Talk:Datos diario: Difference between revisions
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#Measuring "child hope"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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'''Suggested links:''' |
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#Measuring "child comfort"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "child anxiety"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "self-esteem"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "reaching out capability"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "number of attempts of reaching out"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "number of successful attempts of reaching out"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "opportunity to outside school learning"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "outside school learning"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "opportunity to inside school learning"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "inside school learning"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "need for solution finding"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "solution finding"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "attempts for solution finding"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "competence in operating laptops in tasks related to core applications (like a word processor)" |
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#Measuring "competence in searching for information on the computer |
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#Measuring "need for reaching out"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "number of times a kid gets sick"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "number of attempts a kid reaches out to find a cure"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "number of successful attempts a kid reaches out and finds a cure"--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring the extend of reaching and bringing learning to the parents via the kids: establish by when about all kids are sleeping. If the laptop is still used then, it must be parents or older kids using the laptop. Same logging / data collection can be used as on the main page.--[[User:SvenAERTS|SvenAERTS]] 22:46, 2 May 2012 (UTC) |
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#Measuring "parent involvement" |
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#Measuring "critical thinking" |
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#Measuring "creative thinking" |
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#Measuring "initiative" |
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#Measuring "discovery" |
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#Measuring "peer to peer teaching" |
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#Measuring "use of computers both at school and at home" |
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#Measuring "effects were found in general [[cognitive skills]]" |
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##Measuring "Attention Skills" |
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##Measuring "Sustained Attention |
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##Measuring "Selective Attention |
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##Measuring "Divided Attention: ...multi-tasking |
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#Measuring "Memory |
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##Measuring "Long-Term Memory |
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##Measuring "Short-Term / Working Memory |
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##Measuring "Logic and Reasoning |
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##Measuring "Auditory Processing |
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##Measuring "Visual Processing |
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##Measuring "Processing Speed |
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#Measuring "quality of the teachers" |
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##Measuring "the impact of teachers work in class on test scores" - "The fact that the test results show no impact may be interpreted as "the teachers work in class has no impact on test scores" -- something I am afraid is not far from the truth." extract from "An Alternative Reading of the independent IADB Study on Peru's OLPC Implementation" 18 Apr 2012, by Oscar Becerra, the person responsible for Una Laptop por Niño for almost five years with over 400.000 XO's implemented. |
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##Measuring "Number of Teachers that finished the extra trainings given" |
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##Measuring "Teacher Basic Math reasoning skills" |
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##Measuring "Teacher Evolved reading skills" |
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##Measuring "the extend teacher training was reinforced" |
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##Measuring "number of teachers completing the 8 hours on technical maintenance by teachers" |
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##Measuring "To what extend the education sector ability to attract the best of the best of the country versus the private sector or worse, maybe all leave the country and never come back" - [http://www.mckinseyonsociety.com/downloads/reports/Education/Worlds_School_Systems_Final.pdf this 2007 study by McKinsey] found that the world's most improved school systems had in common their concern for teacher quality and getting the best people into teaching |
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##Measuring "To what extend the kids have been given more options for their future with the OLPC Educational Universal Education Effort" |
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#Measuring "ICT skills" - ICT skills had been identified as key ingredients for success by many organizations (see, for example, [http://www.p21.org/storage/documents/P21_Report.pdf this report]) |
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#Measuring "access and use of computers" |
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#Measuring "quality of instruction in class" |
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#Measuring "use of a word processor" |
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#Measuring "use of a calculator |
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#Measuring "playing games on a computer" |
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#Measuring "transferred a game you played on the computer into a game played outside" |
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#Measuring "transferred an out- or indoor game you found via the computer into a game you played with or without your friends" |
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#Measuring "playing music on a computer" |
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#Measuring "transferred music you played on the computer into music you played outside" |
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#Measuring "transferred an existing piece of music you found via the computer into music you played with or without your friends" |
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#Measuring "ability to integrate external stakeholders into educational efforts" |
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#Measuring "ability to integrate the XO computers into correct or desirable pedagogical practices" |
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#Measuring "ability to end rote learning and hitting kids" |
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#Measuring "ability to transfer ICT skills to other problems" ICT skills would be easily transferable to other platforms in the future since upgrading to new versions of Windows can be as complex as switching from Sugar to Windows |
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#Measuring "ability to protection against access to inappropriate content, because kids prefer to be busy with more interesting stuff" |
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#Measuring "intrinsic motivation towards school work, |
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#Measuring "intrinsic motivation towards attendance |
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#Measuring "intrinsic motivation towards homework |
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#Measuring "interest in school work" |
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#Measuring "pleasure in school work" |
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#Measuring "relation between effort and results obtained" |
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#Measuring "perceived competence for school work" |
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#Measuring "perceived importance of school work |
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#Measuring "creative stress" |
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#Measuring "perceived selection of what to do" |
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#Measuring "improved personal relations" |
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#Measuring "% of laptops malfunctioning" |
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#Measuring "% of laptops successfully repaired" |
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#Measuring "theft ratio" |
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#Measuring "theft ratio of XO's to the national average of other small portable items" |
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#Measuring "perceived competence for school work" - "self-perceived school competence ... evidence of small negative effects" (p.16) I don't agree with the implication of these negative effects as a decrease in self-esteem. What may be inferred is that children realize that they are not well prepared for school, a finding that is good if it motivates them to work harder to achieve what they want. What I found is that children in non-OLPC schools have extremely high perceived competence for school work, in spite of their dismal results, something the presence of the XO seemed to be correcting for good. Extract from "An Alternative Reading of the independent IADB Study on Peru's OLPC Implementation" 18 Apr 2012, by Oscar Becerra, the person responsible for Una Laptop por Niño for almost five years with over 400.000 XO's implemented. |
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#Measuring "negative effects of home computer usage on grades" (like in the West when some kids spend too much time on irrelevant ict use) |
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#Measuring "IQ test results" improved in Ethiopian children who participated in an OLPC program as per [http://nina.hansen.socialpsychology.org/ study by Nina Hansen] |
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#Measuring "the extend to which Students became more critical of the schools system and expected more of it." |
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# [[List of potentially useful Criteria to monitor and evaluate an OLPC implementation]] |
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[[Category:Evaluation]] |
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Latest revision as of 16:22, 24 July 2013
The viewpoints expressed hereunder do not necessarily reflect the opinion of OLPC.
This page was created by a member of the free volunteer community supporting OLPC.
Suggested links: