OLPC Human Interface Guidelines/Core Ideas/lang-es: Difference between revisions
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===Actividades, No Aplicaciones=== |
===Actividades, No Aplicaciones=== |
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No existen [http://en.wikipedia.org/wiki/Software_Application aplicaciones de software] en el sentido tradicional en esta laptop. La laptop enfoca a los chicos sobre "[[OLPC Human Interface Guidelines/Activities/lang-es|actividades]]." Esto es |
No existen [http://en.wikipedia.org/wiki/Software_Application aplicaciones de software] en el sentido tradicional en esta laptop. La laptop enfoca a los chicos sobre "[[OLPC Human Interface Guidelines/Activities/lang-es|actividades]]." Esto es más que una diferencia de nombres; ya que representa la cualidad intrínseca que esperamos sea la experiencia educativa que tengan los chicos cuando usen la laptop. Una actividad se diferencia de una aplicación en su foco—de colaboración y expresión—y su realización—a diario e iterativo. |
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There are no [http://en.wikipedia.org/wiki/Software_Application software applications] in the traditional sense on the laptop. The laptop focuses children around "[[OLPC Human Interface Guidelines/Activities|activities]]." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration. |
There are no [http://en.wikipedia.org/wiki/Software_Application software applications] in the traditional sense on the laptop. The laptop focuses children around "[[OLPC Human Interface Guidelines/Activities|activities]]." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration. |
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===Presencia es estar Siempre Presente=== |
===Presencia es estar Siempre Presente=== |
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Todos poseemos el potencial de ser alumno y maestro. Hemos decidido hacer de la |
Todos poseemos el potencial de ser alumno y maestro. Hemos decidido hacer de la colaboración el elemento central en el uso de la laptop para efectivizar dicho potencial. La presencia de otros miembros de la comunidad educativa incentivará a los chicos a hacerse responsables del aprendizaje de otros tanto como del suyo propio. El intercambio de ideas entre pares no solo hace al proceso de aprender más dinámico y motivante sino que también estimula el pensamiento crítico. Esperamos favorecer y promover este tipo de interacciones con las laptops. |
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Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with the laptops. |
Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with the laptops. |
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Con el objetivo de proveer un ambiente colaborativo de aprendizaje es que las laptops utilizan un red de tipo malla que interconecta a todas las laptops a su alcance. Utilizando dicha conectividad, cada actividad tiene el potencial de ser una actividad en la malla. Buscamos a que todas las actividades aprovechen la malla; una actividad que no la utilice |
Con el objetivo de proveer un ambiente colaborativo de aprendizaje es que las laptops utilizan un red de tipo malla que interconecta a todas las laptops a su alcance. Utilizando dicha conectividad, cada actividad tiene el potencial de ser una actividad en la malla. Buscamos a que todas las actividades aprovechen la malla; una actividad que no la utilice quizás debería repensarse en términos de la conectividad. Por ejemplo, consideremos la actividad de ''browsear'' o navegar la red—una actividad ya en la laptop. Usualmente uno navega de forma aislada, quizás enviando a un amigo un ''link'' o enlace favorito oportunísticamente. En la laptop, sin embargo, la capacidad integrada de compartir enlaces transforma un acto solitario en una colaboración grupal. En lo posible, todas las actividades deben integrarse a la malla y focalizarse en facilitar el proceso colaborativo. |
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{{ Translated text | |
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In order to facilitate a collaborative learning environment, the laptops employ a mesh network that interconnects all laptops within range. By exploiting this connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the mesh; any activity that is not mesh-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with the laptop distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On the laptop, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the mesh and place strong focus on facilitating such collaborative processes. |
In order to facilitate a collaborative learning environment, the laptops employ a mesh network that interconnects all laptops within range. By exploiting this connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the mesh; any activity that is not mesh-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with the laptop distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On the laptop, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the mesh and place strong focus on facilitating such collaborative processes. |
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{{anchor|Tools of Expression}} |
{{anchor|Tools of Expression}} |
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===Herramientas para la |
===Herramientas para la Expresión=== |
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Partiendo de la premisa de que queremos que la gente use lo que ya conoce para conectarlo con nuevo conocimiento, nuestro enfoque pasa por pensar, expresar y comunicarse con |
