev.laptop.org/git/users/sayamindu/xkb2scim/
 [3] http://dev.laptop.org/git/projects/xkb2ofw/
 
 -- 
 Sayamindu Dasgupta
 [http://sayamindu.randomink.org/ramblings]
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Re: [IAEP] Books and educational achievement

[forster]

 This study seems to make a powerful argument in favor of ramping up the
 quantity of e-book content on school servers.
 
 Books in the home as important as parents� education level
 http://www.unr.edu/nevadanews/templates/details.aspx?articleid=5450zoneid=8

Thank Chris

Even more interesting when read with 
http://www.pisaresconf09.org/user_uploads/files/context/room2/Kluttig_Peirano_Vergara.pdf

There is a low, significant and positive effect of the use of computers at
home regarding school achievement. Furthermore, the frequent use of
the computer at home impacts positively learning in science.

There are indications that enriching the home environment is as important or 
more important than the school environment. This is a powerful argument in 
favour of the OLPC take home policy.

It is still unclear whether the effect comes from the quantity of resources, 
the quality of resources or parents' valuing of knowledge. Nevertheless a 
strong argument for the provision of ebooks and other take home resources.

Tony


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[IAEP] video of Australian laptop deployment

[forster]

Video of Australian OLPC deployment at http://7pmproject.com.au/video.htm

Select full episodes on RHS, Tuesday 25 May, Missing children's day; One Laptop 
Per Child

Video starts after advertisement, after missing children's day, a little over 
halfway through the video
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Re: [IAEP] community team

[forster]

Yes, please, all meetings listed in UTC.

There are now proposals for Deployment and Community meetings. What are the 
scope of the two meetings? Is there overlap? Are both going ahead?

Attending meetings is a big commitment from Australia/NZ, they are typically 
4am local time, we understand that mid Atlantic timing suits most people. Just 
want to know whats worth setting an alarm clock for.

Tony


 Please include the timezone when you decide a time so I can work out what
 time that translates to in NZ please.
 
 Thanks
 Tabitha
 
 
 
 
 On 25 May 2010 08:42, Anurag Goel agoe...@gmail.com wrote:
 
  In light of the olpc realness summit running until June 2nd, June 3rd seems
  appropriate and the best date for me. I'll be attending my sister's
  graduation on the 4th then flying to India on the 5th. Does June 3rd work
  for those interested in attending?
 
  Thanks,
  Anurag
 
 
  On Mon, May 24, 2010 at 4:17 PM, Anurag Goel agoe...@gmail.com wrote:
 
  Shall we start throwing out dates for the first meeting? How about June
  1st or 2nd?
 
 
  On Sun, May 23, 2010 at 4:49 AM, Tabitha Roder 
  tabi...@tabitha.net.nzwrote:
 
  I am watching this conversation with deep interest. In my attempts to
  develop a community of olpc and sugar volunteers in New Zealand I have
  experienced all sorts of extremes in emotion, energy drain, feelings of
  success and failure, and I still wouldn't give it up because I believe in
  what olpc and sugar have been striving for.
 
  Mostly I wish for more hours in the day; more hours for me and for the
  volunteers who have been trying to help along this journey with me. It 
  takes
  a whole community and each of the players contributes in a different way. 
  I
  have been frustrated when I have not been able to fill a role that 
  requires
  a certain skill (e.g. translation, programmer, educator, funding guru,
  importing guru, etc) and disappointed with myself for not learning all 
  these
  skills (obviously you can't learn everything).
 
  As a community of practice subgroup here in New Zealand we have tried to
  nurture each other and help each other learn so we all have more 
  knowledge,
  we have shared challenges, learned the importance of regular interaction 
  (we
  would have failed if it were not for the regularity of same place, same
  time, every week). We have had to define what we do and how will we do it,
  as well as build confidence in talking to others about what we do and why.
  This identity helps us. We have all had to work hard in our roles as
  volunteers, whether that be in recruiting others or in sacrificing time to
  investigate bugs or in other ways, or in financially supporting events to
  get olpc and sugar news out to others in New Zealand.
 
  As community lead for NZ I have had to learn how to set boundaries and
  minimums (this has been hard for me, but I have had to learn it for the 
  good
  of the community). I have had to provide direction at times and step back
  and see what happens at other times. I have been surprised by some of 
  those
  things. I have encouraged a culture of support and nurturing with the
  community. I have made mistakes and wished I had done better.
 
