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One Laptop per Child is an [[education]] project, not a laptop project. With connected laptops, learners are liberated to actively engage with others with similar interests in cultures of learning by doing without being limited by time or space. Children can learn by teaching, actively assisting other learners and freeing the teacher to focus her experience and expertise where most needed. (see also: [[education philosophy]]).
One Laptop per Child is an [[education]] project, not a laptop project. With connected laptops, learners are liberated to actively engage with others with similar interests in cultures of learning by doing without being limited by time or space. Children can learn by teaching, actively assisting other learners and freeing the teacher to focus her experience and expertise where most needed. (see also: [[education philosophy]]).


Educators have long recognized that children learn best when they are active, when they pursue their own interests, and when they participate in cultures of knowledge and engagement. However, until now it has been logistically impossible, except for the elites, to create such learning environments. With 1-to-1 access to connected laptops, children actively engage in knowledge construction and are not limited to passive reception of information. Each child can pursue learning in areas of strong personal interest and the classroom is not limited to a pre-determined, one-size-fits-all approach.
In 1980, Seymour Papert described "how children had learned to program a computer could use very specific computational models for thinking about thinking and learning about learning and in so doing, improve their skills as psychologists and epistemologists." However, an important element that was not really present at the time, but available in a controlled way, was the personal computer. Children only had access to computer terminals or computers in computer lab environments. The one to one learning model forces us to rethink education, not only because children use technology in a powerful way, but also because it alleviates the lack of teacher experience and preparation, a bottleneck that limits impact of technology in education.
With connected laptops, learners are liberated to actively engage with others with similar interests in cultures of learning by doing without being limited by time or space. In this way children can learn by teaching, actively assisting other learners and thereby liberating the teacher to focus her experience and expertise where most needed. Computers also facilitate appropriation of knowledge in domains difficult to comprehend with other static, non-connected materials. Domains that involve dynamics, complexity, high levels of abstraction, micro or macro size, and more become appropriable by children through expressive uses of computers. Teachers benefit as well as not only do they get to use the laptops at home for their own learning, but the connected laptop becomes a conduit for customized professional development enabling the teachers to gain access to expertise and colleagues, to pose and respond to practical questions.
Moreover, with mobile, connected laptops the walls of the classroom open and the entire community becomes the classroom and virtually the whole world enters on demand. The children carry the classrooms and teachers of the world with them through the community and into their homes. Children can participate in the study of global issues while simultaneously using local context for understanding. They can fully participate as producers of knowledge and not just as consumers of materials produced by others.
Connected laptops also provide a means for new models of growth. Rather than needing to rely on a centralized, standardized reform, we can develop high-quality, localized models of improved practice, and utilize the network and rich media to create mechanisms for spread. A foundation is thus created for three distinct, but overlapping, phases: enabling powerful learning in and out of school; the positive change to specific school practices; and the transformation of schools from funnels of received information to engines of knowledge construction and appropriation.
<div style="border:5px solid #b2effd; margin:0px; padding:0px; font-size:100%;">
''Laptops are the pencils for the digital age. The sooner we can provide high quality learning environments for all, the better and more cohesive our societies will become.''<br/> <span style="float:right; font-size:100%;">&nbsp; </span>
<br/>
</div>


The OLPC Learning Team, led by Dr. Claudia Urrea and Dr. Antonio Battro, are currently working in Colombia, Rwanda and the US respectively and provide support to countries, teams, community and children engaged in the project.
The OLPC Learning Team, led by Dr. Claudia Urrea and Dr. Antonio Battro, are currently working in Colombia, Rwanda and the US respectively and provide support to countries, teams, community and children engaged in the project. The team recently released [[Media:OLPCFundamentalIdeasonLearning.doc| OLPC Fundamental Ideas on Learning]]

Each Wednesday, 2pm GMT, learning representatives and other educational stakeholders from OLPC countries, led by Dr. Urrea, meet to discuss on relevant issues, updates from programs or for a presentation/discussion from a guest speaker. The chat is in Spanish, but can be translated. For a log of all chats, please see: [[Spanish_Chat]]