Partiendo de la premisa de que queremos que la gente use lo que ya conoce para conectarlo con nuevo conocimiento, nuestro enfoque pasa por pensar, expresar y comunicarse con tecnología. La laptop es la "cosa junto a la cual se piensa"; esperamos lograr que la actividad primaria de los chicos sea una de expresión creativa, cualquiera sea la forma. Por lo tanto, la mayoría de las actividades se concentrarán de algún tipo de objeto, ya sea un dibujo, una canción, un cuento, un juego o un programa. En un cambio más de terminología para describir el experimentar con la laptop, nos referimos a objetos en vez de archivos como la cosa o forma primaria de expresión creativa. |
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{{ Translated text | |
{{ Translated text | |
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Starting from the premise that we want to make use of what people already know in order to make connections to new knowledge, our approach focuses on thinking, expressing, and communicating with technology. The laptop is a "thing to think with"; we hope to make the primary activity of the children one of creative expression, in whatever form that might take. Thus, most activities will focus on the creation of some type of object, be it a drawing, a song, a story, a game, or a program. In another shift in the language used to describe the user experience, we refer to objects rather than files as the primary stuff of creative expression. |
Starting from the premise that we want to make use of what people already know in order to make connections to new knowledge, our approach focuses on thinking, expressing, and communicating with technology. The laptop is a "thing to think with"; we hope to make the primary activity of the children one of creative expression, in whatever form that might take. Thus, most activities will focus on the creation of some type of object, be it a drawing, a song, a story, a game, or a program. In another shift in the language used to describe the user experience, we refer to objects rather than files as the primary stuff of creative expression. |
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Como la mayor parte de los desarrolladores de software |
Como la mayor parte de los desarrolladores de software concordarán, la mejor manera de aprender a escribir un programa es escribiéndolo, o quizás ensañándole a alguien hacerlo; estudiar la sintaxis puede ser útil, pero no enseña como codificar. Esperamos aplicar el principio de "aprender haciendo" a todo tipo de creación, ej: incitamos a componer música en vez de bajar música. También incitamos a los chicos a participar en procesos colaborativos de crítica sobre sus realizaciones e iterar sobre ellas también. |
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{{ Translated text | |
{{ Translated text | |
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As most software developers would agree, the best way to learn how to write a program is to write one, or perhaps teach someone else how to do so; studying the syntax of the language might be useful, but it doesn't teach one how to code. We hope to apply this principle of "learn through doing" to all types of creation, e.g., we emphasise composing music over downloading music. We also encourage the children to engage in the process of collaborative critique of their expressions and to iterate upon this expression as well. |
As most software developers would agree, the best way to learn how to write a program is to write one, or perhaps teach someone else how to do so; studying the syntax of the language might be useful, but it doesn't teach one how to code. We hope to apply this principle of "learn through doing" to all types of creation, e.g., we emphasise composing music over downloading music. We also encourage the children to engage in the process of collaborative critique of their expressions and to iterate upon this expression as well. |
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La |
La objetivización del tradicional sistema de archivos está mejor capacitado para manejar metáforas del mundo real: en vez de un archivo de sonido, se tiene al sonido; en vez de un archivo de texto, un cuento. Para poder soportar este concepto, los desarrolladores de actividades pueden definir tipos de objetos y asociar íconos para representarlos. |
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{{ Translated text | |
{{ Translated text | |
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The objectification of the traditional filesystem speaks more directly to real-world metaphors: instead of a sound file, we have an actual sound; instead of a text file, a story. In order to support this concept, activity developers may define object types and associated icons to represent them. |
The objectification of the traditional filesystem speaks more directly to real-world metaphors: instead of a sound file, we have an actual sound; instead of a text file, a story. In order to support this concept, activity developers may define object types and associated icons to represent them. |
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===Diario=== |
===Diario=== |
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El concepto de [[OLPC Human Interface Guidelines/The Laptop Experience/lang-es#Diario|Diario]], una |
El concepto de [[OLPC Human Interface Guidelines/The Laptop Experience/lang-es#Diario|Diario]], una documentación escrita de los eventos diarios, es usualmente entendido, con algunas diferencias en todas las culturas. Típicamente, un diario relata las actividades llevadas a cabo a lo largo de un día. Hemos decidido adaptar la metáfora del diario al sistema de archivos como el enfoque básico de organización. Si bien la implementación de dicho sistema de archivos no difiere significativamente de sus pares en los sistemas operativos contemporáneos, tiene bastante menos relevancia que la abstracción del diario en sí misma. |
