Sugar Labs - User contributions [en]

Education Team/lang-ru

2008-08-26T10:35:46Z

Fedchin:

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}
{{Translation
| lang = ru
| source = EducationTeam
| version = 7177}}
{{TranslationInProgress}}

Хотя и утверждается, что на нас возложена ответственность за выработку образовательных целей сообщества Sugar, но сказать так - это и сказать слишком много и сказать слишком мало.
{{ Translated text |
We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do.

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

| display = block }}

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Education Team/lang-ru

2008-08-26T10:29:41Z

Fedchin:

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}
{{Translation
| lang = ru
| source = EducationTeam
| version = 7177}}
{{TranslationInProgress}}

Хотя и утверждается, что на нас возложена ответственность за выработку образовательных целей сообщества Sugar, но сказать так - это и сказать слишком много и сказать слишком мало.
{{ Translated text |
We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do.
| display = block }}

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Template:Translation/changes/lang-ru

2008-08-26T10:25:45Z

Fedchin: New page: Изменения

Изменения

Template:Translation/original/lang-ru

2008-08-26T10:25:16Z

Fedchin: New page: Оригинал

Оригинал

Template:Translation/translation of/lang-ru

2008-08-26T10:24:34Z

Fedchin: New page: Перевод

Перевод

Education Team/lang-ru

2008-08-26T10:22:42Z

Fedchin:

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}
{{Translation
| lang = ru
| source = EducationTeam
| version = 7177}}
{{TranslationInProgress}}

We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do:

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Education Team/lang-ru

2008-08-26T10:21:25Z

Fedchin:

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}

{{Translation
| lang = ru
| source = EducationTeam
| version = 7177}}
{{TranslationInProgress}}

This is in the process of being translated

We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do:

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Education Team/lang-ru

2008-08-26T10:19:18Z

Fedchin:

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}

{{Translation
| lang = ru
| source = EducationTeam
| version = }}
{{TranslationInProgress}}

This is in the process of being translated

We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do:

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Education Team/lang-ru

2008-08-26T10:17:52Z

Fedchin: New page: <noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show...

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}

This is in the process of being translated

We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do:

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Education Team

2008-08-26T10:13:37Z

Fedchin:

<noinclude>{{ GoogleTrans-en | es =show | bg =show | zh-CN =show | zh-TW =show | hr =show | cs =show | da =show | nl =show | fi =show | fr =show | de =show | el =show | hi =show | it =show | ja =show | ko =show | no =show | pl =show | pt =show | ro =show | ru =show | sv =show }}
{{TeamHeader|EducationTeam}}</noinclude>

{{Translations
| [[EducationTeam|english]] | [[EducationTeam/lang-es|español]] | [[EducationTeam/lang-ru|русский]]}}

We are said to be responsible for setting the Educational goals for the Sugar Community, but this says both too much and too little. In the long run, the children have to set their educational goals, rather than those whom the accidents of history and politics have put in power. Here are some things we can do:

* Start the very large and wide-ranging discussion about appropriate education theory (based on scientific study of children and adults, such as schoolteachers);
* Start the discussion about appropriate education practice, based on scientific study of what works under various circumstances for what purposes;
* Start the discussion about appropriate uses of computers in education, including software design, textbook redesign, and other content, and about what computers are good for in general;
* Mediate between these desiderata and what is possible on the available and imminent hardware platforms, given the current and projected state of connectivity, rural electricity, the other issues and obstacles of poverty, and the current state of [[What is Sugar?|Sugar]];
* Share lots of examples of what works (and what doesn't)—along with a discussion of how and why.

==Theory==
:''Epistemology is the construction of personal standards for telling fact from fancy, truth from fiction, and certainty from doubt. Ontology is the construction of theories of what exists. Ethical constructions remind us of what we think we should do even if we don't want to, and why. Everybody has them, and normally no two of us agree on them. The epistemology of Prussian-style education is, the King and his ministers are always right, and even if they weren't you would have no business questioning them. Or, at the classroom level, “It's true because I said so, now shut up and sit down!” The same attitude is common, even usual, in ontology and ethics as well. Nations are real because I said so, You're going to war to because I said so.''—Edward Cherlin (revised [[User:Mokurai|Mokurai]] 06:32, 8 June 2008 (UTC))

Cherlin paints a grim picture.

Fortunately, this is nowhere near the whole story, but we have a long way to go before children's right to pursue truth is seriously recognized. While the theoretical layer of didactic methods has advanced, unfortunately, in much of the world's formal education systems, there has been little progress.

The computer serves as a powerful tool for getting new pedagogical approaches into the system. But, while getting computers into the hands of more children is undoubtedly of benefit, the question remains, “how does one maximize the learning that occurs?” The question often is framed in terms of teacher-centric methods (Instructionism) versus child-centric or learning-centric methods. This dichotomy is a false one [Really?]; while we should not be prescriptive, we should be striving for a “learning-centric” approach, where teachers mentor students as they engage with powerful ideas, “teaching less and learning more.” While we want to give children access to knowledge—through media such as electronic books, the world-wide web, and multimedia—we also should try to skew the odds toward children and teachers appropriating this knowledge by putting it to use and engaging in critical dialog. That is not just going to happen by itself; we have to try to make it happen by giving them tools that put them in the roles of consumer, critic, and creator within the context of a learning community.

