Educational ideas: Difference between revisions
No edit summary |
No edit summary |
||
| (91 intermediate revisions by 31 users not shown) | |||
| Line 1: | Line 1: | ||
{{projects-nav}}{{TOCright}} |
|||
{{Content-list}} |
|||
There are various ideas on how the OLPC can be used in education that go beyond [[Ebooks]] and [[Educational Content Ideas]]. The intention of this page is to provide useful ideas for educators who are planning how to make best use of the OLPC. |
|||
{{content-nav}} |
|||
There are many ideas for how the XO can be used in education that go beyond [[Ebooks]] and other [[Educational content ideas|ideas for content]]. The intention of this page is to provide useful ideas for educators who are planning how to make best use of the XO, and to gather ideas from those who would like to contribute their knowledge and experience to the OLPC project. |
|||
[[Ideas for non-OLPC educators]] has some ideas for educators without XO's looking for OLPC-related opportunities for their classes. |
|||
== Models == |
== Models == |
||
| Line 10: | Line 14: | ||
The OLPC team have also recommended that you read this paper http://www.media.mit.edu/publications/bttj/Paper11Pages96-112.pdf |
The OLPC team have also recommended that you read this paper http://www.media.mit.edu/publications/bttj/Paper11Pages96-112.pdf |
||
(Links to "Situating Constructionism" in '''Spanish''' and a document by S. Papert and David Cavallo author of Paper11Pages96-112 can be found [http:// |
(Links to "Situating Constructionism" in '''Spanish''' and a document by S. Papert and David Cavallo author of Paper11Pages96-112 can be found here: [http://neoparaiso.com/logo/seymour-papert.html#sect2 Situar el Construccionismo].) |
||
[[Language Issues]] |
[[Language Issues]] |
||
| Line 16: | Line 20: | ||
[[Teaching, Social and Religious Barriers]] |
[[Teaching, Social and Religious Barriers]] |
||
===Practical First, Theory Later=== |
|||
In third world countries practical applications of knowledge are far more useful than large amounts of theoretical knowledge and so all software etc on the olpc should have this concept at heart. |
|||
===Suggested Educational Content=== |
|||
There is sometimes a fine line between an educational idea and the idea for some content. We'll try to move all the content ideas to their own page here: [[Educational Content Ideas]] |
|||
=== Assumptions === |
=== Assumptions === |
||
We need to remember that the OLPC is going into environments very different from Western schools. '''Minimalism''' is the key word to keep in mind. Instead of trying to outline an entire Western education curriculum we should be thinking about the bare basics. What 3 things will be '''most''' needed in any given part of the world where these things are to be distributed? Will it be readin' writin' & 'rithmetic, or will it the basics of digging a well and keeping it clean - presented as pictographs. |
We need to remember that the OLPC is going into environments very different from Western schools. '''Minimalism''' is the key word to keep in mind. Instead of trying to outline an entire Western education curriculum we should be thinking about the bare basics. What 3 things will be '''most''' needed in any given part of the world where these things are to be distributed? Will it be readin' writin' & 'rithmetic, or will it be the basics of digging a well and keeping it clean - presented as pictographs? Or use the Narration tool discussed in [[Sample Applications]] to add audio to a set of actual photos of a well being dug or cleaned? Such content might be suitable results of team or class projects. (Read [[Thailand/trial-200705|field notes from the pilot program in Thailand]]). |
||
The OLPC will include [[Evince]] an ebook reader that supports [[DJVU]] format. Therefore it will be quite easy to scan and distribute existing content for teaching health, hygiene, and |
The OLPC will include [[Evince]], an ebook reader that supports [[DJVU]] format. Therefore it will be quite easy to scan and distribute existing content for teaching health, hygiene, and alternative technology. Also, the OLPC is not limited by its internal storage. It has USB ports which could be used to [[USB peripherals|connect a USB]] CDROM drive. Then children could select books from a central library stored on CDROMs. This could even be a motorcycle circulating library similar to the related [[Motoman]] project. |
||
All of this takes efforts by many groups in order to bring it into reality. The OLPC team is focused on the hardware and basic software. They cannot develop everything else. We need people to step up and organize projects around some of these topics. |
All of this takes efforts by many groups in order to bring it into reality. The OLPC team is focused on the hardware and basic software. They cannot develop everything else. We need people to step up and organize projects around some of these topics. ([[contributing content|How to contribute]]). |
||