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{{ Translated text | |
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The concept of the [[OLPC Human Interface Guidelines/The Laptop Experience#The Journal|Journal]], a written documentation of everyday events, is generally understood, albeit in various forms across cultures. A journal typically chronicles the activities one has done throughout the day. We have chosen to adopt a journal metaphor for the filesystem as our basic approach to file organization. While the underlying implementation of such a filesystem does not differ significantly from some of those in contemporary operating systems, it also holds less importance than the journal abstraction itself. |
The concept of the [[OLPC Human Interface Guidelines/The Laptop Experience#The Journal|Journal]], a written documentation of everyday events, is generally understood, albeit in various forms across cultures. A journal typically chronicles the activities one has done throughout the day. We have chosen to adopt a journal metaphor for the filesystem as our basic approach to file organization. While the underlying implementation of such a filesystem does not differ significantly from some of those in contemporary operating systems, it also holds less importance than the journal abstraction itself. |
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En su |
En su núcleo, el concepto de diario corporiza la idea de que el sistema de archivos registra la historia de lo que ha hecho el chico, o más específicamente, las actividades en las que un chico ha participado. Su función como depósito de los objetos creados mientras se realizaban las actividades es secundaria, aunque importante. El Diario se presta de forma natural a una organización cronológica (aunque también puede ser marcado, buscado, y ordenado por varios métodos). Como registro de las cosas que el chico ha ''hecho''—no solamente las cosas que el chico ha ''guardado''—la lectura del Diario se parecerá mucho a una carpeta o anotador con la historia de las interacciones del chico con la máquina y sus compañeros. El Diario combina anotaciones creadas explícitamente creadas por el chico junto a aquellas creadas implícitamente por su participación en actividades; los desarrolladores deben pensar cuidadosamente acerca como una actividad se integra al Diario mucho más que con un sistema de archivos tradicional que funciona de manera independiente de las aplicaciones. Las actividades, los objetos, y los medios de registrar deben integrarse íntimamente para crear un tipo de experiencia diferente a cualquier otra computadora. |
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{{ Translated text | |
{{ Translated text | |
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At its core, our journal concept embodies the idea that the filesystem records a history of the things a child has done, or, more specifically, the activities a child has participated in. Its function as the store of the objects created while performing those activities is secondary, although also important. The Journal naturally lends itself to a chronological organization (although it can be tagged, searched, and sorted by a variety of means). As a record of things a child has ''done''—not just the things a child has ''saved''—the Journal will read much like a portfolio or scrapbook history of the child's interactions with the machine and also with peers. The Journal combines entries explicitly created by the children with those which are implicitly created through participation in activities; developers must think carefully about how an activity integrates with the Journal more so than with a traditional filesystem that functions independently of an application. The activities, the objects, and the means of recording all tightly integrate to create a different kind of computer experience. |
At its core, our journal concept embodies the idea that the filesystem records a history of the things a child has done, or, more specifically, the activities a child has participated in. Its function as the store of the objects created while performing those activities is secondary, although also important. The Journal naturally lends itself to a chronological organization (although it can be tagged, searched, and sorted by a variety of means). As a record of things a child has ''done''—not just the things a child has ''saved''—the Journal will read much like a portfolio or scrapbook history of the child's interactions with the machine and also with peers. The Journal combines entries explicitly created by the children with those which are implicitly created through participation in activities; developers must think carefully about how an activity integrates with the Journal more so than with a traditional filesystem that functions independently of an application. The activities, the objects, and the means of recording all tightly integrate to create a different kind of computer experience. |
Revision as of 03:10, 17 January 2008
Ideas Centrales
Actividades, No Aplicaciones
No existen aplicaciones de software en el sentido tradicional en esta laptop. La laptop enfoca a los chicos sobre "actividades." Esto es más que una diferencia de nombres; ya que representa la cualidad intrínseca que esperamos sea la experiencia educativa que tengan los chicos cuando usen la laptop. Una actividad se diferencia de una aplicación en su foco—de colaboración y expresión—y su realización—a diario e iterativo.