Learning is not a service—it's a process of active appropriation.

One of the forces being unleashed by the one-to-one computing initiatives—where children have access to computing “anytime” and “anywhere”—is the change in the way software developers and computer-makers think about the education industry. A combination of strong and capable leadership—by technologists and epistemologists—and cross-community collaboration is necessary to ensure that the ideals of freedom, sharing, open critique, and transparency will be part of the interface to learning that touches children in the world’s classrooms. While community collaboration may seem unrealistic from the vantage point of a model of economy as a machine, which individuals are single-purpose cogs wheels and gear, collaboration—and the resulting synthesis of ideas—is the most efficient means of invention and subsequent development. The “intelligence is in the leaves” and those who unleash that intelligence will prosper.

These ideas are embodied in the culture of free software, which is a powerful culture for learning. It is possible to instill in the education industry some of the culture, technology, and morals of the open source movement. Such a transfer of culture could greatly enhance the education industry and its ability to engage teachers and students: empowering them with both the freedom to act and the freedom to be critical. Criticism of ideas is a powerful force in learning and in fostering economic development; unleashing that is an important part of the mission. Conventional wisdom suggests that teachers don't want to learn (and change); to the contrary, teachers perhaps more than any other constituency know that the status quo is failing.

==Practice==

Previous attempts at major education reform have foundered on the impossibility of rewriting all textbooks and retraining all teachers simultaneously, on the blank incomprehension of parents, and on political opposition to these new-fangled ideas. The XO gets around these obstacles by not confronting them. In particular, the XO provides access to the diversity of the Internet, without changes to textbooks or curricula, and without major retraining of teachers. New textbooks will come in due course, and teacher training will eventually catch up. With computers and Internet, children can show parents what they are learning. This genie will not go back into the bottle. Political opponents of educational advances are already in retreat to private schools and home schooling to a degree. We cannot predict how the political fight will turn out, because of its complexities and because it is a battle of ideas and organization, whose working we do not understand at all well. In such a case, it is prudent to organize support before the need is urgent. A degree of support will arise almost automatically from those whose children start to get a real education for the first time. Organizing that support appropriately is a daunting challenge, but some will turn up with the desire and ability to do various parts of it.

==Computers==

OLPC is about Seymour Papert's Constructionist education theory, although the announcements don't say that consistently. Sugar Labs is more clearly committed to Constructionism. But what is Constructionism? Is it true? Is it effective? Have we arrived at the one complete and final truth about education, so that no more need be said? Well, the answer to that last question is, Don't be silly. Like any good theory, Constructionism is reasonably accurate on some points, and needs further research on the great expanse of the unknown that surrounds that little lighted patch. So we cannot give a glib definition, or a brief summary, and claim that you know what you need to know. If you are serious about Constructionism, then like anything else worthwhile, you have to study at length and in detail to get any good at it, and there will always be somebody who is better at some part of it.

Seymour Papert slyly points out that simply giving a definition would not be a Constructionist way to teach you. Instead he suggests ways in which you can experience what works and what doesn't in current Constructionist programs. We can be a little more explicit, but the need for experience remains central.

In Piaget's Constructivist theory of child development and learning, based on decades of research with children, understanding is something a child constructs internally out of experience and previous understanding (which in some cases will be misunderstanding), when the child's brain is sufficiently developed to support the ideas involved. One of his favorite examples is a mathematician who as a child had been astonished to discover that no matter how he arranged some pebbles he was playing with, when he counted them there were always ten. I don't know any adults who can remember not knowing that, so it is hard to discuss from personal experience. Children who don't know that yet would have no idea what you were talking about if you asked them, so that doesn't help either. But there are many things that come to children typically at a particular age, so that you can find younger children who don't know, and older children who do, and if you are particularly persistent and lucky you may be able to observe the developmental changeover from one day to the next, or even from one moment to another.

Much more common are Aha! moments, in which a child (or adult) who has been working on a problem without insight suddenly gets it. In Constructionist education on computers, this is deliberately fostered. Alan Kay gives examples of ten-year-olds, with appropriate guidance on where and how to look, and appropriate computer software to assist them, discover essential concepts of calculus, such as the laws of constant acceleration with their geometric realization and their application to physics. The symbol manipulation and formal proofs have to be delayed to a more appropriate developmental stage, of course.

Much more common still are opportunities to work together with the collaboration and mesh networking capabilities of the XO and Sugar to construct something, and to explore all that is known and unknown and share the results. This is what Ivan Krstić told us captured the teachers in Latin America, who were no longer bound to the inadequate textbooks and teaching materials provided by the government. And after the teachers got it, the parents soon got it.