In addition to the basics of education, some basic medical and agricultural knowledge can go a long way. A simple database of regional information and practical knowledge could go a '''Long way'''. While from our point of view these issues seem like the most important, preventing disease through hygiene, preventing drought from irrigation, and preventing hunger could also become a part of the OLPC goal with relative ease. |
|||
===Other Ideas=== |
|||
===Ideas for Educational Content=== |
|||
There is sometimes a fine line between an educational idea and the idea for educational content. Ideas for educational content, both for types of content and for content relating to specific subject areas, are now located on the [[Educational content ideas]] page. |
|||
===Educational Ideas === |
|||
====Datalogger==== |
====Datalogger==== |
||
Teach science by using the [[OLPC as Datalogger]]. The audio input port on the OLPC is capable of being used to collect voltage variation measurements. Simple sensors can be connected to this port to do real scientific investigations. |
Teach science by using the [[OLPC as Datalogger]]. The audio input port on the OLPC is capable of being used to collect voltage variation measurements. Simple sensors can be connected to this port to do real scientific investigations. |
||
====Teach Kids How to Make Tools==== |
====Teach Kids How to Make Tools==== |
||
The OLPC will be deployed into resource poor areas. The kids will not have pencils, paper, paints or other art materials. However, kids can still do art with natural materials that they can find in their environment. Develop art teaching material that starts by building the tools they need. For instance, wood carving tools, paint brushes, pigments, paints, canvases. Many fibres can be used to make brushes. Pigments come from all around us as [[George Washington Carver]] used to teach his students. Canvases can be made with any matted or woven fibrous material that is prepared with clay gesso before being used to paint on. Even sticks and sand will serve to begin with. |
The OLPC will be deployed into resource poor areas. The kids will not have pencils, paper, paints or other art materials. However, kids can still do art with natural materials that they can find in their environment. Develop art teaching material that starts by building the tools they need. For instance, wood carving tools, paint brushes, pigments, paints, canvases. Many fibres can be used to make brushes. Pigments come from all around us as [[George Washington Carver]] used to teach his students. Canvases can be made with any matted or woven fibrous material that is prepared with clay gesso before being used to paint on. Even sticks and sand will serve to begin with. |
||
This page needs some serious editing to align it with the realities of the OLPC and the environment into which it will be deployed. We need more ideas like the one on teaching Art by teaching kids how to build carving tools. |
This page needs some serious editing to align it with the realities of the OLPC and the environment into which it will be deployed. We need more ideas like the one on teaching Art by teaching kids how to build carving tools. |
||
Students can also make art by creating images on the GIMP, storing these images on their laptops, and showing them to their friends and family. |
|||
==== Adults & Elders ==== |
==== Adults & Elders ==== |
||
| Line 43: | Line 56: | ||
====Services Available to Teachers/Community Leaders==== |
====Services Available to Teachers/Community Leaders==== |
||
*A central website devoted to the posting of technical issues about the laptop hardware where MIT or |
|||
other certified people can respond and help |
|||
*Perhaps a site/wiki where the specific communities could have their own page and be able to post and |
|||
inform the world what their current activities are or what they’ve learned or are working on (could be a |
|||
tool to spawn educational competition or collaboration amongst neighboring cities or nations or to get |
|||
artistic work on the web) |
|||
*A central website devoted to the posting of technical issues about the laptop hardware where MIT or other certified people can respond and help |
|||
====Teacher Basic Training==== |
|||
*Perhaps a site/wiki where the specific communities could have their own page and be able to post and inform the world what their current activities are or what theyâve learned or are working on (could be a tool to spawn educational competition or collaboration amongst neighboring cities or nations or to get artistic work on the web) |
|||
The OLPC has 4 USB ports so it will be easy to distribute course material on CD-ROM to be read using a communal USB CD-ROM drive. Since this communal CD-ROM is likely to be in the care of a teacher, distribute teacher training material on CD-ROM. |
|||
=== |
====Basic Teacher Training==== |
||
Use of Esperanto is not part of any official OLPC plan. However, the OLPC is an open source project which relies on the freely given contributions of many people to make it a success. Theoretically, if a group of people were to produce usable Esperanto content, it might be adopted in one country or another. Please remember that the actual laptop units shipped will include software and content chosen by the Ministry of Education in the target country. Also, it could potentially help developers in translating content, as English to Esperanto followed by Esperanto to "a language" by two translators might be possible where English to "a language" might not be possible from any given collection of translators available to the project. There is a separate page to discuss the use of [[Esperanto]]. |
