Curricular & Health Content, Wartorn Deployment, Metrics & Eval: Difference between revisions
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(Created page with '<pre> <CanoeBerry> Speakere Mike Dawson beginning! <CanoeBerry> Audio only, via Skype. <CanoeBerry> Live from Afghanistan. <ntt> Talking about content (curriculm and health0 <Can…') |
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* <CanoeBerry> Speaker Mike Dawson beginning! |
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<pre> |
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* <CanoeBerry> Audio only, via Skype. |
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* <CanoeBerry> Live from Afghanistan. |
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<CanoeBerry> Audio only, via Skype. |
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* <ntt> Talking about content (curriculum and health) |
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<CanoeBerry> Live from Afghanistan. |
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* <ntt> Content must be locally relevant |
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<ntt> Talking about content (curriculm and health0 |
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* <ntt> Two standard responses to XO demonstration: 1. Neat toy 2. This is useless |
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<CanoeBerry> ntt: thanks for scribing! |
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* <ntt> *garbled* |
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<ntt> Content must be locally relevant |
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* <ntt> Giving people ideas for what they want |
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<ntt> CanoeBerry: np |
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* <ntt> Taken Afghan curriculum (math, sci., religion) added games, audio |
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<ntt> Two standard responses to XO demonstration: 1. Neat toy 2. This is useless |
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* <ntt> Basis for blended leaning experience |
|||
<ntt> *garbled* |
|||
* <ntt> Learning at home and school important. |
|||
<ntt> Giving people ideas for what they want |
|||
* <ntt> Assess need and reality yourself. |
|||
<ntt> Taken Afghan curriculum (math, sci., religion) added games, audio |
|||
* <ntt> *garbled |
|||
<ntt> Basis for blended leaning experience |
|||
* <ntt> Assessed: Startling time deficit in Afghanistan |
|||
<ntt> Learning at home and school important. |
|||
* <ntt> 410 hours = school year in Afg. |
|||
<ntt> Assess need and reality yourself. |
|||
* <ntt> So many kids, teaching in shifts, teachers can't even mark homework |
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<ntt> *garbled |
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* <ntt> Not effective. |
|||
<ntt> Assessed: Startling time deficit in Afghanistan |
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* <ntt> Pitch: |
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<ntt> 410 hours = school year in Afg. |
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* <ntt> "you have so little time to do stuff, the laptop does that for you" |
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<ntt> So many kids, teaching in shifts, teachers can't even mark homework |
|||
* <ntt> Don't expect magic attitudes, expect magic issues sans magic answers. |
|||
<ntt> Not effective. |
|||
* <ntt> Enhanced frontpage-like elearning generator |
|||
<ntt> Pitch: |
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* <ntt> eXe Learning |
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<ntt> "you have so little time to do stuff, the laptop does that for you" |
|||
* <ntt> saves files as HTML + JS |
|||
<ntt> Don't expect magic attitudes, expect magic issues sans magic answers. |
|||
* <CanoeBerry> http://paiwastoon.af/eldep |
|||
<ntt> Enhanced frontpage-like elearning generator |
|||
* <CanoeBerry> "eXe Learning DHTML Educ Game/Activity Plugins" |
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<ntt> eXe Learning |
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* <ntt> carol ruth silver: people want link to it |
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<ntt> saves files as HTML + JS |
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* <ntt> eXelearning.org is probably in english |
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<CanoeBerry> http://paiwastoon.af/eldep |
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* <CanoeBerry> Avoid eXelearning.org |
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<CanoeBerry> "eXe Learning DHTML Educ Game/Activity Plugins" |
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* <CanoeBerry> Stale site. |
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<ntt> carol ruth silver: people want link to it |
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* <ntt> That version won't have the formats we made here |