There are no software applications in the traditional sense on the laptop. The laptop focuses children around "activities." This is more than a new naming convention; it represents an intrinsic quality of the learning experience we hope the children will have when using the laptop. Activities are distinct from applications in their foci—collaboration and expression—and their implementation—journaling and iteration.
Presencia es estar Siempre Presente
Todos poseemos el potencial de ser alumno y maestro. Hemos decidido hacer de la colaboración el elemento central en el uso de la laptop para efectivizar dicho potencial. La presencia de otros miembros de la comunidad educativa incentivará a los chicos a hacerse responsables del aprendizaje de otros tanto como del suyo propio. El intercambio de ideas entre pares no solo hace al proceso de aprender más dinámico y motivante sino que también estimula el pensamiento crítico. Esperamos favorecer y promover este tipo de interacciones con las laptops.
Everyone has the potential for being both a learner and a teacher. We have chosen to put collaboration at the core of the user experience in order to realize this potential. The presence of other members of the learning community will encourage children to take responsibility for others' learning as well as their own. The exchange of ideas amongst peers can both make the learning process more engaging and stimulate critical thinking skills. We hope to encourage these types of social interaction with the laptops.
Con el objetivo de proveer un ambiente colaborativo de aprendizaje es que las laptops utilizan un red de tipo malla que interconecta a todas las laptops a su alcance. Utilizando dicha conectividad, cada actividad tiene el potencial de ser una actividad en la malla. Buscamos a que todas las actividades aprovechen la malla; una actividad que no la utilice quizás debería repensarse en términos de la conectividad. Por ejemplo, consideremos la actividad de browsear o navegar la red—una actividad ya en la laptop. Usualmente uno navega de forma aislada, quizás enviando a un amigo un link o enlace favorito oportunísticamente. En la laptop, sin embargo, la capacidad integrada de compartir enlaces transforma un acto solitario en una colaboración grupal. En lo posible, todas las actividades deben integrarse a la malla y focalizarse en facilitar el proceso colaborativo.
In order to facilitate a collaborative learning environment, the laptops employ a mesh network that interconnects all laptops within range. By exploiting this connectivity, every activity has the potential to be a networked activity. We aspire that all activities take advantage of the mesh; any activity that is not mesh-aware should perhaps be rethought in light of connectivity. As an example, consider the web-browsing activity bundled with the laptop distribution. Normally one browses in isolation, perhaps on occasion sending a friend a favorite link. On the laptop, however, a link-sharing feature integrated into the browser activity transforms the solitary act of web-surfing into a group collaboration. Where possible, all activities should embrace the mesh and place strong focus on facilitating such collaborative processes.
Herramientas para la Expresión
Partiendo de la premisa de que queremos que la gente use lo que ya conoce para conectarlo con nuevo conocimiento, nuestro enfoque pasa por pensar, expresar y comunicarse con tecnología. La laptop es la "cosa junto a la cual se piensa"; esperamos lograr que la actividad primaria de los chicos sea una de expresión creativa, cualquiera sea la forma. Por lo tanto, la mayoría de las actividades se concentrarán de algún tipo de objeto, ya sea un dibujo, una canción, un cuento, un juego o un programa. En un cambio más de terminología para describir el experimentar con la laptop, nos referimos a objetos en vez de archivos como la cosa o forma primaria de expresión creativa.
Starting from the premise that we want to make use of what people already know in order to make connections to new knowledge, our approach focuses on thinking, expressing, and communicating with technology. The laptop is a "thing to think with"; we hope to make the primary activity of the children one of creative expression, in whatever form that might take. Thus, most activities will focus on the creation of some type of object, be it a drawing, a song, a story, a game, or a program. In another shift in the language used to describe the user experience, we refer to objects rather than files as the primary stuff of creative expression.