==See also==
* [[EducationTeam/Lesson Plan resources|lesson-plan resources]]
[[Category:EducationTeam]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T08:47:45Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной активности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>активность (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить эту активность в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс интенсивного писательского усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser сообщает, что доступен новый релиз (080607) Livebackup XO-LiveCD ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Узнать больше о Sugar...]] ли [[Sugar Labs | узнать больше о Sugar Labs, организации, стоящей за Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Как участвовать]] в [[DevelopmentTeam | разработке]] Sugar и усилиях [[Community/GettingInvolved#Join_a_Team | сообщества]].</p>

==Попробуй Sugar/Скачай Sugar==
''Попробуй'' Sugar, запустив его поверх используемой тобой системы (Пожалуйста, смотрите страницу [[Documentation/Try_Sugar|Попробуй Sugar]]).

Есть много способов ''скачать'' Sugar: как '''[[Supported_systems#Starch|отдельный образ диска]]''' для существующей машины; как '''[[Supported_systems#Sucrose|сессию в дистрибутиве Linux]]'''; или как часть '''[[Supported_systems#Systems|законченной программно-аппаратной платформы]]'''. (Пожалуйста, смотрите инструкции по загрузке Sugar для Вашего дистрибутива Ubunty на [[Community/Distributions/Ubuntu|Sugar на Ubuntu]].)

== Активности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Активности]. Вот список некоторых активностей, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу активностей]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и активности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Текстовой редактор</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Простой калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
Инструмент для чтения новостных лент
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Простой инструмент для рисования
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измеритель расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Инструмент для записи аудио, видео и фото
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
Инструмент Sugar для анализа системы как активность
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
Инструмент Sugar для чтения логов как активность
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
Терминал Sugar как активность
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Инструмент для сочинения и синтеза музыки.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Инструмент для коллективных обсуждений
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== И многое другое ===
[http://wiki.laptop.org/go/GCompris Вам доступны много десятков других активностей].
</td>
</tr>
</table>

==Смотрите также==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Как участвовать!]]
* [[taxonomy|Таксономия]] Sugar и таблица [[supported systems|поддерживаемых систем]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Другие страницы, интересные [[:Category:Developer|разработчикам]]
* [[Sugar Labs/Background|Обсуждение]] основополагающих принципов, лежащих в основе [[What_is_Sugar%3F|Sugar]] и [[Sugar Labs]]
* Смотрите [http://wiki.laptop.org/go/Category:Sugar категорию The Sugar] на olpcwiki для получения дополнительной информации.
* Помогите нам с [[UITeam/Logo-ideas|дизайном логотипа]] Sugar Labs
* [[Community/FAQ|Часто задаваемые вопросы (FAQ)]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T08:32:39Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс интенсивного писательского усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Узнать больше о Sugar...]] ли [[Sugar Labs | узнать больше о Sugar Labs, организации, стоящей за Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Как участвовать]] в [[DevelopmentTeam | разработке]] Sugar и усилиях [[Community/GettingInvolved#Join_a_Team | сообщества]].</p>

==Попробуй Sugar/Скачай Sugar==
''Попробуй'' Sugar, запустив его поверх используемой тобой системы (Пожалуйста, смотрите страницу [[Documentation/Try_Sugar|Попробуй Sugar]]).

Есть много способов ''скачать'' Sugar: как '''[[Supported_systems#Starch|отдельный образ диска]]''' для существующей машины; как '''[[Supported_systems#Sucrose|сессию в дистрибутиве Linux]]'''; или как часть '''[[Supported_systems#Systems|законченной программно-аппаратной платформы]]'''. (Пожалуйста, смотрите инструкции по загрузке Sugar для Вашего дистрибутива Ubunty на [[Community/Distributions/Ubuntu|Sugar на Ubuntu]].)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот список некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Текстовой редактор</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Простой калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
Инструмент для чтения новостных лент
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Простой инструмент для рисования
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измеритель расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Инструмент для записи аудио, видео и фото
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
Инструмент Sugar для анализа как вида деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
Инструмент Sugar для чтения логов как вид деятельности
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
Терминал Sugar как вид деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Инструмент для сочинения и синтеза музыки.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Инструмент для коллективных обсуждений
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== И многое другое ===
[http://wiki.laptop.org/go/GCompris Вам доступны много десятков других видов деятельности].
</td>
</tr>
</table>

==Смотрите также==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Как участвовать!]]
* [[taxonomy|Таксономия]] Sugar и таблица [[supported systems|поддерживаемых систем]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Другие страницы, интересные [[:Category:Developer|разработчикам]]
* [[Sugar Labs/Background|Обсуждение]] основополагающих принципов, лежащих в основе [[What_is_Sugar%3F|Sugar]] и [[Sugar Labs]]
* Смотрите [http://wiki.laptop.org/go/Category:Sugar категорию The Sugar] на olpcwiki для получения дополнительной информации.
* Помогите нам с [[UITeam/Logo-ideas|дизайном логотипа]] Sugar Labs
* [[Community/FAQ|Часто задаваемые вопросы (FAQ)]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T08:29:21Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс интенсивного писательского усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Узнать больше о Sugar...]] ли [[Sugar Labs | узнать больше о Sugar Labs, организации, стоящей за Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Как участвовать]] в [[DevelopmentTeam | разработке]] Sugar и усилиях [[Community/GettingInvolved#Join_a_Team | сообщества]].</p>

==Попробуй Sugar/Скачай Sugar==
''Попробуй'' Sugar, запустив его поверх используемой тобой системы (Пожалуйста, смотрите страницу [[Documentation/Try_Sugar|Попробуй Sugar]]).