== Background for educators ==
== Background for educators ==
<div style="clear:right;float:right;width:400px;margin:2em;">
{|
|valign="top" | [[Image:cquote1.svg|20px]]&nbsp; || The most fundamental job of schools is to teach good citizenship, which includes the habit of helping others.&nbsp;[[Image:cquote2.svg|20px]]
|}
<p style="font-size:smaller;line-height:1em;text-align: right"><cite style="font-style:normal;">—[http://www.gnu.org/education/edu-schools.html Why Schools Should Exclusively Use Free Software], [[w:Richard_Stallman|Richard Stallman]]</cite></p>
</div>
Some articles on constructionism, emergent design, high-quality education and 1:1 experiences:


* [[Media:Emergent Design, David Cavallo.pdf| Emergent Design]], by David Cavallo
Some theory on emergent design and high quality education:

* [[Media:OLPCFundamentalIdeasonLearning.doc| OLPC Fundamental Ideas on Learning]], by OLPC Learning Team
* [[Media:Emergent Design, David Cavallo.pdf| Emergent Design]], by [[user:cavallo|David Cavallo]],
* [[Media:Need for high quality education, Part 1.doc| "Need for high quality education", part 1]] and [[Media:Laptops and High-quality education part 2.doc|part 2]], by David Cavallo
* [[Media:Need for high quality education, Part 1.doc| "Need for high quality education", part 1]] and [[Media:Laptops and High-quality education part 2.doc|part 2]], by David Cavallo
* [[Media:Situating Constructionism.pdf| Situating Constructionism]], by Seymour Papert & Idit Harel
* [[Media:Situating Constructionism.pdf| Situating Constructionism]], by Seymour Papert & Idit Harel
* [[Media:File:2004-Constructing Knowledge.pdf| Constructing Knowledge and Transforming the World]] by Edith K. Ackermann
* [[Media:2004-Constructing Knowledge.pdf| Constructing Knowledge and Transforming the World]], by Edith K. Ackermann
* [[Media:UrreaPHD.pdf| One to One Connections: Building a Community Learning Culture]], by [[user:Claudia Urrea|Claudia Urrea]]
* [http://web.media.mit.edu/%7Emres/papers/CC2007-handout.pdf| All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten], by Mitchel Resnick, MIT Media Lab
* [[Parent education courses]]


see [[OLPC_Research]] for research, papers on numerous OLPC projects across the globe
== Classroom Resources ==
* [[Media:EToys Book.docx|Creating a storybook in Etoys]]


In April 2011, the Learning Team also launched "Innovation in Evaluation," you can learn more here: [[Innovation_in_Evaluation]]
* Lesson Ideas with G-Compris, by Silvia Kist for use at [[Kagugu Primary School]] in Kigali:

<div style="font-size:80%;">
== Classroom Resources ==
# [[Media:G-Gompris, 1.docx| Lesson 1, Alphabet]]
<div style="clear:right;float:right;width:390px;margin:2em;">
# [[Media:G-Compris, P2 alphabet.docx| Lesson 2, Alphabet, cont.]]
{|
# [[Media:G-compris, P3 numeration.docx| Lesson 3, Learning numbers with dice]]
|valign="top" | [[Image:cquote1.svg|20px]]&nbsp; || Kindermann (1993) found children's attitudes and engagement in school (i.e. connectedness to school) were highly predictive of the peer group they selected, and when children moved in an out of well-defined peer groups, each move resulted in the children identifying with the newly chosen group's attitude toward school. Conversely, even when interventions are intended to be helpful and facilitate prosocial behavior and attitudes, when antisocial or delinquent youth are aggregated, their goal of modeling one another's behavior's and attitudes can trump well-intended efforts of adults (Patterson, Dishion, & Yoerger; 2000).<br>Therefore, the attitudes that children bring to school or to an intervention program may lead to birds of a feather flocking together unless the context can be shaped (preferably by peers) to reward children, especially underachieving or delinquent children, for their academic successes and socially skilled (e.g. caring, empathic) behavior.&nbsp;[[Image:cquote2.svg|20px]]
# [[Media:G-Compris, P4 numeration.docx| Lesson 4, Numbers with dice, cont.]]
|}
# [[Media:G-Compris, P5 numeration.docx| Lesson 5, Counting]]
<div style="font-size:smaller;line-height:1em;text-align: right">&mdash;{{cite book
# [[Media:G-Compris, P7 numeration subtration.docx| Lesson 6, Subtraction]]
|last = DuBois
# [[Media:G-Compris, P8 numeration order.docx| Lesson 7, Numeric Order]]
|first = David L.
# [[Media:G-Compris, P9 numeration table.docx| Lesson 8, A counting table]]
|coauthors = Michael J. Karcher
# [[Media:G-Compris, P10 shapes.docx| Lesson 9, Shapes/]]
|title = Handbook of Youth Mentoring
# [[Media:G-Compris, P12 colors mosaic.docx| Lesson 10, Rebuilding a mosaic]]
|publisher = SAGE Publications Ltd
|location = Thousand Oaks, California
|year = 2005
|isbn = 0761929770
|url = http://books.google.com/books?id=TtdR-GCYOw4C
}}</div>
</div>
</div>
* OLPC Aprendizaje por Proyectos: Mi comunidad & Abuela Ruanda/Project Based Learning in the context of OLPC
*[[Media:Lesson 2, Language Development, Write & Record.docx| Language Development, Write & Record]]
**[[Media:ProjectBasedLearninginthecontextofOLPC.doc| both in Spanish & English]]
*[[Media:Lesson 3, Geometry.docx| Geometry & Angles, Turtle Art]]
*[[Media:Lesson Ideas, Cultrual Tradition.docx| Cultural Traditions, Record]]