Como la mayor parte de los desarrolladores de software concordarán, la mejor manera de aprender a escribir un programa es escribiéndolo, o quizás ensañándole a alguien hacerlo; estudiar la sintaxis puede ser útil, pero no enseña como codificar. Esperamos aplicar el principio de "aprender haciendo" a todo tipo de creación, ej: incitamos a componer música en vez de bajar música. También incitamos a los chicos a participar en procesos colaborativos de crítica sobre sus realizaciones e iterar sobre ellas también.
As most software developers would agree, the best way to learn how to write a program is to write one, or perhaps teach someone else how to do so; studying the syntax of the language might be useful, but it doesn't teach one how to code. We hope to apply this principle of "learn through doing" to all types of creation, e.g., we emphasise composing music over downloading music. We also encourage the children to engage in the process of collaborative critique of their expressions and to iterate upon this expression as well.
La objetivización del tradicional sistema de archivos está mejor capacitado para manejar metáforas del mundo real: en vez de un archivo de sonido, se tiene al sonido; en vez de un archivo de texto, un cuento. Para poder soportar este concepto, los desarrolladores de actividades pueden definir tipos de objetos y asociar íconos para representarlos.
The objectification of the traditional filesystem speaks more directly to real-world metaphors: instead of a sound file, we have an actual sound; instead of a text file, a story. In order to support this concept, activity developers may define object types and associated icons to represent them.
Diario
El concepto de Diario, una documentación escrita de los eventos diarios, es usualmente entendido, con algunas diferencias en todas las culturas. Típicamente, un diario relata las actividades llevadas a cabo a lo largo de un día. Hemos decidido adaptar la metáfora del diario al sistema de archivos como el enfoque básico de organización. Si bien la implementación de dicho sistema de archivos no difiere significativamente de sus pares en los sistemas operativos contemporáneos, tiene bastante menos relevancia que la abstracción del diario en sí misma.
The concept of the Journal, a written documentation of everyday events, is generally understood, albeit in various forms across cultures. A journal typically chronicles the activities one has done throughout the day. We have chosen to adopt a journal metaphor for the filesystem as our basic approach to file organization. While the underlying implementation of such a filesystem does not differ significantly from some of those in contemporary operating systems, it also holds less importance than the journal abstraction itself.
En su núcleo, el concepto de diario corporiza la idea de que el sistema de archivos registra la historia de lo que ha hecho el chico, o más específicamente, las actividades en las que un chico ha participado. Su función como depósito de los objetos creados mientras se realizaban las actividades es secundaria, aunque importante. El Diario se presta de forma natural a una organización cronológica (aunque también puede ser marcado, buscado, y ordenado por varios métodos). Como registro de las cosas que el chico ha hecho—no solamente las cosas que el chico ha guardado—la lectura del Diario se parecerá mucho a una carpeta o anotador con la historia de las interacciones del chico con la máquina y sus compañeros. El Diario combina anotaciones creadas explícitamente creadas por el chico junto a aquellas creadas implícitamente por su participación en actividades; los desarrolladores deben pensar cuidadosamente acerca como una actividad se integra al Diario mucho más que con un sistema de archivos tradicional que funciona de manera independiente de las aplicaciones. Las actividades, los objetos, y los medios de registrar deben integrarse íntimamente para crear un tipo de experiencia diferente a cualquier otra computadora.
At its core, our journal concept embodies the idea that the filesystem records a history of the things a child has done, or, more specifically, the activities a child has participated in. Its function as the store of the objects created while performing those activities is secondary, although also important. The Journal naturally lends itself to a chronological organization (although it can be tagged, searched, and sorted by a variety of means). As a record of things a child has done—not just the things a child has saved—the Journal will read much like a portfolio or scrapbook history of the child's interactions with the machine and also with peers. The Journal combines entries explicitly created by the children with those which are implicitly created through participation in activities; developers must think carefully about how an activity integrates with the Journal more so than with a traditional filesystem that functions independently of an application. The activities, the objects, and the means of recording all tightly integrate to create a different kind of computer experience.