Есть много способов ''скачать'' Sugar: как '''[[Supported_systems#Starch|отдельный образ диска]]''' для существующей машины; как '''[[Supported_systems#Sucrose|сессию в дистрибутиве Linux]]'''; или как часть '''[[Supported_systems#Systems|законченной программно-аппаратной платформы]]'''. (Пожалуйста, смотрите инструкции по загрузке Sugar для Вашего дистрибутива Ubunty на [[Community/Distributions/Ubuntu|Sugar на Ubuntu]].)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот список некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Текстовой редактор</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Простой калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
Инструмент для чтения новостных лент
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Простой инструмент для рисования
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измеритель расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Инструмент для записи аудио, видео и фото
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
Инструмент Sugar для анализа как вида деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
Инструмент Sugar для чтения логов как вид деятельности
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
Терминал Sugar как вид деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Инструмент для сочинения и синтеза музыки.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Инструмент для коллективных обсуждений
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== И многое другое ===
[http://wiki.laptop.org/go/GCompris Вам доступны много десятков других видов деятельности].
</td>
</tr>
</table>

==Смотрите также==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Как участвовать!]]
* [[taxonomy|Таксономия]] Sugar и таблица [[supported systems|поддерживаемых систем]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Другие страницы, интересные [[:Category:Developer|разработчикам]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* Смотрите [http://wiki.laptop.org/go/Category:Sugar категорию The Sugar] на olpcwiki для получения дополнительной информации.
* Помогите нам с [[UITeam/Logo-ideas|дизайном логотипа]] Sugar Labs
* [[Community/FAQ|Часто задаваемые вопросы (FAQ)]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T08:25:32Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс интенсивного писательского усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Узнать больше о Sugar...]] ли [[Sugar Labs | узнать больше о Sugar Labs, организации, стоящей за Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Как участвовать]] в [[DevelopmentTeam | разработке]] Sugar и усилиях [[Community/GettingInvolved#Join_a_Team | сообщества]].</p>

==Попробуй Sugar/Скачай Sugar==
''Попробуй'' Sugar, запустив его поверх используемой тобой системы (Пожалуйста, смотрите страницу [[Documentation/Try_Sugar|Попробуй Sugar]]).

Есть много способов ''скачать'' Sugar: как '''[[Supported_systems#Starch|отдельный образ диска]]''' для существующей машины; как '''[[Supported_systems#Sucrose|сессию в дистрибутиве Linux]]'''; или как часть '''[[Supported_systems#Systems|законченной программно-аппаратной платформы]]'''. (Пожалуйста, смотрите инструкции по загрузке Sugar для Вашего дистрибутива Ubunty на [[Community/Distributions/Ubuntu|Sugar на Ubuntu]].)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот список некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Текстовой редактор</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Простой калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
Инструмент для чтения новостных лент
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Простой инструмент для рисования
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измеритель расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Инструмент для записи аудио, видео и фото
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
Инструмент Sugar для анализа как вида деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
Инструмент Sugar для чтения логов как вид деятельности
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
Терминал Sugar как вид деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Инструмент для сочинения и синтеза музыки.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Инструмент для коллективных обсуждений
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== И многое другое ===
[http://wiki.laptop.org/go/GCompris Вам доступны много десятков других видов деятельности].
</td>
</tr>
</table>

==Смотрите также==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Как участвовать!]]
* [[taxonomy|Таксономия]] Sugar и таблица [[supported systems|поддерживаемых систем]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Другие страницы, интересные [[:Category:Developer|разработчикам]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T08:20:03Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс интенсивного писательского усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Узнать больше о Sugar...]] ли [[Sugar Labs | узнать больше о Sugar Labs, организации, стоящей за Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Как участвовать]] в [[DevelopmentTeam | разработке]] Sugar и усилиях [[Community/GettingInvolved#Join_a_Team | сообщества]].</p>

==Попробуй Sugar/Скачай Sugar==
''Попробуй'' Sugar, запустив его поверх используемой тобой системы (Пожалуйста, смотрите страницу [[Documentation/Try_Sugar|Попробуй Sugar]]).