  My two cents: a community leader MUST have time, understanding of the
  nature of volunteers contributions in all their forms, and clarity in
  communication.
 
  Tabitha
 
 
  On 22 May 2010 20:15, Tomeu Vizoso to...@tomeuvizoso.net wrote:
 
  On Sat, May 22, 2010 at 03:59, Bernie Innocenti ber...@codewiz.org
  wrote:
   El Tue, 18-05-2010 a las 11:41 +0200, Tomeu Vizoso escribi�:
  
   We also need to ask the Wiki team to create a new instance of the
  team
   template, such as this: http://wiki.sugarlabs.org/go/Wiki_Team
  
   Perhaps we don't need a new template. The Community Team page could
   simply be this: http://wiki.sugarlabs.org/go/Sugar_Labs
  
   The header already reads Community Home, and the content of the
  other
   subpages is already more or less appropriate.
 
  Sounds like a great topic for the kick-off meeting!
 
  Regards,
 
  Tomeu
 
   --
 // Bernie Innocenti - http://codewiz.org/
\X/  Sugar Labs   - http://sugarlabs.org/
  
  
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  --
  Anurag Goel
 
 
 
 
  --
  Anurag Goel
 
 Please include the timezone when you decide a time so I can work out what 
 time that translates to in NZ please.brbrThanksbrTabithabrbrbr 
 clear=allbrbrdiv class=gmail_quoteOn 25 May 2010 08:42, Anurag 
 Goel span dir=ltra 
 href=mailto:agoe...@gmail.com;agoe...@gmail.com/a/span wrote:br
 blockquote class=gmail_quote style=margin: 0pt 0pt 0pt 0.8ex; 
 border-left: 1px solid rgb(204, 204, 204); padding-left: 1ex;In light of 
 the olpc realness summit running until June 2nd, June 3rd seems appropriate 
 and the best date for me. I'll be attending my sister's 

Re: [IAEP] [Sugar-devel] [ASLO] Release Scratch-20100321

[forster]

my recollection it is except for the name scratch and the cat.
that is, you can create a fork if you dont call it scratch and you dont use the 
cat graphic

tony

 Is Scratch free software now? I believe it didn't used to be. The
 license page in ASLO is empty:
 
 http://activities.sugarlabs.org/en-US/sugar/versions/license/29908
 
 Regards,
 
 Tomeu
 
 On Sat, May 22, 2010 at 00:12, Sugar Labs Activities
 activit...@sugarlabs.org wrote:
  Activity Homepage:
  http://activities.sugarlabs.org/addon/4249
 
  Sugar Platform:
  0.82 - 0.88
 
  Download Now:
  http://activities.sugarlabs.org/downloads/file/26916/scratch-20100321.xo
 
  Release notes:
  NOTE: On a 1.5 machine, the beta version hangs soon after playing any 
  sound. This is due to an interaction between the sound driver and the power 
  saving feature. We are working on this problem.
 
 
  Sugar Labs Activities
  http://activities.sugarlabs.org
 
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Re: [IAEP] [Sugar-devel] [ASLO] Release Scratch-20100321

[forster]

 Also about Scratch variations..I came across panther
 
 http://scratch.wikia.com/wiki/Panther

Thanks Rafael for finding Panther. Looking at the dates its only just been 
released.

Its a strong endorsement of Sugar's educational philosophy, open source, low 
entry, high ceiling (or Turtles all the way down Libre Planet talk 
http://wiki.sugarlabs.org/go/User:Walter)

Give kids the right tools and there's virtually no limit.

One of the programmers is a 6th form student and I suspect all the team are of 
a similar age http://pantherprogramming.weebly.com/meet-the-developers.html

Tony
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Re: [IAEP] Need Help With A Small XO-1 Problem

[forster]

Quoting Caryl Bigenho cbige...@hotmail.com:

Caryl

Open the Log activity and see if you are generating any error messages
You will find a lot of warnings already in the logs but you may see  
some new error messages, particularly in the log for write after you  
paste

