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There are many ideas for how the XO 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 XO, and for educators who would like to contribute their knowledge and experience to the OLPC project.
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.)
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 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 volunteer).
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 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)
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 Seymour’s 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.
Can OLPC help Tanzanian project?
Hello there I am a professor at the University of Texas at Arlington. I am conducting a research project with Tanzanian children and children from Dallas, Texas. My research focuses on podcasting and blogging between the Tanzanian children and the children from Dallas on topics like global peace and peacekeeping skills. My hope is the children will create a trans-continental dialogue on how to promote peace in their local, national and international lives.
The problem is that the Tanzanian children don't have computers and I wanted to find out how we could apply for funding for the $100 laptops. I think these are perfect for what we are trying to accomplish. The children are located in a village called, Lasso Karua Vunjo near Mount Kilimanjaro. I have a good friend that lives there and is taking care of many of the children, however, his health is failing and he only has his social security checks to help build the school and medical center. Obviously this isn't enough money. So I have decided to help the children there by incorporating this project and providing children's books. I will be there this summer to help in any way I can and to start the research project.
Please let me know what I can do to apply for the laptops. Thank you very much, Joy L. Wiggins, Ph.D Assistant Professor Curriculum and Instruction University of Texas at Arlington Arlington, TX 76019 jwiggins@uta.edu joywiggins11@hotmail.com
The disposable encyclopedia
Every year thousands (if not millions) of children practice their writing skills with 'template subjects' or themes, like 'my holidays', 'independence day', 'columbus day', 'my pet', etc. Every year. Teachers have to cope with the repetitiveness of their subjects (and hopefully marvell at the freshness of the child discovering the subjects). If teacher can cope, so should technology.
Most of the content ideas proposed seem to center around the children having access to whatever repositories (ie: OEPC and like). But what about the children doing their own encyclopedia?
Instead of writing their template subjects on paper (or AbiWord), why not write their own wikipedia?
Teachers can hand out these homeworks, writings and research papers individually, small groups or to the whole class (and know exactly how much content or work each student did—identifying traits like reviewers, editors, idea-generators, etc. and learn the dynamics of the students). Or the work could with deadlines (history and diff-like tools would be handy here).
So what could you do with the 30+ versions of 'columbus day' produced in a particular grade? That depends, but a possibility is to vote on the 'best' and make it the 'official' version (maybe with some kind of 'star' or 'prize' for the author). If curricula is reasonably structured, the 'official' article will then be used as a source, and be continually expanded as the year goes by.
This prize scheme (or mention) could also be applied inter-school (ie: a school district), where the 'school article on columbus day' of each school is pitched against the other schools' articles voting for the 'school disctrict article on columbus day'. Obviously, you want to do this on a per-grade given that a 2nd grader's article will never be a match for say an 8th grader's version.
But why stop at the school district level? You can similarly tackle the 'province article', and the 'national article'. You may even try to go regional on some subjects and why not global... (or at least hemispheric given that school years don't start/end homogeneously in order to have summer holidays at the end of the year)
So the first year was a success. Great! Kudos! Problem is: the encyclopedia is finished. There probably won't be a missing article on 'independence day', nor any of those other 'template subjects'. So what do you do next year?
You do the same: start from scratch. You discard the previous year's encyclopedia very much like the teacher cleans the classroom for 'next year's kids' taking down all those nice pictures and paintings off the wall...
Originally (thus the title of this section) was that the encyclopedia was discarded. Another possibility is to 'graduate' or 'pass' the encyclopedia as it is to the next year in order to follow the child's evolution. This way, the child always has access to his/her encyclopedia throughout school life. When the child goes from 1st grade to 2nd grade, the encyclopedia is not erased, but rather will be the basis to construct the 'new' "Class 2010 Encyclopedia version 2.0"... hopefully with fewer 'bugs'!
Comments?--Xavi 19:13, 24 January 2007 (EST)
- Fine, let's talk about this on Wikis for kids, with 2 existing project of encyclopedia written for and partly by kids (in french and dutch) We just didn't think about erasing it after one year ! I've never heard about on the wikipedia writing process for example. With 440 000 article in french and 1 500 000 in english, there are still things to work on aren't they ? It could be usefull to think about erasing, but one thing is sure, it is intersesting to built it the first time at least ! Astirmays 12:28, 4 February 2007 (EST)
Ideas for refactoring this page
This article is losing some focus and parts may need tp be moved to secondary pages with their own titles. Nitpicker 07:52, 10 December 2006 (EST)
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
Having access to technology if a fantastic enabler for cross-curicular work and work with multiple intelligences. Some examples could be
- Science/Maths/Languages - if the students are doing science and learning about how plants grow, they can create graphs to plot the development of the seedlings over time. Better still, comparing growth rates for plants grown with compost and without. Or, using the idea of environmental protection (mentioned above), document things which are meaningful to the children - what are the animal/insect populations like in the two different villages; the difference in the number of incidences of mud-slides in a village which is affected by deforestation as opposed to a village which is less affected; is there a difference in water quality/availability. (This can be quite useful in cultures where cause/effect relationships are not commonly explored.) Descriptive texts can be written to include a language compent, either in their own langauge or in a foreign language they are studying at school.
- Technological skills/any core subject - for schools with Internet access, students can be taught how to create simple web or wiki pages (using WYSIWYG editors for simplicity). Suitable topics might include some of those already outlined above - community health information, social science projects, recording some of the oral history from the community, etc.
- Language skills - setting up "Key Pals" (remember we used to have Pen Pals as kids?!?) with students in other countries. These kinds of projects lend themselves very well to learning about the geography or politics of another country, social studies and inter-cultural awareness, etc. Normally I'd say this needed Internet access, but the motorbike story on this page has captured my imagination! :)
- The Foxfire Approach - (http://www.foxfire.org/teachi.html) to collaborative teaching and learning has been running successfully in the Appalachian Mountain area of the U.S. since the 1960s. It could be adapted to the cultures of areas with OLPC.
Open Source Appropriate Technology
How about having an encylopedia on Open Source Appropriate Technology. For example there is an organization based in Wilmington, NC that has developed an easily replicable human powered machine that can shell peanuts, shea nuts, and neem nuts and are working on an additional machine that will winnow these nuts as well as rice, millet and sorghum. Go to FullBellyProject.org[1] for more info.