|||
The OLPC has 4 USB ports so it will be easy to distribute course material on CD-ROM to be read using a communal [[USB peripherals|USB CD-ROM drive]]. Since this communal CD-ROM is likely to be in the care of a teacher, distribute teacher training material on CD-ROM. |
|||
== Content == |
|||
<div style="float:right; font-size:80%; border:1px solid blue; padding:2px; margin:4px;"> |
|||
{{Content-list}} |
|||
</div> |
|||
=== Instructionism vs. Constructionism === |
|||
The importance of teacher training cannot be underestimated - if the teachers are not comfortable working with the equipment, or cannot see that it is adding anything that they wouldn't be able to get without that technology, then the project is unlikely to succeed. Teachers need to understand and be able to tackle a wide variety of issues, for example: |
|||
OLPC is turning the wheel of educational change. As [[Seymour Papert]] once said, ". . . with everybody having computers all the time, it is inconceivable that learning will be like it's been in the past. There will be new ways of learning. But it's up to you, and me, and all of us, to invent that future." Let us not fall into the trap of creating a competitive and instructionist learning environment when at our fingertips are the tools for empowering students, for creating a [[constructionist]] learning environment. This is the time to move education forward and to realize the ideas of Piaget, Papert, [[Montessori]] and so many others. Trying to mimic US textbooks, curricula, and standards would be throwing out the window the most powerful aspects of the OLPC project and it would be a huge step backwards. |
|||
* '''Pedagogic practice''', and how to successfully integrate technology into teaching ... otherwise you end up with something like the ''"One Pencil Per Classroom"'' parable (see [[Learning Learning/Parable 2]]) from Seymourâs Corner! |
|||
===Suggested Educational Content=== |
|||
* This includes '''classroom management''' issues - working with kids and technology can be challenging! Keeping them on task and engaged in the activity is a skill that takes time to learn. |
|||
Please read through the ideas already mentioned on this page and try to make sure that your text is brief and relevant. In particular, make sure you have some understanding of [[constructionism]] since any software idea has to fit into that context. |
|||
* '''Basic trouble shooting''' - when something "goes wrong" with technology in the classroom, life is a lot easier for all concerned if the problem can be dealt with effectively and efficiently. Obviously this needs to be supported by more advanced technical support, as well. |
|||
====Memorisation and Regurgitation Support==== |
|||
If you are an educator who would like to share your experience of using computers for learning, please visit our page for [[educators]]. |
|||
At first glance this seems to be counter to [[constructionist]] principles but it doesn't have to be that way. Many of the cultures in which the OLPC will be deployed, have strong traditions of roite memorisation and regurgitation of material. Examples are the Chinese with their ideographic writing system, Islamic countries with memorisation of the Quran, and various African countries in which oral culture is still treasured. Many of the great literary works of western culture such as the Iliad, Kalevala and Rig Veda, began as memorized and regurgitated texts. |
|||
==== The disposable encyclopedia ==== |
|||
There is an old Arab saying ''There are two doors to learning, memorization and understanding. Unless one has entered the first door, they can not pass through the second.'' |
|||
Moved to [[Educational activity ideas]] |
|||
For example, let's look at how memorization of the Quran could be supported by the OLPC so that children learn it faster and use it as the door to understanding. Instead of distributing the Quran as a plain text file, it could be distributed in XML format with some Javascript embedded into it. The Javascript could include mouseovers that provide tooltip boxes with translations and explanations in the child's native language. Memorization is easier when the words have meaning. |
|||
==== Instructionism vs. Constructionism ==== |
|||
The XML could have embedded support for voice output of the text. Sometimes a voice output driver needs hints to get the correct pronunciation of certain words; this would be hidden in the XML and used by the voice reader. In voice output, it does not make sense to speak partial words and often not even single words. Therefore, the XML would indicate phrase and sentence boundaries for a speech selection tool. And finally, the Quran is filled with stories and parables that are meant to teach children how to live a good life. |
|||