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<ntt> eXelearning.org is probably in english |
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* <ntt> *garbled* website for that |
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<CanoeBerry> Avoid eXelearning.org |
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* <CanoeBerry> Instead use: http://paiwastoon.af/eldep |
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* <ntt> mike@paiwastoon.com.af to contact |
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<ntt> That version won't have the formats we made here |
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* <ntt> Constructionism is a spectrum |
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<ntt> *garbled* website for that |
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* <ntt> Rote ----------------- Handing out XO sans teacher |
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<CanoeBerry> Instead use: http://paiwastoon.af/eldep |
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* <ntt> Once time issue is dealed with, |
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<ntt> mike@paiwastoon.com.af to contact |
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* <ntt> Health activity exis*garbled* |
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<ntt> Constructionism is a spectrum |
|||
* <ntt> When it goes inside the house it really does have an impact |
|||
<ntt> Rote ----------------- Handing out XO sans teacher |
|||
* <ntt> someone: "When I saw these pictures on the XO I always wash my hands now cooking" |
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<ntt> Once time issue is dealed with, |
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* <ntt> If you spend ~300 on XO program when you could have used penicil, paper, training |
|||
<ntt> Health activity exis*garbled* |
|||
* <ntt> you haven't helped you've hurt |
|||
<ntt> When it goes inside the house it really does have an impact |
|||
* <ntt> We have to grapple with this |
|||
<ntt> someone: "When I saw these pictures on the XO I always wash my hands now cooking" |
|||
* <ntt> Getting XO on low income is hard |
|||
<ntt> If you spend ~300 on XO program when you could have used penicil, paper, training |
|||
* <ntt> *garbled* |
|||
<ntt> you haven't helped you've hurt |
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* <ntt> If we don't do that, we say no. |
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<ntt> We have to grapple with this |
|||
* <ntt> It's not the right way to spend $ |
|||
<ntt> Getting XO on low income is hard |
|||
* <ntt> We can get better outcomes with the cheaper methods |
|||
<ntt> *garbled* |
|||
* <ntt> Cognition, creativity, stability, anti-insurgency |
|||
<ntt> If we don't do that, we say no. |
|||
* <ntt> You can't look at a control school with nothing. |
|||
<ntt> It's not the right way to spend $ |
|||
* <ntt> If you spend $300 on laptops and compare to no funding |
|||
<ntt> We can get better outcomes with the cheaper methods |
|||
* <ntt> Not valid |
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<ntt> Cognition, creativity, stability, anti-insurgency |
|||
* <ntt> Question |
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<ntt> You can't look at a control school with nothing. |
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* <ntt> Do you have sample text/charts/pages describing this |
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<ntt> If you spend $300 on laptops and compare to no funding |
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* <ntt> Link, uh, there are a couple of resources |
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<ntt> Not valid |
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* <ntt> Handbook for monitoring in ICT about 300 pages long |
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<ntt> Question |
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* <ntt> Also, USAID has frameworks for assessment |
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<ntt> Do you have sample text/charts/pages describing this |
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* <ntt> I think what I was saying *garbled* |
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<ntt> Link, uh, there are a couple of resources |
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* <ntt> Upload notes to olpcsf.org |
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<CanoeBerry> Plz all join us for our COMMUNITY/FAMILY PHOTO in Rm 553, soon after 4:30! |
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* <ntt> Hans Roslin, epidemiologist for doctors without border said at TEDc |
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<ntt> Handbook for monitoring in ICT about 300 pages long |
|||
* <ntt> *x |
|||
<ntt> Also, USAID has frameworks for assessment |
|||