Есть много способов ''скачать'' Sugar: как '''[[Supported_systems#Starch|отдельный образ диска]]''' для существующей машины; как '''[[Supported_systems#Sucrose|сессию в дистрибутиве Linux]]'''; или как часть '''[[Supported_systems#Systems|законченной программно-аппаратной платформы]]'''. (Пожалуйста, смотрите инструкции по загрузке Sugar для Вашего дистрибутива Ubunty на [[Community/Distributions/Ubuntu|Sugar на Ubuntu]].)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот список некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Текстовой редактор</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Простой калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
Инструмент для чтения новостных лент
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Простой инструмент для рисования
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измеритель расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Инструмент для захвата аудио, видео и фото
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
Инструмент Sugar для анализа как вида деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
Инструмент Sugar для чтения логов как вид деятельности
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
Терминал Sugar как вид деятельности
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Инструмент для сочинения и синтеза музыки.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Collaborative discussion
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== And more ===
[http://wiki.laptop.org/go/GCompris many dozens more are available].
</td>
</tr>
</table>

==See also==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Getting involved!]]
* A Sugar [[taxonomy]] and a matrix of [[supported systems]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Other pages of interest to [[:Category:Developer|developers]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T08:12:11Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс интенсивного писательского усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Узнать больше о Sugar...]] ли [[Sugar Labs | узнать больше о Sugar Labs, организации, стоящей за Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Как участвовать]] в [[DevelopmentTeam | разработке]] Sugar и усилиях [[Community/GettingInvolved#Join_a_Team | сообщества]].</p>

==Попробуй Sugar/Скачай Sugar==
''Попробуй'' Sugar, запустив его поверх используемой тобой системы (Пожалуйста, смотрите страницу [[Documentation/Try_Sugar|Попробуй Sugar]]).

Есть много способов ''скачать'' Sugar: как '''[[Supported_systems#Starch|отдельный образ диска]]''' для существующей машины; как '''[[Supported_systems#Sucrose|сессию в дистрибутиве Linux]]'''; или как часть '''[[Supported_systems#Systems|законченной программно-аппаратной платформы]]'''. (Пожалуйста, смотрите инструкции по загрузке Sugar для Вашего дистрибутива Ubunty на [[Community/Distributions/Ubuntu|Sugar на Ubuntu]].)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот спиосок некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Word processor</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
News reader
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Simple paint activity
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измерение расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Still, video, and audio capture
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
An activity version of the Sugar analyze tool
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
An activity version of the Sugar logging tool
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
An activity version of the Sugar terminal
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Music composition and synthesis.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Collaborative discussion
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== And more ===
[http://wiki.laptop.org/go/GCompris many dozens more are available].
</td>
</tr>
</table>

==See also==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Getting involved!]]
* A Sugar [[taxonomy]] and a matrix of [[supported systems]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Other pages of interest to [[:Category:Developer|developers]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T07:59:37Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс недельного писательского спринт-усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html здесь].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* Мы начали процесс выборов наблюдательного совета Sugar Labs; опрос заканчивается 31 августа. Список кандидатов можно найти [[Sugar_Labs/Oversight_Board_Candidates_August_2008|здесь]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Протокол]] заседания Sugar Labs от 1 августа 2008 года.
* Sugar получил серебряную медаль на International Design Excellence Awards '08 (См. [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* Модель структуры управления Sugar Labs размещена на странице wiki (Пожалуйста, смотрите [[Sugar Labs/Governance|страницу структура управления (the governance page)]]). Вы можете оставить свои [[_talk:Sugar Labs/Governance|комментарии]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

Чтобы прочитать о других новостях Sugar Labs, пожалуйста, посетите [[Sugar Labs/Current Events|страницу текущих событий]].

==Что такое Sugar Labs?==
Sugar доступен под лицензией открытого программного обеспечения GNU General Public License (GPL) каждому, кто хочет распространять его. “Sugar Labs” - некоммерческий фонд, который вскоре будет создан и который будет призван служить поддержкой и местом сбора сообщества педагогов и разработчиков программного обеспечения, которые хотят развивать эту платформу и создавать совместимые с Sugar программные приложения. Программное обеспечение Sugar Labs устанавливается на лэптоп XO. Вы может найти дополнительную информацию об этом проекте на сайте laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Learn more about Sugar...]] or [[Sugar Labs | learn about Sugar Labs, the organization behind Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Get involved ]] in the Sugar [[DevelopmentTeam | development]] and [[Community/GettingInvolved#Join_a_Team | community]] efforts.</p>

==Try Sugar/Get Sugar==
''Try'' Sugar by running it on top of your existing system (Please see the [[Documentation/Try_Sugar|Try Sugar]] page).

There are many ways to ''get'' Sugar: as a '''[[Supported_systems#Starch|separate disk image]]''' on an existing machine; as a '''[[Supported_systems#Sucrose|session on a Linux distribution]]'''; or as part of a '''[[Supported_systems#Systems|complete hardware-software platform]]'''. (Please see [[Community/Distributions/Ubuntu|Sugar on Ubuntu]] for instructions on how to load Sugar on your Ubuntu distribution.)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот спиосок некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Word processor</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
News reader
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Simple paint activity
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измерение расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Still, video, and audio capture
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
An activity version of the Sugar analyze tool
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
An activity version of the Sugar logging tool
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
An activity version of the Sugar terminal
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Music composition and synthesis.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Collaborative discussion
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== And more ===
[http://wiki.laptop.org/go/GCompris many dozens more are available].
</td>
</tr>
</table>

==See also==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Getting involved!]]
* A Sugar [[taxonomy]] and a matrix of [[supported systems]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Other pages of interest to [[:Category:Developer|developers]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T06:07:06Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс недельного писательского спринт-усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html here].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* We have begun the election of the Sugar Labs oversight board; polls close 31 August. The list of candidates can be found [[Sugar_Labs/Oversight_Board_Candidates_August_2008|here]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Minutes]] from the Sugar Labs meeting on 1 August 2008.
* Sugar wins a silver medal in the International Design Excellence Awards '08 (See [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* A governance model for Sugar Labs has been posted to the wiki (Please see [[Sugar Labs/Governance|the governance page]]). Feel free to [[_talk:Sugar Labs/Governance|add comments]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

For more news about Sugar Labs, please see visit the [[Sugar Labs/Current Events|Current Events page]].

