OLPC Oceania/Content: Difference between revisions

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** http://childrenslibrary.org/
** http://childrenslibrary.org/
** http://www.tki.org.nz/
** http://www.tki.org.nz/
** [http://wikieducator.org/OLPC_Oceania OLPC Oceania open educational resources on the Wikieducator]
* Content to include on the XO
* Content to include on the XO

Revision as of 22:20, 9 July 2008


Oceania Community - News - Content - Evaluation - Languages - Countries
Cook Islands -French Polynesia - Kiribati - Nauru - New Caledonia - Niue - Palau - Papua New Guinea - Samoa- Solomon Islands - Tonga - Tokelau - Tuvalu - Vanuatu


Content

This page lists the evolving top-level strategy for content. There will also be local interpretations and issues; see the country pages in this category for detail.

Academic linkages/collaboration

  • High level consultations with universities (USP, DWU, UQ, QUT, etc) to set up a research and development function for OLPC Oceania. Some dialogue has been established with the following institutions:

Localisation

  • Establish Pootle projects for the main languages.
    • In PNG, Solomons and Vanuatu this will be the local pidgin
    • Specific languages associated with each trial site such as Marovo in the Solomons
    • Identify communities and champions/volunteers in each country who will take up the translation
    • Dialogue with SIL (http://www.sil.org)
    • Involve NGO content providers (through national steering group)
    • Translate the text-to-speech synthesiser. Use communities to do this – for instance Mick Saunders’ students in Belleville, Ontario are continuing to work on Solomon Pidgin and Marovo

Building capacity and communities for content development

  • WikiEducator is a key to allow some early progress on creating local content.
    • Link the current Learning4Content (http://wikieducator.org/Learning4Content) workshops in the Pacific Islands to OLPC, inviting people involved in the OLPC trials and content owners to the workshops
    • Work with Curriculum departments to help them appreciate that they can easily convert curriculum materials to PDF and IMS content packages for the XO
    • As above, but with NGOs and projects that might wish to create content for the XO
    • Use the power of the WE to build communities to develop content and localisation

Children's content