Tony



 Hi Folks...
 A couple of quick XO-1 questions.  I have pasted 2 photos from   
 Record into Write.  It will not let me paste any more.
 I also have had difficulty trying to copy and paste photos from   
 Browse into Write. I even did a restart and reopened the Write   
 Activity.  Still no luck. Then I tried again to paste the photos   
 taken in Record.  It worked fine for the first 2 photos I took, but   
 the second 2 still would not work (I tried them first so it wasn't a  
  memory issue).
 I must be saving them incorrectly. However, they appear in the   
 Journal when I ask Write to add an Image. But, when I click on it,   
 nothing happens. I believe I saved all 4 of the Record photos in the  
  same manner. The image from Browse was saved with Copy and appears   
 in the Journal as a jpeg file which doesn't paste in when I ask for   
 it.
 I have hunted all over the web for some definitive instructions for   
 doing this without any luck. Obviously I am doing something wrong. I  
  need this info to pass on to a couple of Contributors Program   
 projects I am working with. Any help and/or links would be greatly   
 appreciated.
 Caryl





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Re: [IAEP] Pippy improvements (Python examples)

[forster]

Hi Dinko

A Pippy example of reading data from the microphone input would be good. See 
Measure and Turtle Art experimental fork for code.

It would be good if the samples you create could also  be used in the Turtle 
Blocks programmable Python block

Tony


 Hello everyone,
 
 I'm Dinko and I'll be working on improving Pippy during the following three
 months as part of GSOC 2010.
 
 A full description of my project can be found here:
 http://wiki.sugarlabs.org/go/Summer_of_Code/2010/Pippy_improvements
 
 A short description: I'll soon (GSOC starts in 9 days) be adding more Python
 examples to Pippy, as the first part of my project, so I was wondering if
 you already have any interesting ideas for programming examples which I
 could implement.
 
 Kind regards,
 Dinko Galetic
 Hello everyone,brbrI'm Dinko and I'll be working on improving Pippy 
 during the following three months as part of GSOC 2010. brbrA full 
 description of my project can be found here: a 
 href=http://wiki.sugarlabs.org/go/Summer_of_Code/2010/Pippy_improvements;http://wiki.sugarlabs.org/go/Summer_of_Code/2010/Pippy_improvements/abr
 
 brA short description: I'll soon (GSOC starts in 9 days) be adding more 
 Python examples to Pippy, as the first part of my project, so I was wondering 
 if you already have any interesting ideas for programming examples which I 
 could implement. br
 
 brKind regards,brDinko Galeticbr
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Re: [IAEP] Peru, OLPC and Wikipedia

[forster]

 I've been following your comments on this. Am I the only one who  
 finds this charming but at the same time strangely disturbing

If you mean the intrusion of the outside world into their idyllic  
lifestyle - no

If you mean the interviewee talking about Darwinian social evolution - yes

On the first count, I quote Noel Pearson, well known Australian  
indigenous activist
Keep our diverse languages and cultural traditions by excelling in  
education and digital technologies, the only means of arresting the  
decline of our ancient and oral traditions
Maintain our identity as a people but encourage individual excellence  
in education and achievement

On the second count, I am perplexed as to why that material was included

Tony


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Re: [IAEP] Peru, OLPC and Wikipedia

[forster]

Caryl

A little more research by me

the interviewed social Darwinist is Robert Wright, the author of  Nonzero
http://www.nonzero.org/

The filmmaker is Righteous Pictures http://righteouspictures.com/

Wright seems to believe that there is a higher purpose to biological  
and social evolution, that in some way, we will be fulfilling our  
destiny if we become one globalised culture.

Righteous Pictures' mission seems to be an end to genocide, they  
presumably believe that a unified global culture will put an end to  
genocide.

So to put it simply, the movie could be viewed as marketing spin, put  
together by people whose mission is overlapping but not the same as  
OLPC or Sugarlabs.

Tony



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Re: [IAEP] OLPC, Sugar and Sugar on a Stick in Global Issues curriculum?

[forster]

Looks like it might be part of the Oxford Reading Tree
http://fds.oup.com/www0.oup.com/ort/2/intro.html

Tony

 fds.oup.com/www.oup.com/pdf/13/9780199180813.pdfhttp://www.google.com/url?sa=Xq=http://fds.oup.com/www.oup.com/pdf/13/9780199180813.pdfct=gacad=:s7:f1:v0:i1:ld:e0:p0:t1273165601:cd=eL1QoInFCmsusg=AFQjCNG3AVszquKZGyi5RadCXIdsYYcY7A
 
 http://www.google.com/url?sa=Xq=http://fds.oup.com/www.oup.com/pdf/13/9780199180813.pdfct=gacad=:s7:f1:v0:i1:ld:e0:p0:t1273165601:cd=eL1QoInFCmsusg=AFQjCNG3AVszquKZGyi5RadCXIdsYYcY7AMy
 google alert showed up with this pdf.  Interested piece of curriculum about
 Sugar, OLPC and Sugar on a Stick. Anyone know who wrote it?
 