OLPC is turning the wheel of educational change. As [[Seymour Papert]] once said, ". . . with everybody having computers all the time, it is inconceivable that learning will be like it's been in the past. There will be new ways of learning. But it's up to you, and me, and all of us, to invent that future." Let us not fall into the trap of creating a competitive and instructionist learning environment when at our fingertips are the tools for empowering students, for creating a [[constructionist]] learning environment. This is the time to move education forward and to realize the ideas of Piaget, Papert, [[Montessori]] and so many others. Trying to mimic "mainstream" textbooks, curricula, and standards would be throwing out the window the most powerful aspects of the OLPC project and it would be a huge step backwards. |
|||
Phrases in the Quran text could be highlighted to indicate that they are links to other content. This content could simply be an exposition of a parable or it could be another application. For example, the phrase ''Allah will deprive usury of all blessing, but will give increase for deeds of charity'' could be a link to an application about Islamic banking principles and investment, calculating risk, accounting principles, etc. In this way, the Quran text leads to education in mathematics. |
|||
==== |
==== Improving Instructionism Through Automation ==== |
||
'''We don't have to choose between Instructivism and Constructivism. They both have their place.''' |
|||
Learning through exporation is wonderful, but mastery of a time-honored tradition of study, and knowing that you have met a standard of learning, these are also very powerful and common motivations for people to learn. OLPC students should not be cut off from that opportunity simply because they do not have a qualified teacher to provide the instruction. |
|||
In many countries the children don't have much school books. |
|||
The children don't have an atlas, the schools don't have many maps. |
|||
The governments should have the ability to put school books on to the laptop. As a starting point, existing paper books can be scanned into [[DJVU]] format and displayed by [[Evince]], the ebook reader included with OLPC. This sidesteps any [[Fonts|font]] issues because [[DJVU]] compression does not require fonts. |
|||
Some subjects, such as Algebra and Chemistry, do not lend themselves well to unsupervised exploration. Learning chemistry simply through exploration could be downright deadly. In Algebra, students generally need to see many, many demonstrations of a skill, and get immediate feedback on their mistakes to be able to learn. For these kinds of subjects, interactive websites must be built. Much of what a traditional Algebra teacher does: demonstrate problems, give feedback on student work, and construct assessment materials so students will know when they've mastered a skill; all these things can be done through a website. In fact, an interactive website can eliminate one thing that people find very frustrating about traditional classroom instruction. Automated instruction allows everyone to work at their own pace. There is no busy-work for fast-learning students, and slower-moving students aren't left in the dust because the class must move at a given pace. |
|||
==== Health and Hygiene Education ==== |
|||
====Protecting the Environment==== |
|||
Collect and create educational content for Health and Hygiene education. We want educational games for children of all ages, written text and graphical information that is simple to use and easy to understand. This would include HIV/AIDS but should not be limited to this because teh OLPC will primarily targeted to younger children who have other health/hygiene needs. Washing oneself, dealing with snakebites and cuts on their bare feet, nutrition, etc. Collaboration with international AIDS organizations is recommended for material targeted at older children. Possible partners include the [http://www.nkosishaven.co.za/ Nkosi Johnson AIDS Foundation] in South Africa. |
|||
[[Image:Makesmecry.jpg|200px|right]] |
|||
This is an example of how villagers often make ecologically poor decisions about locating their villages or ecologically poor decisions about caring for their local environment. The OLPC can not only deliver ecologically-oriented content, but it has the potential to allow villagers to analyze their local ecology before making decisions. Analysis begins with collecting and organizing data which is an ideal task for an interested person with a laptop. And graphical analysis or decision-suppport software can help villagers calculate risk-benefit scenarios for various options. |
|||
==== Cross-curricular work ==== |
|||
The program 'the World starts with me' is a complete digital curriculum on sexual health and hiv/aids prevention. It was developed for Uganda and is currently being adapted for other countries. It has an experiential learning approach and can be very suitable for using on the OLPC. see: http://www.butterfly-works.org |
|||
Moved to [[Educational activity ideas]] |
|||
====Spanish version==== |
|||