* <ntt> Greatest impact is 15-10 year earlier increase in female education |
|||
<ntt> I think what I was saying *garbled* |
|||
* <ntt> Not very optimal |
|||
<ntt> Upload notes to olpcsf.org |
|||
* <ntt> Stuff like fertility control |
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<ntt> Hans Roslin, epidemiologist for doctors without border said at TEDc |
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* <ntt> also hygiene |
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<ntt> *x |
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* <ntt> If you had a wishlist for content (</irony>) to address education for girls |
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* <ntt> First problem: It's harder for girls to go away for significant periods of time. |
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<ntt> Not very optimal |
|||
* <ntt> Lack of role models. |
|||
<ntt> Stuff like fertility control |
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* <ntt> Access to quality educ. exp. |
|||
<ntt> also hygiene |
|||
* <ntt> most important thing: Bring into the house |
|||
<ntt> If you had a wishlist for content (</irony>) to address education for girls |
|||
* <ntt> Give girls, boys equal access |
|||
<ntt> First problem: It's harder for girls to go away for significant periods of time. |
|||
* <ntt> Girls still need to know critical thinking, maths, science |
|||
<ntt> Lack of role models. |
|||
* <ntt> *garbled* |
|||
<ntt> Access to quality educ. exp. |
|||
* <ntt> Get female teachers up to scratch |
|||
<ntt> most important thing: Bring into the house |
|||
* <ntt> Training training training |
|||
<ntt> Give girls, boys equal access |
|||
* <ntt> In terms of health materials |
|||
<ntt> Girls still need to know critical thinking, maths, science |
|||
* <ntt> Simple interactive stuff about hygiene, birth control... sensitive. do locally. |
|||
<ntt> *garbled* |
|||
* <ntt> Lots of paper content |
|||
<ntt> Get female teachers up to scratch |
|||
* <ntt> Problem: When people make static content it does not lead to that behavioral change |
|||
<ntt> Training training training |
|||
* <ntt> *garbled* |
|||
<ntt> In terms of health materials |
|||
* <ntt> Creating interactive materials: feedback |
|||
<ntt> Simple interactive stuff about hygiene, birth control... sensitive. do locally. |
|||
* <ntt> more effective |
|||
<ntt> Lots of paper content |
|||
* <ntt> Unfortunately not much can be done remotely |
|||
<ntt> Problem: When people make static content it does not lead to that behavioral change |
|||
* <ntt> Microfinance |
|||
<ntt> *garbled* |
|||
* <ntt> We did survey of microfinance institutions: goal: microfinance matching app |
|||
<ntt> Creating interactive materials: feedback |
|||
* <ntt> I'm 30yo need $x do to y" |
|||
<ntt> more effective |
|||
* <ntt> Educating potential clients |
|||
<ntt> Unfortunately not much can be done remotely |
|||
* <ntt> Collegue disbelieved |
|||
<ntt> Microfinance |
|||
* <ntt> If you prematch people to institutions that will support them |
|||
* <ntt> each institution has rules |
|||
<ntt> I'm 30yo need $x do to y" |
|||
* <ntt> Sending peopel to the right place |
|||
<ntt> Educating potential clients |
|||
* <ntt> Get abstracts from Pubmed |
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<ntt> Collegue disbelieved |
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* <ntt> doctor's database |
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<ntt> If you prematch people to institutions that will support them |
|||
* <ntt> Best story to illustrate issue |
|||
<ntt> each institution has rules |
|||
* <ntt> Someone called fire station |
|||
<ntt> Sending peopel to the right place |
|||
* <ntt> there's a leaking fuel tank |
|||
* ntt is getting carpal tunnel typing this |
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* <ntt> Fire department says "what's it made out of" |
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<ntt> Get abstracts from Pubmed |
|||
* <ntt> metal |
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<ntt> doctor's database |
|||
* <ntt> You should get a welder to weld it shut |
|||
<ntt> Best story to illustrate issue |
|||
* <ntt> Where do babies come from |
|||
<ntt> Someone called fire station |
|||
* <ntt> Fixing common misconceptions |
|||
<ntt> there's a leaking fuel tank |
|||
* <ntt> snopes focused on medical stuff |
|||
<ntt> Fire department says "what's it made out of" |
|||
* <ntt> *garbled* |
|||
<ntt> metal |
|||
* <ntt> E |
|||
<ntt> You should get a welder to weld it shut |
|||
* <ntt> Beth Santos presenting |
|||
<ntt> Where do babies come from |
|||
* <ntt> Etoys presentation on health curriculum |
|||
<ntt> Fixing common misconceptions |
|||
* <ntt> Potable Water |
|||
<ntt> snopes focused on medical stuff |
|||
* <ntt> It's a colouring book in eToys, animated |
|||
<ntt> *garbled* |
|||
* <ntt> Alright back to Mike |
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<ntt> E |