 -- 
 Caroline Meeks
 Solution Grove
 carol...@solutiongrove.com
 
 617-500-3488 - Office
 505-213-3268 - Fax
 meta charset=utf-8span class=Apple-style-span style=font-family: 
 arial, sans-serif; a 
 href=http://www.google.com/url?sa=Xq=http://fds.oup.com/www.oup.com/pdf/13/9780199180813.pdfct=gacad=:s7:f1:v0:i1:ld:e0:p0:t1273165601:cd=eL1QoInFCmsusg=AFQjCNG3AVszquKZGyi5RadCXIdsYYcY7A;
  title=http://fds.oup.com/www.oup.com/pdf/13/9780199180813.pdf; 
 target=_blank style=color: green; 
 fds.oup.com/www.oup.com/pdf/13/9780199180813.pdf/a/spandiv
 
 font class=Apple-style-span face=arial, 
 sans-serifbr/font/divdiva 
 href=http://www.google.com/url?sa=Xq=http://fds.oup.com/www.oup.com/pdf/13/9780199180813.pdfct=gacad=:s7:f1:v0:i1:ld:e0:p0:t1273165601:cd=eL1QoInFCmsusg=AFQjCNG3AVszquKZGyi5RadCXIdsYYcY7A;
  title=http://fds.oup.com/www.oup.com/pdf/13/9780199180813.pdf; 
 target=_blank style=color: green; /afont class=Apple-style-span 
 face=arial, sans-serifMy google alert showed up with this pdf. 
 �Interested piece of curriculum about Sugar, OLPC and Sugar on a Stick. 
 Anyone know who wrote it?br clear=all
 
 /fontbr-- brCaroline MeeksbrSolution 
 Grovebrcarol...@solutiongrove.combrbr617-500-3488 - 
 Officebr505-213-3268 - Faxbr
 /div
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Re: [IAEP] SoaS Creation Saga

[forster]

you probably have all this but:
A: a floppy
B: the second floppy
C: the hard drive
D: etc additional drives in the time order windows discovered them

To eject, click on the remove hardware icon at the bottom right
left click is less confusing than right click
you get a list of removable drives, can be confusing which is which, looking at 
My Computer can help to work this out, left click the one you want, get message 
box ok to remove hardware

you can really skip the eject process if it is not actually writing

virtual memory is hard drive pretending to be RAM, settings in control panel, 
system properties, advanced

Tony

 
 Hi...
 
 Still no luck making a live SoaS on the eeePC.  I guess need to learn a lot 
 more about Windows before I can do it.  I have no idea which drive is which 
 (A,B,...F,G...etc) or how to properly eject. a usb.  Oh well, I do have 2 
 working non-persistant copies I can use Saturday, one on the MacBook and one 
 on the eeePC.
 
 I spent today printing and preparing materials to hand out at InfoTech on 
 Saturday. Tomorrow I have to go get the CUELA XO library machines, bring them 
 home and get them all reflashed and charged so I can check them out to 
 teachers on Saturday. So, I am running out of time to do much more with SoaS 
 before Saturday.  
 
 I do intend to pursue this until it is at a point when I can write the Super 
 Simple Steps to Soas, or something like that.  Here is my report and some of 
 my problems.
 
 Problems keep coming up when I try to run the Live usb Creator on the eeePC. 
 It keeps choosing the my source drive as the one to use as a target.  
 Sometimes it looks like it is ready to work, but then comes up with the 
 message that the checksums are wrong.  I have no idea how to check them after 
 downloading and before using them.
 
 I do notice that there is an option to download the software as a part of the 
 creation process.  I assume this would cause fewer problems. Can the eeePC 
 handle this? I could have it run overnight.
 
 What does it mean when it says that I am running out of Virtual Memory?  
 What is the largest size SD card can I use?  How do I implement its use? Macs 
 are so much easier (even though they can't do everything we wish they could).
 