*[http://es.wikipedia.org/wiki/Wikipedia:Wikipedia_en_CD Wikipedia in CD] A proposal, where some Wikipedia users are studying how they can create a Wikipedia CD. |
|||
*[http://es.wikibooks.org/wiki/Wikichicos Content from Wikichicos] Proposal where users write specifical content for children. |
|||
====Open Source Appropriate Technology==== |
|||
Though these projects do not offer significant content yet, if olpc shows interest and need, surely many Wikipedia users will participate. --[[User:Javier Carro|Javier Carro]] 18:20, 19 April 2006 (EDT) |
|||
Moved to [[Educational content ideas]] |
|||
====Language Skills==== |
|||
I would prefer to see people fluent in 2 of the main languages (lets say, UN "official languages"). These are [[English]], [[Spanish]], [[French]], [[Russian]] and [[Chinese]]. |
|||
== Mentoring == |
|||
The main goal must be to enable the children to read and write the language(s) spoken in their own country. |
|||
The boot prompt of the laptop should be in the language the children speak. |
|||
For many children the language they use at school isn't the same as they speak at home. |
|||
We should help them to be proud to have their own language. |
|||
Online Mentoring / Tutoring Access for OLPC Users. |
|||
====Social Sciences==== |
|||
I hope that the "SOCIAL SCIENCES" are not forgotten, as I request frequently at Science Exhibits: Where are the social sciences exhibits?... I usually get the "...uh?" answer, and I tell them, "yes, the history exhibits, with the history of housing, transportation, communications, labor, etc." |
|||
Either within the context of the local mesh network, or within the context of an intermittently available Internet connection, or both, the governments and NGOs that roll out the OLPC machines will want the children using them to be able to connect to educators, including teachers, older students, mentors and tutors in a structured, trackable manner. |
|||
==== USB Library ==== |
|||
This laptop will not have a CD Rom drive. USB will be medium of transport - if no internet connection is available. |
|||
The reasons are: |
|||
Let's not forget that a wide variety of USB peripherals are available and supported by Linux ranging from CD-ROMs and memory-sticks to video cards and soundcards. |
|||
# Students sometimes need help from teachers or other more experienced helpers. |
|||
Even though the laptop will not have a CD-ROM drive integrated, it is not a far stretch to assume that CD-ROM drives will be readily available. Even in a dirt poor remote agricultural village in Southeast Asia, it is perfectly feasible for a circulating library to travel from village to village on a motorbike with 2 USB CD-ROM drives and a big stack of CD-ROMs containing content. In fact, such a circulating library can also act as an email network by collecting and delivering emails using store-and-foreward techniques. This is not just imagination. There is at least one instance of an email network relying on motorcycles carrying the messages from location to location. |
|||
# The interaction between teacher or other older helper and student is inherently non-peer to non-peer. |
|||
# Governments and NGOs can use the tracking data to understand and report concrete "wins" as a result of implementing the OLPC machines. |
|||
Reason # 1: |
|||
It is worthwhile to do some research in the FidoNET BBS technology which is still in use in the 3rd world to do store and foreward messaging where Internet access is unavailable. |
|||
is self-explanatory. |
|||
=== Curriculum Standards === |
|||
Reason # 2: |
|||
In most western countries there are standards for the curriculum material that is covered in public schools. These have been developed by national organizations of teachers, professors and school administrators, e.g. the National Science Teachers Association ([http://www.nsta.org NSTA] in the USA. These have the advantage of having been developed by a broad swathe of groups with some stake in the learning and with groups that are knowledgable about what and how students learn. Using these standards as a guide for curriculum development will have these advantages: |
|||
The people connecting, that is the students and teachers or other older helpers, are not each other's peers. This fact implies a number of issues. First, the communication between students and teachers or other older helpers is not the sort of communication best suited for ad hoc peer to peer modes of communication. The student's particular question needs to be routed to the designated teacher or other helper who is qualified to answer it, etc. |
|||
# Information deemed needed for the future in a technological world has been identified in these goals expressed as standards. |
|||
# Major textbooks already follow these outlines. |
|||
# Accreditation will be easier to obtain if such is desired. |
|||
# The structure is already in place and teachers and students taking education degrees will already be familiar with the structure. |
|||
# The standards are easily available from many websites. |
|||
# The organizations responsible for the development of the standards will most likely take responsibility for updating them in the near future. |
|||