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* <ntt> Ran through this slideshow under |
|||
<ntt> Beth Santos presenting |
|||
* <ntt> [http://talknicer.com/olpcsf.ppt http://talknicer.com/olpcsf.ppt] |
|||
<ntt> Etoys presentation on health curriculum |
|||
* <ntt> speach recog. |
|||
<ntt> Potable Water |
|||
* <ntt> to teach reading |
|||
<ntt> It's a colouring book in eToys, animated |
|||
* <ntt> On low end equip |
|||
<ntt> Alright back to Mike |
|||
* <ntt> Optimally: 2:1 student:teacher ratio |
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* agordon (~gordon@sfs-wifi-aruba-dhcp-130-212-151-2.sfsu.edu) has joined #olpc-553 |
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* <ntt> Pessimally: 5:1 |
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<ntt> Ran through this slideshow under |
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* <ntt> No doubts that people want to learn to read |
|||
<ntt> talknicer.com/olpcsf.ppt |
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* <ntt> JULIUS |
|||
<ntt> speach recog. |
|||
* <ntt> hidden markov model |
|||
<ntt> to teach reading |
|||
* <ntt> Can take speech > text, but usually for C2 |
|||
<ntt> On low end equip |
|||
* <ntt> If we convert from triphones to diphones |
|||
<ntt> Optimally: 2:1 student:teacher ratio |
|||
* <ntt> Save space, RAM |
|||
<ntt> Pessimally: 5:1 |
|||
* <ntt> also easier to do |
|||
<ntt> No doubts that people want to learn to read |
|||
* <ntt> Trying to get web to have mic upload |
|||
<ntt> JULIUS |
|||
* <ntt> Flash uses Speex |
|||
<ntt> hidden markov model |
|||
* <ntt> Help Gnash |
|||
<ntt> Can take speech > text, but usually for C2 |
|||
* <ntt> You can do access |
|||
<ntt> If we convert from triphones to diphones |
|||
* <ntt> dialect, etc |
|||
<ntt> Save space, RAM |
|||
* <ntt> There's a patent. |
|||
<ntt> also easier to do |
|||
* <ntt> ONLY do a reading tutor |
|||
<ntt> Trying to get web to have mic upload |
|||
* <ntt> if you make a speech tutor |
|||
<ntt> Flash uses Speex |
|||
* <ntt> you hit the patent |
|||
<ntt> Help Gnash |
|||
* <ntt> [http://librivox.org http://librivox.org] |
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<CanoeBerry> 5 more min extension! |
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* <ntt> [http://voxforge.org http://voxforge.org] |
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<ntt> You can do access |
|||
* <ntt> [mailto:Jim@talknicer.com Jim@talknicer.com] |
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<ntt> dialect, etc |
|||
<ntt> There's a patent. |
|||
<ntt> ONLY do a reading tutor |
|||
<ntt> if you make a speech tutor |
|||
<ntt> librivox.org |
|||
<ntt> voxforge.org |
|||
<CanoeBerry> Photo After 4:35 :) |
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<ntt> Jim@talknicer.com |
Latest revision as of 06:36, 10 July 2013
- <CanoeBerry> Speaker Mike Dawson beginning!
- <CanoeBerry> Audio only, via Skype.
- <CanoeBerry> Live from Afghanistan.
- <ntt> Talking about content (curriculum and health)
- <ntt> Content must be locally relevant
- <ntt> Two standard responses to XO demonstration: 1. Neat toy 2. This is useless
- <ntt> *garbled*
- <ntt> Giving people ideas for what they want
- <ntt> Taken Afghan curriculum (math, sci., religion) added games, audio
- <ntt> Basis for blended leaning experience
- <ntt> Learning at home and school important.
- <ntt> Assess need and reality yourself.
- <ntt> *garbled
- <ntt> Assessed: Startling time deficit in Afghanistan
- <ntt> 410 hours = school year in Afg.
- <ntt> So many kids, teaching in shifts, teachers can't even mark homework
- <ntt> Not effective.
- <ntt> Pitch:
- <ntt> "you have so little time to do stuff, the laptop does that for you"
- <ntt> Don't expect magic attitudes, expect magic issues sans magic answers.
- <ntt> Enhanced frontpage-like elearning generator
- <ntt> eXe Learning
- <ntt> saves files as HTML + JS
- <CanoeBerry> http://paiwastoon.af/eldep
- <CanoeBerry> "eXe Learning DHTML Educ Game/Activity Plugins"
- <ntt> carol ruth silver: people want link to it
- <ntt> eXelearning.org is probably in english
- <CanoeBerry> Avoid eXelearning.org
- <CanoeBerry> Stale site.
- <ntt> That version won't have the formats we made here
- <ntt> *garbled* website for that
- <CanoeBerry> Instead use: http://paiwastoon.af/eldep
- <ntt> mike@paiwastoon.com.af to contact
- <ntt> Constructionism is a spectrum
- <ntt> Rote ----------------- Handing out XO sans teacher
- <ntt> Once time issue is dealed with,
- <ntt> Health activity exis*garbled*
- <ntt> When it goes inside the house it really does have an impact
- <ntt> someone: "When I saw these pictures on the XO I always wash my hands now cooking"
- <ntt> If you spend ~300 on XO program when you could have used penicil, paper, training
- <ntt> you haven't helped you've hurt
- <ntt> We have to grapple with this
- <ntt> Getting XO on low income is hard
- <ntt> *garbled*
- <ntt> If we don't do that, we say no.