* Lesson Plan Ideas from the OLPC Team based in Rwanda
Resources developed by community groups: from [http://www.hellolaptop.org/resources.html Hello Laptop], from [[Plan Ceibal]], from [[OLPC Peru|Peru]].
** [[Media:Lesson Plan, Creating a business TO PRINT.doc| Creating a Business, grade 6]] (doc)
** [[Media:Lesson Plan, Decimals 1.docx| Decimals, grade 4]] (doc)


*Lesson Plan Ideas from Sdenka Salas of Peru
=== Ideas and Examples ===
** [[Media:Sdenka_Salas_-_The_XO_Laptop_in_the_Classroom.pdf| XO in the Classroom]] (doc)


*INSTRUCTIVOS, FICHAS Y FASCÍCULOS desde Peru
The Learning Team has published a weekly challenge to all XO students through the [[w:New Times Newspaper|New Times Newspaper]]. For a full listing, see [[XO Time]].
** [http://www.perueduca.edu.pe/olpc/OLPC_fichasfasc.html| XO in the Classroom]


* [[Media:EToys Book.docx|Creating a storybook in Etoys]]
In 2009, one group of students became journalists. Six teams from Kagugu Primary School named, designed and created their own newspapers. This allowed some to express their creativity, learn about different research, investigatory methods, better understand sentence development and structure. Newspapers they created:


For additional manuals, please see: [[Manuals]]
* [[Media:Ubumwe Newspaper.doc| Ubumwe Newspaper]] (doc)
* [[Media:Group 2 Newspaper.doc| MWARAMUTSE KAGUGU]] (doc)
* [[Media:Group 3 newspaper.doc| Chantari Newspaper]] (doc)
* [[Media:Group 4, Kagugu Newspaper.doc| Kagugu Newspaper]] (doc)
* [[Media:Group 5, technology newspaper.doc| Technology Newspaper]] (doc)
* [[Media:Group 6, P4 Newspaper.doc| P4 Newspaper]] (doc)


Resources developed by community groups: from [http://www.hellolaptop.org/resources.html Hello Laptop], from [[Plan Ceibal]], from [[OLPC Peru|Peru]].
[[Image:Shapes.jpg|right|thumb|Shapes examples to use.]]

Use Turtle Art or Scratch and see if you can create these shapes. The sheet includes both simple and complex shapes, increasing in order of complexity. There is a challenge there for everyone! The more complex shapes are often made up of combinations of the simpler ones.<ref>Examples drawn from ''[[w:Barry Newell's Turtle Confusion|]]'' (1988) </ref>
=== Recent Learning Team Activities ===
</noinclude>
{| style="background:#b2effd;"
|- valign="top" style="background:#b12cffd;"
| Seminario, July 2012
| Delegates from Mexico, Uruguay, Colombia, Costa Rica and Canada met to discuss the status of their projects and explore innovation in evaluation
| [[Seminario_OLPC_July2012]]