# The books associated with these standards will be a valuable resource for teacher training and therefore a way to share a common sense of community and educational goals to all users. |
|||
# Evaluation tools such as standardized tests for subject matter are currently grounded in these standards as required by most state department of education policies. |
|||
# What to teach and how to teach in the broad terms of these standards provide a structured curriculum deemed appropriate by the vast majority of educators. |
|||
Reason # 3: |
|||
A useful project might be to survey and compare curriculum standards of several countries. |
|||
Any sort of online mentoring system should as a matter of course incorporate substantial tracking mechanisms so that one can see how many questions have been received, how many answered, which subjects the questions were about, how many questions each mentor fielded, etc. etc.. This is the sort of hard data that will allow a government or NGO to measure the success of their laptop program and report "wins" to its stakeholders and citizens. |
|||
==Protect Environment== |
|||
I have no idea if this is a real big problem for the people, but to see this village made me cry. |
|||
To see really beautiful forrest und then at the next kilometer see villages |
|||
endangered by landslides is very hard for me. |
|||
No more text, I still can't talk about that. |
|||
[[Image:Makesmecry.jpg]] |
|||
This kind of structured, tracked student - mentor interaction can be the foundation stone around which one can plug in a variety of other resources such as online textbooks, worksheets, problem sets with indexed hints, syllabi, etc. in a modular way. All student interaction with these other tools can also be tracked in order to give more data to the stakeholders involved. Additionally, the same sort of non-peer to non-peer communication tools will allow teachers to get help from their mentors, advisors and supervisors. The education authorities within given countries will want supervision over the educational content, but probably will not want to deal with developing any of this technology if they can access it as a piece of an overall OLPC strategy. |
|||
Mac Dougherty<br> |
|||
[http://www.askonline.net/ AskOnline] |
|||
== Barriers == |
|||
[[Teaching, Social and Religious Barriers]] |
|||
[[Teaching, Institutional and Professional Barriers]] |
|||
[[Category:Feedback]] |
[[Category:Feedback]] |
||
[[Category:Pedagogical ideas]] |
[[Category:Pedagogical ideas]] |
||
== See also == |
|||
*[[Educational content ideas]] |
|||
Latest revision as of 15:05, 24 March 2009
| Projects and proposals +/- | |
| Content ideas | Content projects |
| Hardware ideas | Hardware projects |
| Software ideas | Software projects |
| Philosophy |
| Creating Content |
| Curating Content |
| Educational ideas |
| Activity ideas |
| Software ideas |
| Hardware ideas |
| Help Translating |
| Library |
| Content network |
| Repositories |
| Collections |
| modify |
There are many ideas for how the XO can be used in education that go beyond Ebooks and other ideas for content. The intention of this page is to provide useful ideas for educators who are planning how to make best use of the XO, and to gather ideas from those who would like to contribute their knowledge and experience to the OLPC project.
Ideas for non-OLPC educators has some ideas for educators without XO's looking for OLPC-related opportunities for their classes.
Models
The first and most important element of the educational model is constructionism. This could be summarised as "learning by doing in an environment constructed to facilitate such learning".
Inspiration from Seymour Papert
Many of Seymour Papert's ideas on education can be found on the Internet. One such document is here on his website http://www.papert.org/articles/SituatingConstructionism.html The OLPC team have also recommended that you read this paper http://www.media.mit.edu/publications/bttj/Paper11Pages96-112.pdf
(Links to "Situating Constructionism" in Spanish and a document by S. Papert and David Cavallo author of Paper11Pages96-112 can be found here: Situar el Construccionismo.)
Teaching, Social and Religious Barriers
Practical First, Theory Later
In third world countries practical applications of knowledge are far more useful than large amounts of theoretical knowledge and so all software etc on the olpc should have this concept at heart.
Assumptions
We need to remember that the OLPC is going into environments very different from Western schools. Minimalism is the key word to keep in mind. Instead of trying to outline an entire Western education curriculum we should be thinking about the bare basics. What 3 things will be most needed in any given part of the world where these things are to be distributed? Will it be readin' writin' & 'rithmetic, or will it be the basics of digging a well and keeping it clean - presented as pictographs? Or use the Narration tool discussed in Sample Applications to add audio to a set of actual photos of a well being dug or cleaned? Such content might be suitable results of team or class projects. (Read field notes from the pilot program in Thailand).