 Maybe I should just visit the local library and check out a copy of Windows 
 for Dummmies, or should it be PCs for Dummies?  I haven't a clue.
 
 I did check on the frame triggers on the eeePC.  The corners (all except the 
 upper left) worked to trigger the frame.  The suggestions to use the fn key 
 to enable the F1, F2, and F3 keys to do what they do on the XO worked great. 
 That is the teacher friendly way to solve that problem.
 
 I notice that there has been a lot of use of SoaS in Argentina and some other 
 Latin American countries.  Are they using the same basic methods to create 
 the usb sticks? I was thinking of asking them for suggestions too.
 
 I'll keep you posted on my progress (or lack of it ;-D )
 
 Thanks again to all of you who are helping me with this learning experience,
 
 Caryl
 
 html
 head
 style!--
 .hmmessage P
 {
 margin:0px;
 padding:0px
 }
 body.hmmessage
 {
 font-size: 10pt;
 font-family:Verdana
 }
 --/style
 /head
 body class='hmmessage'
 Hi...brbrStill no luck making a live SoaS on the eeePC.  I guess need to 
 learn a lot more about Windows before I can do it.  I have no idea which 
 drive is which (A,B,...F,G...etc) or how to properly eject. a usb.  Oh well, 
 I do have 2 working non-persistant copies I can use Saturday, one on the 
 MacBook and one on the eeePC.brbrI spent today printing and preparing 
 materials to hand out at InfoTech on Saturday. Tomorrow I have to go get the 
 CUELA XO library machines, bring them home and get them all reflashed and 
 charged so I can check them out to teachers on Saturday. So, I am running out 
 of time to do much more with SoaS before Saturday.  brbrI do intend to 
 pursue this until it is at a point when I can write the Super Simple Steps 
 to Soas, or something like that.  Here is my report and some of my 
 problems.brbrProblems keep coming up when I try to run the Live usb 
 Creator on the eeePC. It keeps choosing the my source drive as the one to use 
 as a targe!
 t.  Sometimes it looks like it is ready to work, but then comes up with the 
message that the checksums are wrong.  I have no idea how to check them after 
downloading and before using them.brbrI do notice that there is an option 
to download the software as a part of the creation process.  I assume this 
would cause fewer problems. Can the eeePC handle this? I could have it run 
overnight.brbrWhat does it mean when it says that I am running out of 
Virtual Memory?  What is the largest size SD card can I use?  How do I 
implement its use? Macs are so much easier (even though they can't do 
everything we wish they could).brbrMaybe I should just visit the local 
library and check out a copy of 

[IAEP] OECD releases a new report ..

[forster]

 Fwd: OECD releases a new report on technology use and educational 
 performance in PISA
 
 Dear all,
 
 The OECD Centre for Educational Research and Innovation, in cooperation 
 with the OECD Directorate for Science, Technology and Industry and with 
 the support of the Norwegian Ministry of Education, has just released a 
 new report on technology use and educational performance using PISA data.
 
 The report Are the New Millennium Learners Making the Grade? analyses 
 to what extent investments in technology enhance educational outcomes.
 
 One of the most striking findings of this study is that the digital 
 divide in education goes beyond the issue of access to technology. 
 
 A new second form of digital divide has been identified: the one existing 
 between those who have the right competencies to benefit from computer 
 use, and those who do not. These competencies and skills are closely 
 linked to the economic, cultural and social capital of the student.
 
 This finding has important implications for policy and practice. 
 
 Governments should make an effort to clearly convey the message that 
 computer use matters for the education of young people and do their best 
 to engage teachers and schools in raising the frequency of computer use 
 to a level that becomes relevant. 
 
 If schools and teachers are really committed to the development of 21st 
 century competencies, such an increase will happen naturally. And only in 
 these circumstances will clear correlations between technology use and 
 educational performance emerge.
 
 Browse it at:
 
 http://www.oecdbookshop.org/oecd/display.asp?k=5KSCG4J39DHB〈=en
 
 As we have now started the preparations for a new edition using PISA 2009 
 data, your comments and suggestions for improvements will be extremely 
 welcome.
 
 Thanks,
 
 Francesc Pedr�
 
 OECD Centre for Educational Research and Innovation
 
 --
 

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