|- valign="top" style="background:white;"
| Scratch@MIT 2012
| A bi-annual meeting of educators using [[Scratch]]. OLPC held a panel on the ways [[Scratch]] is being used on the XO laptop in Colombia, Costa Rica, Rwanda and Uruguay.
|
[[http://events.scratch.mit.edu/conference/_ScratchMIT 2012]]
|
|- valign="top" style="background:#b12cffd;"
| Constructing Modern Knowledge
| The OLPC learning team supported and participated in Dr. Gary Stager's annual conference which brings together teachers, administrators and academics for a week of pragmatic learning and constructing in the 21st century.
| [[http://constructingmodernknowledge.com/cmk08/| CMK]]
|
|- valign="top" style="background:white;"
| PBL World, June 2012
| Dr. Claudia Urrea opened the conference by asking "what's worth learning?"
| [[http://www.edutopia.org/blog/pbl-world-conference-part-two-suzie-boss| Edutopia Article]]
| [[http://www.pblworld.org/| PBL World site]]
|}


== How can I get involved? ==
== How can I get involved? ==
Line 73: Line 116:


* Create an '''[[Educational organization template|educational organization page]]''' for your organization, group, or school.
* Create an '''[[Educational organization template|educational organization page]]''' for your organization, group, or school.



'''Contribute content'''
'''Contribute content'''
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|[[Image:India.JPG|thumb|Khairat is a remote village in Maharashtra, India]]
|[[Image:India.JPG|thumb|Khairat is a remote village in Maharashtra, India]]
|}
|}





== Comments ==
== Comments ==

Latest revision as of 00:30, 24 July 2013

  This page is monitored by the OLPC team.
  english | español | italian | 日本語 | 한글 | português | русский | 中文(简体) HowTo [ID# 289381]  +/-  

One Laptop per Child is an education project, not a laptop project. With connected laptops, learners are liberated to actively engage with others with similar interests in cultures of learning by doing without being limited by time or space. Children can learn by teaching, actively assisting other learners and freeing the teacher to focus her experience and expertise where most needed. (see also: education philosophy).

Educators have long recognized that children learn best when they are active, when they pursue their own interests, and when they participate in cultures of knowledge and engagement. However, until now it has been logistically impossible, except for the elites, to create such learning environments. With 1-to-1 access to connected laptops, children actively engage in knowledge construction and are not limited to passive reception of information. Each child can pursue learning in areas of strong personal interest and the classroom is not limited to a pre-determined, one-size-fits-all approach. With connected laptops, learners are liberated to actively engage with others with similar interests in cultures of learning by doing without being limited by time or space. In this way children can learn by teaching, actively assisting other learners and thereby liberating the teacher to focus her experience and expertise where most needed. Computers also facilitate appropriation of knowledge in domains difficult to comprehend with other static, non-connected materials. Domains that involve dynamics, complexity, high levels of abstraction, micro or macro size, and more become appropriable by children through expressive uses of computers. Teachers benefit as well as not only do they get to use the laptops at home for their own learning, but the connected laptop becomes a conduit for customized professional development enabling the teachers to gain access to expertise and colleagues, to pose and respond to practical questions. Moreover, with mobile, connected laptops the walls of the classroom open and the entire community becomes the classroom and virtually the whole world enters on demand. The children carry the classrooms and teachers of the world with them through the community and into their homes. Children can participate in the study of global issues while simultaneously using local context for understanding. They can fully participate as producers of knowledge and not just as consumers of materials produced by others. Connected laptops also provide a means for new models of growth. Rather than needing to rely on a centralized, standardized reform, we can develop high-quality, localized models of improved practice, and utilize the network and rich media to create mechanisms for spread. A foundation is thus created for three distinct, but overlapping, phases: enabling powerful learning in and out of school; the positive change to specific school practices; and the transformation of schools from funnels of received information to engines of knowledge construction and appropriation.

Laptops are the pencils for the digital age. The sooner we can provide high quality learning environments for all, the better and more cohesive our societies will become.
 