The OLPC will include Evince, an ebook reader that supports DJVU format. Therefore it will be quite easy to scan and distribute existing content for teaching health, hygiene, and alternative technology. Also, the OLPC is not limited by its internal storage. It has USB ports which could be used to connect a USB CDROM drive. Then children could select books from a central library stored on CDROMs. This could even be a motorcycle circulating library similar to the related Motoman project.
All of this takes efforts by many groups in order to bring it into reality. The OLPC team is focused on the hardware and basic software. They cannot develop everything else. We need people to step up and organize projects around some of these topics. (How to contribute).
In addition to the basics of education, some basic medical and agricultural knowledge can go a long way. A simple database of regional information and practical knowledge could go a Long way. While from our point of view these issues seem like the most important, preventing disease through hygiene, preventing drought from irrigation, and preventing hunger could also become a part of the OLPC goal with relative ease.
Ideas for Educational Content
There is sometimes a fine line between an educational idea and the idea for educational content. Ideas for educational content, both for types of content and for content relating to specific subject areas, are now located on the Educational content ideas page.
Educational Ideas
Datalogger
Teach science by using the OLPC as Datalogger. The audio input port on the OLPC is capable of being used to collect voltage variation measurements. Simple sensors can be connected to this port to do real scientific investigations.
Teach Kids How to Make Tools
The OLPC will be deployed into resource poor areas. The kids will not have pencils, paper, paints or other art materials. However, kids can still do art with natural materials that they can find in their environment. Develop art teaching material that starts by building the tools they need. For instance, wood carving tools, paint brushes, pigments, paints, canvases. Many fibres can be used to make brushes. Pigments come from all around us as George Washington Carver used to teach his students. Canvases can be made with any matted or woven fibrous material that is prepared with clay gesso before being used to paint on. Even sticks and sand will serve to begin with. This page needs some serious editing to align it with the realities of the OLPC and the environment into which it will be deployed. We need more ideas like the one on teaching Art by teaching kids how to build carving tools.
Students can also make art by creating images on the GIMP, storing these images on their laptops, and showing them to their friends and family.
Adults & Elders
Adults are more concerned with economic matters than are children. However, the introduction of a communications tool into the village could be leveraged by adults to improve the family's economic situation. First and foremost, most agricultural villagers have a choice of where and when to sell the product of their labours. But in the absence of cellphones and landlines, they do not have market information to make the best choice. If the OLPC messaging software can support inter-village messaging as discussed on this page, Instant Messaging Challenges, then children can directly contribute to raising the family's standard of living.
Services Available to Teachers/Community Leaders
- A central website devoted to the posting of technical issues about the laptop hardware where MIT or other certified people can respond and help
- Perhaps a site/wiki where the specific communities could have their own page and be able to post and inform the world what their current activities are or what theyâve learned or are working on (could be a tool to spawn educational competition or collaboration amongst neighboring cities or nations or to get artistic work on the web)
Basic Teacher Training
The OLPC has 4 USB ports so it will be easy to distribute course material on CD-ROM to be read using a communal USB CD-ROM drive. Since this communal CD-ROM is likely to be in the care of a teacher, distribute teacher training material on CD-ROM.
The importance of teacher training cannot be underestimated - if the teachers are not comfortable working with the equipment, or cannot see that it is adding anything that they wouldn't be able to get without that technology, then the project is unlikely to succeed. Teachers need to understand and be able to tackle a wide variety of issues, for example:
- Pedagogic practice, and how to successfully integrate technology into teaching ... otherwise you end up with something like the "One Pencil Per Classroom" parable (see Learning Learning/Parable 2) from Seymourâs Corner!
- This includes classroom management issues - working with kids and technology can be challenging! Keeping them on task and engaged in the activity is a skill that takes time to learn.
- Basic trouble shooting - when something "goes wrong" with technology in the classroom, life is a lot easier for all concerned if the problem can be dealt with effectively and efficiently. Obviously this needs to be supported by more advanced technical support, as well.
If you are an educator who would like to share your experience of using computers for learning, please visit our page for educators.