- <ntt> It's not the right way to spend $
- <ntt> We can get better outcomes with the cheaper methods
- <ntt> Cognition, creativity, stability, anti-insurgency
- <ntt> You can't look at a control school with nothing.
- <ntt> If you spend $300 on laptops and compare to no funding
- <ntt> Not valid
- <ntt> Question
- <ntt> Do you have sample text/charts/pages describing this
- <ntt> Link, uh, there are a couple of resources
- <ntt> Handbook for monitoring in ICT about 300 pages long
- <ntt> Also, USAID has frameworks for assessment
- <ntt> I think what I was saying *garbled*
- <ntt> Upload notes to olpcsf.org
- <ntt> Hans Roslin, epidemiologist for doctors without border said at TEDc
- <ntt> *x
- <ntt> Greatest impact is 15-10 year earlier increase in female education
- <ntt> Not very optimal
- <ntt> Stuff like fertility control
- <ntt> also hygiene
- <ntt> If you had a wishlist for content (</irony>) to address education for girls
- <ntt> First problem: It's harder for girls to go away for significant periods of time.
- <ntt> Lack of role models.
- <ntt> Access to quality educ. exp.
- <ntt> most important thing: Bring into the house
- <ntt> Give girls, boys equal access
- <ntt> Girls still need to know critical thinking, maths, science
- <ntt> *garbled*
- <ntt> Get female teachers up to scratch
- <ntt> Training training training
- <ntt> In terms of health materials
- <ntt> Simple interactive stuff about hygiene, birth control... sensitive. do locally.
- <ntt> Lots of paper content
- <ntt> Problem: When people make static content it does not lead to that behavioral change
- <ntt> *garbled*
- <ntt> Creating interactive materials: feedback
- <ntt> more effective
- <ntt> Unfortunately not much can be done remotely
- <ntt> Microfinance
- <ntt> We did survey of microfinance institutions: goal: microfinance matching app
- <ntt> I'm 30yo need $x do to y"
- <ntt> Educating potential clients
- <ntt> Collegue disbelieved
- <ntt> If you prematch people to institutions that will support them
- <ntt> each institution has rules
- <ntt> Sending peopel to the right place
- <ntt> Get abstracts from Pubmed
- <ntt> doctor's database
- <ntt> Best story to illustrate issue
- <ntt> Someone called fire station
- <ntt> there's a leaking fuel tank
- <ntt> Fire department says "what's it made out of"
- <ntt> metal
- <ntt> You should get a welder to weld it shut
- <ntt> Where do babies come from
- <ntt> Fixing common misconceptions
- <ntt> snopes focused on medical stuff
- <ntt> *garbled*
- <ntt> E
- <ntt> Beth Santos presenting
- <ntt> Etoys presentation on health curriculum
- <ntt> Potable Water
- <ntt> It's a colouring book in eToys, animated
- <ntt> Alright back to Mike
- <ntt> Ran through this slideshow under
- <ntt> http://talknicer.com/olpcsf.ppt
- <ntt> speach recog.
- <ntt> to teach reading
- <ntt> On low end equip
- <ntt> Optimally: 2:1 student:teacher ratio
- <ntt> Pessimally: 5:1
- <ntt> No doubts that people want to learn to read
- <ntt> JULIUS
- <ntt> hidden markov model
- <ntt> Can take speech > text, but usually for C2
- <ntt> If we convert from triphones to diphones
- <ntt> Save space, RAM
- <ntt> also easier to do
- <ntt> Trying to get web to have mic upload
- <ntt> Flash uses Speex
- <ntt> Help Gnash
- <ntt> You can do access
- <ntt> dialect, etc
- <ntt> There's a patent.
- <ntt> ONLY do a reading tutor
- <ntt> if you make a speech tutor
- <ntt> you hit the patent
- <ntt> http://librivox.org
- <ntt> http://voxforge.org
- <ntt> Jim@talknicer.com