==What are the Sugar Labs?==
Sugar is available under the free software GNU General Public License (GPL) to anyone who wants to extend it. “Sugar Labs”, a (soon to be established) non-profit foundation will serve as a support base and gathering place for the community of educators and software developers who want to extend the platform and create Sugar-compatible applications. Sugar Labs software is found on the XO laptop. You can find more out about the project at laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Learn more about Sugar...]] or [[Sugar Labs | learn about Sugar Labs, the organization behind Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Get involved ]] in the Sugar [[DevelopmentTeam | development]] and [[Community/GettingInvolved#Join_a_Team | community]] efforts.</p>

==Try Sugar/Get Sugar==
''Try'' Sugar by running it on top of your existing system (Please see the [[Documentation/Try_Sugar|Try Sugar]] page).

There are many ways to ''get'' Sugar: as a '''[[Supported_systems#Starch|separate disk image]]''' on an existing machine; as a '''[[Supported_systems#Sucrose|session on a Linux distribution]]'''; or as part of a '''[[Supported_systems#Systems|complete hardware-software platform]]'''. (Please see [[Community/Distributions/Ubuntu|Sugar on Ubuntu]] for instructions on how to load Sugar on your Ubuntu distribution.)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот спиосок некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Браузер объектов и деятельности
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Язык/среда программирования Python
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Веб-браузер на основе Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Среда для обучения / программирования / творчества
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Инструмент для чтения книг / PDF
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Псевдо-Logo графический язык программирования
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Word processor</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Калькулятор
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
News reader
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Simple paint activity
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Измерение расстояния между двумя лэптопами
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Still, video, and audio capture
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
An activity version of the Sugar analyze tool
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
An activity version of the Sugar logging tool
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
An activity version of the Sugar terminal
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Music composition and synthesis.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Collaborative discussion
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== And more ===
[http://wiki.laptop.org/go/GCompris many dozens more are available].
</td>
</tr>
</table>

==See also==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Getting involved!]]
* A Sugar [[taxonomy]] and a matrix of [[supported systems]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Other pages of interest to [[:Category:Developer|developers]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T05:52:56Z

Fedchin:

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс недельного писательского спринт-усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html here].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* We have begun the election of the Sugar Labs oversight board; polls close 31 August. The list of candidates can be found [[Sugar_Labs/Oversight_Board_Candidates_August_2008|here]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Minutes]] from the Sugar Labs meeting on 1 August 2008.
* Sugar wins a silver medal in the International Design Excellence Awards '08 (See [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* A governance model for Sugar Labs has been posted to the wiki (Please see [[Sugar Labs/Governance|the governance page]]). Feel free to [[_talk:Sugar Labs/Governance|add comments]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

For more news about Sugar Labs, please see visit the [[Sugar Labs/Current Events|Current Events page]].

==What are the Sugar Labs?==
Sugar is available under the free software GNU General Public License (GPL) to anyone who wants to extend it. “Sugar Labs”, a (soon to be established) non-profit foundation will serve as a support base and gathering place for the community of educators and software developers who want to extend the platform and create Sugar-compatible applications. Sugar Labs software is found on the XO laptop. You can find more out about the project at laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Learn more about Sugar...]] or [[Sugar Labs | learn about Sugar Labs, the organization behind Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Get involved ]] in the Sugar [[DevelopmentTeam | development]] and [[Community/GettingInvolved#Join_a_Team | community]] efforts.</p>

==Try Sugar/Get Sugar==
''Try'' Sugar by running it on top of your existing system (Please see the [[Documentation/Try_Sugar|Try Sugar]] page).

There are many ways to ''get'' Sugar: as a '''[[Supported_systems#Starch|separate disk image]]''' on an existing machine; as a '''[[Supported_systems#Sucrose|session on a Linux distribution]]'''; or as part of a '''[[Supported_systems#Systems|complete hardware-software platform]]'''. (Please see [[Community/Distributions/Ubuntu|Sugar on Ubuntu]] for instructions on how to load Sugar on your Ubuntu distribution.)