The disposable encyclopedia
Moved to Educational activity ideas
Instructionism vs. Constructionism
OLPC is turning the wheel of educational change. As Seymour Papert once said, ". . . with everybody having computers all the time, it is inconceivable that learning will be like it's been in the past. There will be new ways of learning. But it's up to you, and me, and all of us, to invent that future." Let us not fall into the trap of creating a competitive and instructionist learning environment when at our fingertips are the tools for empowering students, for creating a constructionist learning environment. This is the time to move education forward and to realize the ideas of Piaget, Papert, Montessori and so many others. Trying to mimic "mainstream" textbooks, curricula, and standards would be throwing out the window the most powerful aspects of the OLPC project and it would be a huge step backwards.
Improving Instructionism Through Automation
We don't have to choose between Instructivism and Constructivism. They both have their place.
Learning through exporation is wonderful, but mastery of a time-honored tradition of study, and knowing that you have met a standard of learning, these are also very powerful and common motivations for people to learn. OLPC students should not be cut off from that opportunity simply because they do not have a qualified teacher to provide the instruction.
Some subjects, such as Algebra and Chemistry, do not lend themselves well to unsupervised exploration. Learning chemistry simply through exploration could be downright deadly. In Algebra, students generally need to see many, many demonstrations of a skill, and get immediate feedback on their mistakes to be able to learn. For these kinds of subjects, interactive websites must be built. Much of what a traditional Algebra teacher does: demonstrate problems, give feedback on student work, and construct assessment materials so students will know when they've mastered a skill; all these things can be done through a website. In fact, an interactive website can eliminate one thing that people find very frustrating about traditional classroom instruction. Automated instruction allows everyone to work at their own pace. There is no busy-work for fast-learning students, and slower-moving students aren't left in the dust because the class must move at a given pace.
Protecting the Environment
This is an example of how villagers often make ecologically poor decisions about locating their villages or ecologically poor decisions about caring for their local environment. The OLPC can not only deliver ecologically-oriented content, but it has the potential to allow villagers to analyze their local ecology before making decisions. Analysis begins with collecting and organizing data which is an ideal task for an interested person with a laptop. And graphical analysis or decision-suppport software can help villagers calculate risk-benefit scenarios for various options.
Cross-curricular work
Moved to Educational activity ideas
Open Source Appropriate Technology
Moved to Educational content ideas
Mentoring
Online Mentoring / Tutoring Access for OLPC Users.
Either within the context of the local mesh network, or within the context of an intermittently available Internet connection, or both, the governments and NGOs that roll out the OLPC machines will want the children using them to be able to connect to educators, including teachers, older students, mentors and tutors in a structured, trackable manner.
The reasons are:
- Students sometimes need help from teachers or other more experienced helpers.
- The interaction between teacher or other older helper and student is inherently non-peer to non-peer.
- Governments and NGOs can use the tracking data to understand and report concrete "wins" as a result of implementing the OLPC machines.
Reason # 1:
is self-explanatory.
Reason # 2:
The people connecting, that is the students and teachers or other older helpers, are not each other's peers. This fact implies a number of issues. First, the communication between students and teachers or other older helpers is not the sort of communication best suited for ad hoc peer to peer modes of communication. The student's particular question needs to be routed to the designated teacher or other helper who is qualified to answer it, etc.
Reason # 3:
Any sort of online mentoring system should as a matter of course incorporate substantial tracking mechanisms so that one can see how many questions have been received, how many answered, which subjects the questions were about, how many questions each mentor fielded, etc. etc.. This is the sort of hard data that will allow a government or NGO to measure the success of their laptop program and report "wins" to its stakeholders and citizens.
This kind of structured, tracked student - mentor interaction can be the foundation stone around which one can plug in a variety of other resources such as online textbooks, worksheets, problem sets with indexed hints, syllabi, etc. in a modular way. All student interaction with these other tools can also be tracked in order to give more data to the stakeholders involved. Additionally, the same sort of non-peer to non-peer communication tools will allow teachers to get help from their mentors, advisors and supervisors. The education authorities within given countries will want supervision over the educational content, but probably will not want to deal with developing any of this technology if they can access it as a piece of an overall OLPC strategy.
Mac Dougherty
AskOnline
Barriers
Teaching, Social and Religious Barriers
Teaching, Institutional and Professional Barriers