From the latest Sugar digest:
Before getting on the overnight bus back to Chiclayo, Jorge gave me a file with images of Peruvian Soles, so I was able write a Soles plug in for Turtle Art on the overnight bus ride. (Again, I could not sleep due to the movie playing inches from my face.) Raul, who was sitting a few rows back from me, joined a shared Turtle Art session and we stumbled upon a new use for a well-worn activity: chat. By sharing text with the Show block (and as of TurtleBlocks-144, text-to-speech with the Speak block), you can engage in an interactive chat or forum, which includes sharing of pictures and graphics. What fun. (Walter)
Fundacion DJ is building an app for the XO to let kids become DJs. They will be able to play two tracks at the same time, switch from one track to another with a cross fader, and use effects and pre-recorded sounds to mix in, just like a professional DJ.
They can record and export their mixes so they can share them or submit them to future contests – like the one the Foundation plans to run. They say of their work on this project: “This will be an alternative way to get kids interested in the art of music so in the future they can become DJs Agents of Change.”
From their site:
Fundacion DJ en colaboración con One Laptop Per Child crearan una aplicación para sus computadoras portátiles XO donde los niños podrán jugar a ser DJs.
La aplicación le permitirá a los usuarios poner dos canciones al mismo tiempo y tener la opción de cambiar entre una y otra con un cross fader. También tendrá efectos y sonidos pre-grabados para que puedan mezclar tal como lo hace un DJ profesional.
También tendrán la opción de grabar y exportar sus mezclas para que las puedan revisar y enviar para un concurso que estamos planeando hacer.
Esta será una alternativa para crear interés en los niños por el arte de la música y que en un futuro se conviertan en DJs Agentes De Cambio.
Professors Doug Kranch (of North Central State College) and Terri Bucci (of Ohio State University) are launching an XO Educational Software Project this year. This will be a collaboration between them and their students, and partners in Haiti, to develop math and science modules for the XO. They are also developing a simple router/server setup that Haitian teachers can use to support such software — NCSC’s fall course on client/server development will focus on this work.
The project aims to meet Haitian curricular standards, with ongoing feedback from schools around Croix des Bouquets, in collaboration with teachers, students, and university faculty and students from University Episcopal in Port-au-Prince. These contacts are supported by Ohio State’s ongoing Haiti Empowerment Project.
The group is developing their plans on their group blog, including early efforts this Spring to enhance use of XOs.
It sounds as though they should all be subscribed to the IA Education Project mailing list to share their thoughts!
Nancie wrote up her week visiting Boston to work on the updated Help activity, in her travel blog:
Last October at the San Francisco [OLPC] Volunteer Summit, plans for the Refresh-Help project evolved. This week in Boston, here we are! The details can be found on the wiki. Adam Holt (OLPC & Haiti), and volunteers Christoph Derndorfer (Vienna), George Hunt (engineering & School Server expert) Mark Battley (Toronto/Kenya), Craig Perue, (Jamaica), Laura de Reynal France/NosyKomba, Harriet V (India). Sandra Thaxter (MA/Kenya) Ed C (Indiana), Sameer (OLPC-SF & Jamaica), and locals Bernie, Dogie, SJ and others worked and played together at the Cambridge OLPC offices to try and get this project done! Chief organizer Caryl Bigenho was busy helping remotely most of the time. There were other folks around the globe furiously writing and editing too.
Thanks for all who helped out! We still need people to help finish packaging the result into a new Help.xo activity, and translate the result into Spanish.
We invite the submission of papers to be presented at the eduJAM! 2012 summit. It will take place Friday-Saturday, May 11th-12th.
A summary of the main contributions from all the papers and the mention of the authors will be published on the event’s website and in the media after the summit. See more details in the document linked here and on our website.
Llamados a Ponencias – eduJAM! 2012
Invitamos a la presentación de ponencias que integrarán el Encuentro de Desarrolladores Uruguay: eduJAM! 2012 a desarrollarse el 11 y 12 de mayo. Un resumen de los principales aportes del conjunto de las ponencias y la mención a sus autores será publicado en la pagina del evento y en los medios de comunicación posteriormente al encuentro.
Mas detalles en el archivo aqui o en nuestra web.
The Inter American Development Bank recently published the results of a study of the Peruvian schools that received OLPCs in rural primary schools in Peru, over the first 15 months of the program.
The methodology of the study was quite good, with a randomized study of over 300 schools. But the measurements and focus were not aligned with the goals of Peru’s program, and there is no clear way to compare these results with the other detailed results available from Plan Ceibal’s program in Uruguay. The after-analysis of their work has tended to focus on short-term math and reading results, whereas the goals of the program were access to knowledge, improvements in pedagogy, and access to computing – which might be expected to show up in the short term only in the abstract cognitive results.
The measured improvement in abstract thinking – roughly 5 additional months of cognitive development, over a 15-month period – is tremendous. It is interesting to note how this result is downplayed in parts of the world where schools live by less abstract standardized testing.
Some recent comments from OLPC staff and implementers, paraphrased for brevity:
‘The OLPC program in Peru, or any other place, has to be evaluated according to its initial goal. “math, language, and cognitive test results” showed outputs, but have no clear connection to Peru’s 2007 stated objectives, which targeted pedagogical training and application.’
Oscar Becerra, who oversaw OLPC in Peru’s government:
‘We succeeded in giving access to technology to 100% (220,000) of children and teachers at one-teacher schools, who otherwise would have had no opportunity to use ICT. Most had the option to take laptops home with them.’
Oscar has published other comments that are a good representation of the OLPC perspective.