== Виды деятельности ==
Приложения Sugar называются [http://wiki.laptop.org/go/Activities Виды деятельности]. Вот спиосок некоторых видов деятельности, которые устанавливаются по умолчанию. Это предложение по [[Activity portal | Порталу видов деятельности]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Object and activity browser
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Python Programming language/environment
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Web browser based on Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Learning / programming / authoring environment
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Book/PDF reader
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Pseudo-Logo graphical programming language
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Word processor</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Basic calculator
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
News reader
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Simple paint activity
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Measure distance between two laptops
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Still, video, and audio capture
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
An activity version of the Sugar analyze tool
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
An activity version of the Sugar logging tool
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
An activity version of the Sugar terminal
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Music composition and synthesis.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Collaborative discussion
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== And more ===
[http://wiki.laptop.org/go/GCompris many dozens more are available].
</td>
</tr>
</table>

==See also==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Getting involved!]]
* A Sugar [[taxonomy]] and a matrix of [[supported systems]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Other pages of interest to [[:Category:Developer|developers]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki/lang-ru RU

2008-08-26T05:48:06Z

Fedchin: New page: <noinclude>{{Translations | english | español | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|p...

<noinclude>{{Translations | [[Sugar Labs/Welcome to Sugar Labs|english]] | [[Sugar Labs/Welcome to Sugar Labs/lang-es|español]] | [[Sugar Labs/Welcome to Sugar Labs/lang-pt_BR|português brasil]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ps|پښتو]] | [[Sugar Labs/Welcome to Sugar Labs/lang-ru_RU|русский]] |}}</noinclude>
__NOTOC__
__NOEDITSECTION__
<p style="font-size: 1.3em; background: #edfdd7; padding: 10px; border: 1px solid #cde7a8">'''Sugar переосмысляет то, как компьютеры можно использовать в образовании.''' Sugar развивает совместное обучение, способность делиться с другими своими знаниями, и способность рефлексировать. Благодаря присущей Sugar "прозрачности идеи (design)", дети и их учителя могут использовать вычислительную технику именно для своих целей; они могут свободно вносить изменения, заново изобретать, и по новому использовать как программное обеспечение, так и учебные материалы, преобразуя их в мощный инструмент разнообразной образовательной деятельности (activities). Sugar - это проект [[Community/GettingInvolved|сообщества]]; он основа на GNU/Linux, свободно распространяемой операционной системе с открытыми исходными текстами.</p>

[[Image:home_sharing.png|left]]

=== Sugar облегчает сотрудничество и дает возможность делиться своими знаниями. ===

Дети с легкостью пишут тексты, деляться книгами и картинами, или вместе создают музыку.

<div class="visualClear"></div>

[[Image: home_activities.png|left]]

=== Нет никаких файлов, папок или программных приложений. ===

Основная единица взаимодействия - <em>вид деятельности (activity)</em>; он включает как соответствующее приложение, данные, так и историю взаимодействия с тем, чтобы можно было возобновить этот вид деятельности в любой момент.

<div class="visualClear"></div>

[[Image: home_backup.png|left]]

=== Практически невозможно потерять данные. ===

Все сохраняется и копируется автоматически.

<div class="visualClear"></div>

[[Image: home_journal.png|left]]

=== Журнал используется для доступа к данным. ===

Журнал - это дневник тех вещей, которые Вы сделали и тех действий, которые вы совершили; это место, где можно размышлять о проделанной работе.

<div class="visualClear"></div>

[[Image: home_opensource.png|left]]

=== Sugar - свободно распространяемое программное обеспечение с открытыми исходными текстами. ===

Sugar выпускается под лицензией [http://www.gnu.org/licenses/gpl.html GPL]; обновления будут <em>всегда</em> уважать свободу его пользователей и дальше.

<div class="visualClear"></div>

==Последние новости==
* Мы находимся в процесс недельного писательского спринт-усилия с целью создать руководство по использованию Sugar. Пожалуйста, следите за нашими успехами на [http://en.flossmanuals.net Floss Manuals]. Вы всегда можете создать собственный аккаунт и помочь с написанием, иллюстрированием и редактированием.
* [[User:Aaron|Aaron Kaplan]] спортировал Sugar на Intel Classmate 2. Вы можете прочитать об этом на [http://www.olpcnews.com/software/operating_system/sugarizing_it_intel_classmate_2.html here].
*[[ReleaseTeam/Releases/Sucrose/0.82|Sucrose 0.82]] (Development Release) has been released.
* We have begun the election of the Sugar Labs oversight board; polls close 31 August. The list of candidates can be found [[Sugar_Labs/Oversight_Board_Candidates_August_2008|here]].
* [[Sugar_Labs/OversightBoard/Minutes#Friday_1_August_2008_-_14.00_.28UTC.29|Minutes]] from the Sugar Labs meeting on 1 August 2008.
* Sugar wins a silver medal in the International Design Excellence Awards '08 (See [http://www.idsa.org/IDEA_Awards/gallery/2008/award_details.asp?ID=772])
* A governance model for Sugar Labs has been posted to the wiki (Please see [[Sugar Labs/Governance|the governance page]]). Feel free to [[_talk:Sugar Labs/Governance|add comments]].

* Wolfgang Rohrmoser reports that a new release (080607) of the Livebackup XO-LiveCD is available ([http://dev.laptop.org/pub/livebackupcd/build-708+joyride-2024 XO-LiveCD]).

For more news about Sugar Labs, please see visit the [[Sugar Labs/Current Events|Current Events page]].

