Literacy Project/2012-06-27

Agenda

1. Application Status - New applications reviewed, to be added, obstacles / status
2. Application Organization - Updated app presentation on the tablet 
3. Third Site Status - MoE discussion, location scouting, tablet preparation
4. Data-collection / funf framework - Meeting report, David's updates
5. Current data collection status (Richard)
6. Assessment data observations (Chris, Richard)

Attendance

Maryanne
Ed
Merrit
Richard
Chris
SJ
David
Max (new from Maryanne's group.)
Eric (" ")

Denise

++

Notes

Apps and activities by conceptual and linguistic development : A categorization developed by Maryanne, Merit, over the past week.

early childhood concepts & words; Categorization: 6-10 categories, such as 'Early Primer Words'

Related doc: on Google Docs

New apps

There are some apps planned to be added over the past week.

Not put into colored squares yet; very visible.

Oceanhouse media aren't yet in the group, but we are hoping we will manage it. Let's avoid running into that problem. e.g., the apps look great, can't connect to a license server when offline, work great for a week. We need to try any apps in a no-network env for extended time.

"there was no way we would ahve known that problem unless we tried that for a week w/o network" [well, maybe one way.]

Pruning a fair amount. Adding some new apps. How many films are reallt instructing in language? How much is just fun? [turned on, leflt on]

(but isn't this a good way to learn too?) Is there real engagement w a very long movie?

"it's a big investmemnt, time and space; if they're not being used..."

Richard: certainly some kids had onet cuked under their arms, walking around with a film blaring. I watched them take an interest in videos of all types and sizes; and they'd jump around a lot in them. Kids now almost never use the launcher. they go to 'apps' and the gallery views; both give them a nicer view to page through.

Q&A

Q: on sustained attention. on lions and other vids w small segments within them:

Q: on consolidating skills. can we group things into 'letters' , 'colors' -- editing things into smaller chunks?

Maryanne to David -it sounds like you're saying we can do this.

Timing

We shouldn't be adding more content to tablets being taken for testing now.

We are in some sense already out of time (for this build).

We should think about to what degree we want to use and modifyin matching and balloons apps for pre-testing, to get initial data before starting.

M: can we do this by Friday? Merrit: we should consider if we need all these segments ready.

pre-testing

Chris - to do proper pretesting, you need to ship an image that only has matching and balloons and none of the concepts; and then add it later.

M - that might be a soln in several ways. we would prefer doing these segments, but perhaps should ahve a phase 1/2/3 in which the first is just testing, 2d is what we have friday this week, 3rd is that plus segments, hich could be added after 2-3 weeks.

C - we want to give them more than a week for matching and balloons to see how they learn the task. at wonchit hey only gradually learned what they were being asked to do.

E - also wonchi/wolonchete kids had had usage experience. at the third site they won't hav ethat. we almost want to give the kids as et of apps that have nothingt o do with literacy, have them play angry birds for 2 weeks and then replace everything with the literacy image.

M - but lenring to use apps isn't ? learning, it is technical learning...

C -so we could do non-lit tests for a while? Merrit - well at least "content-free" tests. ones that are not literacy oriented at all.

C - what about only roviding the color and matching tests, and then adding the literacy tests after 2 weeks.

Maryanne -better to start with something that is engaging, then move to matching, then more to the content we want. that wodl give us time to integrate esegments. [time qt 2hqt point in the schedule?]

= Tinkrbook probe

Can you make a tinkrbook probe for concepts in each of these categories? say, 3 animals, colors, etc throughout.

C - we've done this already, with the popular things they've been exposed to in tinkrbook. What we found so far is they haven't learned things like baby/duck outsid ea specific context.

M - we expect and hope that having a categorization with things like a cluster of different ducks in a file, will help consolidate ideas. It offers information on receptive-vocabulary growth.

]Perhaps we could have a sequence: from a specific instance of an image with sound. then add a variety of simialr images. then add a photograph of a real duck, something not in the original cluster, but something that the cluster has been specifically training them to be able to id.

Alex - is this like memory games where you have to look at one image and find another that's similar.

Funf meeting

They can lose the launcher; kids can access apps any way they want. we can unify on a smaller # of views for that. and get much better / cleaner data collection.