The OLPC Learning Team, led by Dr. Claudia Urrea and Dr. Antonio Battro, are currently working in Colombia, Rwanda and the US respectively and provide support to countries, teams, community and children engaged in the project. The team recently released OLPC Fundamental Ideas on Learning

Each Wednesday, 2pm GMT, learning representatives and other educational stakeholders from OLPC countries, led by Dr. Urrea, meet to discuss on relevant issues, updates from programs or for a presentation/discussion from a guest speaker. The chat is in Spanish, but can be translated. For a log of all chats, please see: Spanish_Chat

Background for educators

Cquote1.svg  The most fundamental job of schools is to teach good citizenship, which includes the habit of helping others. Cquote2.svg

Why Schools Should Exclusively Use Free Software, Richard Stallman

Some articles on constructionism, emergent design, high-quality education and 1:1 experiences:

see OLPC_Research for research, papers on numerous OLPC projects across the globe

In April 2011, the Learning Team also launched "Innovation in Evaluation," you can learn more here: Innovation_in_Evaluation

Classroom Resources

Cquote1.svg  Kindermann (1993) found children's attitudes and engagement in school (i.e. connectedness to school) were highly predictive of the peer group they selected, and when children moved in an out of well-defined peer groups, each move resulted in the children identifying with the newly chosen group's attitude toward school. Conversely, even when interventions are intended to be helpful and facilitate prosocial behavior and attitudes, when antisocial or delinquent youth are aggregated, their goal of modeling one another's behavior's and attitudes can trump well-intended efforts of adults (Patterson, Dishion, & Yoerger; 2000).
Therefore, the attitudes that children bring to school or to an intervention program may lead to birds of a feather flocking together unless the context can be shaped (preferably by peers) to reward children, especially underachieving or delinquent children, for their academic successes and socially skilled (e.g. caring, empathic) behavior. Cquote2.svg
DuBois, David L.; Michael J. Karcher (2005). Handbook of Youth Mentoring. Thousand Oaks, California: SAGE Publications Ltd. ISBN 0761929770. http://books.google.com/books?id=TtdR-GCYOw4C. 
  • OLPC Aprendizaje por Proyectos: Mi comunidad & Abuela Ruanda/Project Based Learning in the context of OLPC

For additional manuals, please see: Manuals

Resources developed by community groups: from Hello Laptop, from Plan Ceibal, from Peru.

Recent Learning Team Activities

Seminario, July 2012 Delegates from Mexico, Uruguay, Colombia, Costa Rica and Canada met to discuss the status of their projects and explore innovation in evaluation Seminario_OLPC_July2012
Scratch@MIT 2012 A bi-annual meeting of educators using Scratch. OLPC held a panel on the ways Scratch is being used on the XO laptop in Colombia, Costa Rica, Rwanda and Uruguay.

[2012]

Constructing Modern Knowledge The OLPC learning team supported and participated in Dr. Gary Stager's annual conference which brings together teachers, administrators and academics for a week of pragmatic learning and constructing in the 21st century. [CMK]
PBL World, June 2012 Dr. Claudia Urrea opened the conference by asking "what's worth learning?" [Edutopia Article] [PBL World site]

How can I get involved?

Create an account on the OLPCWiki and leave us questions or comments!

Read about the OLPC Learning Vision to learn more about why we think children in developing countries need laptops and what we think laptops will enable them to do. Familiarize yourself with our ideas about content and collaboration, and the various Creative Commons licenses. As a rule, we want educational materials produced for and connected with OLPC to be free and open source.

  • If you or your school want to work with XOs in the classroom (and don't yet have any), see the page for Interested schools.
  • Add yourself, or your organization, to the educator Roll Call page.

Contribute content

  • Read about the content repository that will reside on the school servers.
  • Add to the list of ideas for content that should be included in the repository.
  • Contribute your content directly to OLPC by following these instructions and writing to content@laptop.org.

Create activities and collections

School stories and case studies

Porto Alegre
OLPC Brazil
Galadima
OLPC Nigeria
Ban Samkha
OLPC Thailand
Porto Alegre is the capital city of Rio Grande do Sul, Brazil
Galadima is a hamlet in Abuja, Nigeria
File:Hiking02.jpg
Ban Samkha is a rural village in northern Thailand
Cardal
OLPC Uruguay
Arahuay
OLPC Peru
Khairat school
OLPC India
Villa Cardal is a small town in Uruguay
Arahuay is a small town in Peru
Khairat is a remote village in Maharashtra, India

Comments

"Pupils go even beyond what I can teach in the class. It's a very interesting thing to use. I personally have a better idea about teaching... We discovered that giving them time to discover something and to do it in their own way, they feel more happy and they are so excited in using it that, 'Yes, I discovered it! Yes, I can get it!! Yes, I can do this on my own!!!' Teaching is getting more interesting and less stressful." — Mr. O., Galadima School, Abuja, Nigeria