==What are the Sugar Labs?==
Sugar is available under the free software GNU General Public License (GPL) to anyone who wants to extend it. “Sugar Labs”, a (soon to be established) non-profit foundation will serve as a support base and gathering place for the community of educators and software developers who want to extend the platform and create Sugar-compatible applications. Sugar Labs software is found on the XO laptop. You can find more out about the project at laptop.org.

<p style="font-size: 1.2em;">[[What is Sugar? | Learn more about Sugar...]] or [[Sugar Labs | learn about Sugar Labs, the organization behind Sugar]]</p>
<p style="font-size: 1.2em;">[[Community/GettingInvolved | Get involved ]] in the Sugar [[DevelopmentTeam | development]] and [[Community/GettingInvolved#Join_a_Team | community]] efforts.</p>

==Try Sugar/Get Sugar==
''Try'' Sugar by running it on top of your existing system (Please see the [[Documentation/Try_Sugar|Try Sugar]] page).

There are many ways to ''get'' Sugar: as a '''[[Supported_systems#Starch|separate disk image]]''' on an existing machine; as a '''[[Supported_systems#Sucrose|session on a Linux distribution]]'''; or as part of a '''[[Supported_systems#Systems|complete hardware-software platform]]'''. (Please see [[Community/Distributions/Ubuntu|Sugar on Ubuntu]] for instructions on how to load Sugar on your Ubuntu distribution.)

== Activities ==
Sugar applications are called [http://wiki.laptop.org/go/Activities Activities]. This is a list of some Activities that are installed by default. There is a proposal for an [[Activity portal]].

<table border="0">
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-journal.png|40px]]
=== [http://wiki.laptop.org/go/Journal Journal] ===
Object and activity browser
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-pippy.png|40px]]
=== [http://wiki.laptop.org/go/Pippy Pippy] ===
Python Programming language/environment
</td>

<td width="33%" style="text-align: center;">
[[Image:activity-web.png|40px]]
=== [http://wiki.laptop.org/go/Browse Browse] ===
Web browser based on Mozilla Firefox
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-etoys.png|40px]]
=== [http://wiki.laptop.org/go/Etoys Etoys] ===
Learning / programming / authoring environment
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-read.png|40px]]
=== [http://wiki.laptop.org/go/Read Read] ===
Book/PDF reader
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-turtleart.png|40px]]
=== [http://wiki.laptop.org/go/Turtle_Art Turtle Art] ===
Pseudo-Logo graphical programming language
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-write.png|40px]]
=== [http://wiki.laptop.org/go/Write Write] ===
Word processor</td>
<td width="33%" style="text-align: center;">
[[Image:activity-calculate.png|40px]]
=== [http://wiki.laptop.org/go/Calculate Calculate] ===
Basic calculator
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-news.png|40px]]
=== [http://wiki.laptop.org/go/News_Reader News Reader] ===
News reader
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-measure.png|40px]]
=== [http://wiki.laptop.org/go/Measure Measure] ===
Oscilloscope and Data Logging
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-draw.png|40px]]
=== [http://wiki.laptop.org/go/Paint Paint] ===
Simple paint activity
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-acousticmeasure.png|40px]]
=== [http://wiki.laptop.org/go/Distance Distance] ===
Measure distance between two laptops
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-record.png|40px]]
=== [http://wiki.laptop.org/go/Record Record] ===
Still, video, and audio capture
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-analyze.png|40px]]
=== [http://wiki.laptop.org/go/Analyze Analyze] ===
An activity version of the Sugar analyze tool
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-log.png|40px]]
=== [http://wiki.laptop.org/go/Log Log] ===
An activity version of the Sugar logging tool
</td></tr>
<tr>
<td width="33%" style="text-align: center;">
[[Image:activity-terminal.png|40px]]
=== [http://wiki.laptop.org/go/Terminal Terminal] ===
An activity version of the Sugar terminal
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-tamtamjam.png|40px]]
=== [http://wiki.laptop.org/go/Tamtam TamTam] ===
Music composition and synthesis.
</td>
<td width="33%" style="text-align: center;">
[[Image:activity-chat.png|40px]]
=== [http://wiki.laptop.org/go/Chat Chat] ===
Collaborative discussion
</td>
</tr>
<tr>
<td width="33%" style="text-align: center;">
=== And more ===
[http://wiki.laptop.org/go/GCompris many dozens more are available].
</td>
</tr>
</table>

==See also==

[[Image:sugarlabs_logo_big.png|right|150px]]

* [[Community/GettingInvolved|Getting involved!]]
* A Sugar [[taxonomy]] and a matrix of [[supported systems]]
* The Sugar [[ReleaseTeam]] and [[ReleaseTeam/Roadmap]] discussion pages
* Other pages of interest to [[:Category:Developer|developers]]
* A [[Sugar Labs/Background|background]] discussion on [[What_is_Sugar%3F|Sugar]] and [[Sugar Labs]]
* [http://wiki.laptop.org/go/Category:Sugar The Sugar category] on olpcwiki for more.
* Help us [[UITeam/Logo-ideas|design a logo]] for Sugar Labs
* [[Community/FAQ|Frequently asked questions]]

[[Category:General public]]

Welcome to the Sugar Labs wiki

2008-08-26T05:11:56Z

Fedchin: